Ice Age Earth provides the first detailed review of global environmental change in the Late Quaternary. Significant geological and climatic events are analysed within a review of glacial and periglacial history. The melting history of the last ice sheets reveals that complex, dynamic and catastrophic change occurred, change which affected the circulation of the atmosphere and oceans and the stability of the Earth's crust.

Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education. An emerging global network of concerned teachers and researchers who are currently engaged in dialogue with civil society and social movements, seek to construct another possible post-pandemic world built on premises of democracy, justice and peace. The emphasis on transformation points to alternative ways of doing research and education, associated with critical pedagogics and participatory action-research. This approach entails an intentionality to intervene in the debate and actual modus operandi of university research and education. It seeks to replace the existing vertical division of labour between administrators, teachers and students with an alternative collaborative organization of the production and transmission of knowledge, conducted by co-researchers and co-learners.

Edinburgh is a city renowned for critical thinking, cutting edge breakthroughs and unique creativity. At the heart of these enlightened ideals lies the University of Edinburgh, which has influenced life in the capital since it was founded in the late sixteenth century. Building Knowledge: An Architectural History of the University of Edinburgh reveals how the structural fabric of the University has often reflected the changing priorities of Edinburgh scholars. Buildings which emerged from the initial mishmash of the Old Town were to become iconic Scottish landmarks - from the classical magnificence of Robert Adams' purpose-built Old College, to more controversial Modernist developments, like Basil Spence's monumental central library. Combining beautiful new photography with rare archive material, Building Knowledge explores the evolution of the University through its celebrated architecture. Many leading figures have graced the University's halls, laboratories and lecture theatres, from David Hume and Emeritus Professor Higgs, to Robert Louis Stevenson and Dolly the Sheep. Its buildings will continue to inspire the education of students for generations to come.

Policies to promote high participation in Higher Educations (HE) systems aim to deliver social justice and economic development through widening participation of under-represented groups. Degrees of Success provides a critical test of this through examination of participation and success of learners progressing to HE with a vocational background. Employing an original conceptual framework that combines the ideas of Basil Bernstein and Pierre Bourdieu the authors analyse the various transitional frictions experienced by learners with VET backgrounds on their journeys into and through the HE system. The findings indicate that including students with vocational qualifications does lead to widening participation but that their modes of participation may not provide fair access and outcomes. In part this is due to the epistemic incompatibilities between higher and vocational education which remain unresolved despite constant VET qualification reform. This book, therefore, extends the debate about widening participation beyond metaphors of barriers to access to consider the epistemic and pedagogical challenges of increasing student heterogeneity in high participation HE systems. The analysis and policy suggestions therefore have relevance for all seeking to support students' HE learning journeys, and policy makers concerned with how best to utilise HE systems as means of furthering social mobility and justice.

Emerging from the 'history from below' movement, sport history was marginalised for decades by those working within more traditional historical fields (and institutions). Although a degree of ignorance still exists, sport history has now acquired a level of credibility through the dedicated work of professional historians. And yet, as this authority has been established, changes to UK higher education funding (the removal of direct state funding, the Research Excellence Framework, and tuition fees) and academic publishing (open access) have the potential to damage, or even end, sports research. This book examines sport history from a variety of perspectives. Do mainstream historians need to engage, or 'play', with sports historians? Has the postmodernist 'cultural turn' in sports history been helpful to the sub-discipline? How can the teaching of sports studies be more innovative and inspiring? How can oral history and sport history be utilised in the study of other branches of historical interest. Although changes are required in dealing with the current political reality of UK higher education, sport history still has a great deal to offer students, future employers and the public alike. This book was originally published as a special issue of the International Journal of the History of Sport.

Volume XV of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

The Idea of the University: Contemporary Perspectives, Volume 2 is a companion to The Idea of the University: A Reader, Volume 1, which presents readings from the major texts on the idea of the university over the last two hundred years. This volume consists of essays from the leading contemporary scholars of the university across the world. The essays examine ideas of the university that lie tacitly in its national and global framing, and offer creative ideas in taking the university forward, both on a regional and on a world-wide basis. Specific lines of inquiry include those of citizenship, cosmopolitanism, wisdom, ecology and freedom. The thirty chapters in this volume have been invitingly grouped to offer intriguing ways into the material, which in turn opens the way to very large conceptual and theoretical issues. In an era of marketization, can universities attend to any global responsibilities? Might regionalism-in Europe, in South America, in Africa-prompt new ideas of the university? What understandings of knowledge are feasible in a digital age? Amid local, national, regional and worldly callings, how might citizenship be construed? In a final section, a space opens for more speculative inquiries as to the conceptual possibilities ahead: Just what ideas of the university might feasibly be entertained for the twenty-first century? Might it be envisaged that the university has both responsibilities and possibilities in playing a part in bringing about a better world? Those concluding chapters in The Idea of the University: Contemporary Perspectives respond in original ways and all in an optimistic fashion.

The main point of this text is to argue that French universities experienced a quiet but important change during the last decade, which allowed them to become pertinent and more autonomous actors within the French university system. This book analyses why it was not possible before the 1990s.

More and more students in the world now decide to undertake their university studies in another country to their own. They see advantages of quality, value and experience in studying abroad and rightly see the experience as a preparation for life and a big plus for their CVs in an increasingly inter-connected world and job market. The world language is now undisputedly English and even universities in non-English speaking countries such as Holland and Denmark, universities that are wanting to attract international students, are switching to teaching university programmes in English. This makes for an unparalleled opportunity for UK students these days, just at a time when UK university fees are increasing significantly. This guide gives an overview of the opportunities available to UK students across the world, from the English speaking counties of the USA, Canada, Australia, and New Zealand, to Asia (India, Hong Kong, Malaysia and Singapore), to offers nearer home, in Europe. As well as information on what is available - the education systems and academic cultures and demands of the different destination countries are explained, application procedures and information on living (accommodation, food, entertainment) are provided and there are self-development exercises that will help with the process of cultural readjustment that you as a UK student are likely to undergo and need to understand. The book covers information for both undergraduate and postgraduate programmes and recommends ideal destination countries for these. Tips and advice on how to avoid certain pitfalls while being an international student living abroad are provided.

World War One changed the course of history. And not only on a global scale as borders shifted and battles raged, but on a local level, when sons failed to return home, and whole villages were emptied of their young men. Oxford was no exception. Many of its young scholars left the dreaming spires to become junior officers, with 170 joining the local Oxford and Buckinghamshire Light Infantry Regiment before the end of 1914. University buildings were turned from places of study into hospitals and cadet training centres. No college was left untouched. An Oxford College at War is the story of one college's experience of the war: Corpus Christi, one of the smallest and oldest Oxford colleges, lost a number of its students. Based on the moving accounts contained in the College Roll of Honour of those who fell in the Great War, this book looks not only at students' deaths, but also at the role of Corpus - as an exemplar Oxford College - in the War, and the wider role played by the University. From those fighting on the front and on the home front, to the aftermath of the War for survivors and those left behind, An Oxford College at War provides an unparalleled insight into the extraordinary bravery and everyday courage of citizens and students alike.

Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: 'literacies and learning' and 'learning technologies'. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

This is a concise guide to getting into medical school. It covers everything you need to know without the long-winded explanations found in other books and online. The Essential Guide to Getting into Medical School prepares you for all eventualities, so you can be ready for every aspect of your application and address any shortcomings you may have which may otherwise hinder your chances. It offers helpful tips, tactics, questions and warnings to assist with decision making and personal preparedness. This book is ideal for students of any age, from GCSE onwards, including those applying as postgraduate students. It is also highly recommended for international students wanting detailed advice on how to secure admission.

Winner of the Comparative and International Education Society Higher Education Special Interest Group Best Book Award for 2014! As universities increasingly engage with the world beyond the classroom and the campus, those who work within higher education are left to examine how the university's mission has changed. Official reviews and debates often forget to inquire into the purposes and responsibilities of universities, and how they are changing. Where these matters are addressed, they are rarely pursued in depth, and rarely go beyond current circumstances. Those who care about the university's role in society are left looking for a renewed sense of purpose regarding its goals and aspirations. The Future University explores new avenues opening up to universities and tackles fundamental issues facing their development. Contributors with interdisciplinary and international perspectives imagine ways to frame the university's future. They consider the history of the university, its current status as an active player in local governments, cultures, and markets, and where these trajectories may lead. What does it mean to be a university in the twenty-first century? What could the university become? What limitations do they face, and what opportunities might lie ahead? This volume in the International Studies in Higher Education series offers bold and imaginative possibilities.

Universities generate an enormous amount of intellectual property, including copyrights, trademarks, patents, Internet domain names, and even trade secrets. Until recently, universities often ceded ownership of this property to the faculty member or student who created or discovered it in the course of their research. Increasingly, though, universities have become protective of this property, claiming it for their own use and licensing it as a revenue source instead of allowing it to remain in the public sphere. Many universities now behave like private corporations, suing to protect trademarked sports logos, patents, and name brands. Yet how can private rights accumulation and enforcement further the public interest in higher education? What is to be gained and lost as institutions become more guarded and contentious in their orientation toward intellectual property? In this pioneering book, law professor Jacob H. Rooksby uses a mixture of qualitative, quantitative, and legal research methods to grapple with those central questions, exposing and critiquing the industry's unquestioned and growing embrace of intellectual property from the perspective of research in law, higher education, and the social sciences. While knowledge creation and dissemination have a long history in higher education, using intellectual property as a vehicle for rights staking and enforcement is a relatively new and, as Rooksby argues, dangerous phenomenon for the sector. The Branding of the American Mind points to higher education's love affair with intellectual property itself, in all its dimensions, including newer forms that are less tied to scholarly output. The result is an unwelcome assault on the public's interest in higher education. Presuming no background knowledge of intellectual property, and ending with a call to action, The Branding of the American Mind explores applicable laws, legal regimes, and precedent in plain English, making the book appealing to anyone concerned for the future of higher education.

This volume contrasts the life and problems of organizations in many parts of the world and highlights the differences between those societies as reflected in their different institutional sectors such as manufacturing, commerce, social services and government administration. In so doing, the book contributes to the theoretical foundations of the sociology of organizations by revealing previously unseen relationships between societies and institutions, offering an original synthesis of available research.

Whether you're new to higher education, coming to legal study for the first time or just wondering what Equity and Trusts is all about, Beginning Equity and Trusts is the ideal introduction to help you hit the ground running. Starting with the basics and an overview of each topic, it will help you come to terms with the structure, themes and issues of the subject so that you can begin your Equity and Trusts module with confidence. Adopting a clear and simple approach with legal vocabulary explained in a detailed glossary, Mohamed Ramjohn breaks the subject of Equity and Trusts down using practical everyday examples to make it understandable for anyone, whatever their background. Diagrams and flowcharts simplify complex issues, important cases are identified and explained and on-the- spot questions help you recognise potential issues or debates within the law so that you can contribute in classes with confidence. Beginning Equity and Trusts is an ideal first introduction to the subject for LLB, GDL or ILEX and especially international students, those enrolled on distance learning courses or on other degree programmes.

This latest volume in the series of Merton Annals covers a turbulent time in the college's history, including the siege of Oxford. This volume continues the series of Merton annals published by the Oxford Historical Society, beginning in 1483. This volume, dealing with the main part of the seventeenth century, contains both a transcript of the (mainly Latin)register, and a long introduction discussing college development in this very disturbed period, culminating in Civil War, the siege of Oxford, and the imposition of Cromwellian government on the university.

"Accurate, clearly written, and easy to understand even for the beginning researcher, with equal coverage of both qualitative and quantitative research. This is the only book to combine a textbook approach with a how-to approach." -Carol Roberts, Professor, University of La Verne Author, The Dissertation Journey "This is a very practical book and will be immediately usable for graduate students at any stage in their research. The multitude of examples is wonderful, and the content is very current." -Mary Betsy Brenner, Professor of Education University of California, Santa Barbara The advice and resources you need to complete your thesis or dissertation! No matter what state or stage your project is in, this how-to manual provides comprehensive guidance to help you tackle your master's thesis or doctoral dissertation. Covering both quantitative and qualitative research methods, this essential resource offers direction for every step of the process. Drawing on 40 years of experience supervising dissertations, the authors provide examples from 100 completed projects to guide readers through: Choosing a topic and writing research hypotheses Selecting a chair or committee Ensuring a successful proposal and oral defense Adapting the finished product for publication Using the Internet and desktop publishing effectively With a conversational style suitable for both faculty and students, Writing a Successful Thesis or Dissertation demystifies the writing experience and presents step-by-step directions for successfully completing your project.

All those involved in Higher Education are under pressure to familiarise themselves with the newest developments in Information Technology, and to understand the ways in which they can make use of these resources. The purpose of this book is to help academics from all disciplines to take full advantage of IT. Anticipating a future in which distance learning and virtual reality tutoring systems play a central role in university teaching, Roy Rada provides guidelines for making use of such technological opportunities. The chapters cover: * distance learning for individual students * groups in classrooms - focusing on interactive technology * the university as a whole * emerging market forces in Higher Education and training for industry Unlike competing books that focus on specific aspects of the subject, Understanding Virtual Universities combines managerial, social and technical issues, to provide a comprehensive approach to Information Technology for Higher Education.

When the Soviet Union collapsed universities were freed from state control and left to themselves. This forced universities to be much more market-oriented. This book explores this transformation from the end of the Soviet Union until the present. Based on extensive original research, the book charts the struggles of universities, showing how chaos and decline came to what had been one of the triumphs of the Soviet Union - a higher education system which provided a high standard of advanced education to large numbers of people and made major research achievements. The book shows how a lack of funds, lack of commercial experience and the ending of former means of support such as strong university-state industry links brought about huge disruption; how universities responded with a range of measures such as charging for tutoring and examinations, handling research on a commercial basis and new forms of co-operation; and how all this impacted on subjects of study and on underlying ideas about what a university is for. The book argues that the shock to the system in Russia was so severe that the Russian case serves as an excellent 'survival guide' to universities experiencing similar changes in other parts of the world. By investigating the phenomenon of Russian universities becoming more market-oriented the book contributes to developing further the marketization concept. It summarizes the existing knowledge in this field of study, offers a new framework for analysis of the phenomenon of university marketization and discusses the marketization of Russian universities in the light of comparative studies.

Professors and Their Politics tackles the assumption that universities are ivory towers of radicalism with the potential to corrupt conservative youth. Neil Gross and Solon Simmons gather the work of leading sociologists, historians, and other researchers interested in the relationship between politics and higher education to present evidence to the contrary. In eleven meaty chapters, contributors describe the political makeup of American academia today, consider the causes of its liberal tilt, discuss the college experience for politically conservative students, and delve into historical debates about professorial politics. Offering readable, rigorous analyses rather than polemics, Professors and Their Politics yields important new insights into the nature of higher education institutions while challenging dogmas of both the left and the right.

Globalization, the information age, and the rise of the knowledge-based economy are significantly transforming the way we acquire, disseminate, and transform knowledge. And, as a result, knowledge production is becoming closer and more directly linked to economic competitiveness. This evolution is also putting new and urgent demands on academic institutions to adjust to the changing needs of society and economy. In particular, there is growing pressure on the institutions of higher education and research in developed economies to find and affirm their new role in the national innovation system. Their counterparts in developing economies need to define their role in supporting emerging structures of the innovation system. This book examines the role of universities and national research institutes in social and economic development processes. Featuring contributions that showcase initiatives and innovations from around the world, including China, Eastern Europe, Latin America, Scandinavia, Southeast Asia, sub-Saharan Africa, and Western Europe, it offers timely insight that will be of interest to policymakers, university administrators, economic and social leaders, and researchers alike.

Framed in the context of a world in which academic freedom is often jeopardized, or criticized by outside social forces, Academic Freedom: Autonomy, Challenges and Conformation sets out to echo the voices of faculty who have encountered challenges to academic freedom within their personal and professional careers. Including chapters which range from showcasing specific experiences within particular disciplines, to providing broad historical or philosophical perspectives, this edited collection provides an authentic account of how academic freedom has helped and hindered the academic profession, scholarship, and teaching. Revealing one-on-one interactions which shed light on the views of individual educators, this book shifts focus onto the day-to-day ramifications of limited academic freedom. Faculty members recollect occasions where they have experienced a challenge to their ability to exchange ideas and concepts freely in the classroom, to explore and disseminate new knowledge, and to speak professionally and privately on topics in their field of expertise without being under duress. Offering up a finely curated collection of chapters, editors Ceglie and Thompson allow readers to understand the dynamic between academic freedom and professional responsibilities, and also open up an opportunity to discuss challenges to academic freedom and the potential loss of autonomy in higher education in the United States and beyond.

This book arises out of the work of the Emerging researcher programme at the University of Cape Town and builds on the publication entitled The emerging researcher: Nurturing passion, developing skills, producing output, co-authored by John W. de Gruchy and Lyn Holness (UCT Press: 2007). Designed as a tool for emerging researchers and their mentors, this new volume provides strategies for research growth in areas such as understanding the relationship between teaching and research; obtaining higher degrees; producing peer-reviewed research output; generating and managing research funding; effective research planning; engaging in interdisciplinary research; and postgraduate supervision. The book addresses three primary readerships. It speaks first to institutions, and the imperative for institutional support in promoting research among junior staff members, sometimes requiring a shift in mindset and a prioritising of resources in order to be competitive as higher education institutions on the national and global platform. Second, it addresses those responsible for the task of mentoring new, young or inexperienced academics in developing their research capacity and igniting enthusiasm. Third, it is directed to emerging researchers themselves, identifying the skills required to produce sustained, quality research, and discussing strategies to do so. The book will have relevance for those across the spectrum denoted by the term 'emerging' - from those new to academia to those whose development as researchers has for some reason been thwarted, and those who are approaching the stage of being recognised as established researchers. In response to the demand for the first book from researchers in the broader African context, the new book takes into account topics and challenges that are relevant across the sub-Saharan continent.