This ground-breaking collection features the diverse voices, experiences, and scholarship of cross-cultural women of American Indian, Asian American, Black/African American and Hispanic descent at various levels of academe, actively engaged in the advancement of marginalized groups in the U.S. and abroad through their scholarly work. Intergenerational cross-cultural scholars manifest a literary community that models ways in which women scholars can move beyond traditional institutional, psychological, and professional barriers to practice activism, break unwritten rules, and shatter status quo 'business as usual' practices in the academy. This distinctive volume exemplifies the phenomenon of cross-cultural women scholars conducting research and writing about ways in which they negotiate their professional realities toward professional goal attainment. Each chapter presents rigorous ethnographic research complemented by critical analyses, reflecting ways in which these self-determined scholars transcend barriers associated with the dynamic intersections of race, gender, ethnicity, class and language in higher education. Scholars share strategies for institutional, psychological, and professional barrier transcendence through various approaches such as educational leadership for equity, the practice of cross-cultural competence, various mentoring interactions, and the creation of and participation in networking groups with other women of color in academe. Students, academics, educational practitioners and individuals seeking exemplars for ethnographic research will find this critical book essential as a means for better informing their scholarship.

Just as higher education (HE) in Europe had its beginnings in religious training for the priesthood, HE in feudal Japan, too, provided instruction for a religious life. But while the evolution to secular instruction was gradual in Europe, in Japan it came with a big bang: the "opening" of the country and consequent Westernization and all that that involved in the mid-19th century. This first volume in the new Japan Documents Handbook series tells the story in 25 chapters of how Japan's HE system has become what it is now, ending with a very tentative glimpse into the rest of the 21st century. A variety of themes are covered by scholars: chapters that concentrate on governance look at the distinction between "national," "public," and "private" institutions; others consider important topics such as internationalization, student recruitment, and faculty mobility. More innovative topics include "Women of Color Leading in Japanese Higher Education." All provide copious references to other authorities, but rather than just toe the conventional line they include opinions and proposals that may be contentious or even revolutionary. The editor provides an overview of the subject and its treatment in an Introduction.

Growing student numbers, increased student expectations, new approaches to learning, and fast-paced technological advances all contribute to the need for universities to take a more strategic approach to their buildings, including formal and informal learning spaces. Exploring Informal Learning Space in the University addresses the issue of informal learning space from the perspectives of a comprehensive range of stakeholders, including students, academics, facilities managers, university managers, IT managers, architects, interior designers, and librarians. With contributions from a range of experts, practitioners and academics around the world, this book uses a combination of case studies and theoretical discussion to explore the rationale and theory of informal learning space alongside the practicalities of its planning, development and utilization. The volume is at once ambitious and pragmatic, combining innovative thinking with a firm awareness of practicalities, including the varied constraints faced by universities and the need to work in tandem with broader strategies. Advocating broad collaboration at both planning and delivery stage, the result is essential reading for anyone involved in the delivery of learning space provision - from architects and designers, to university managers and strategists. It will also be of particular interest to academics, researchers and postgraduate students engaged in the study of library & information science or higher education policy and strategy.

Why efforts to improve American higher educational attainment haven't worked, and where to go from here During the first decade of this century, many commentators predicted that American higher education was about to undergo major changes that would be brought about under the stimulus of online learning and other technological advances. Toward the end of the decade, the president of the United States declared that America would regain its historic lead in the education of its workforce within the next ten years through a huge increase in the number of students earning "quality" college degrees. Several years have elapsed since these pronouncements were made, yet the rate of progress has increased very little, if at all, in the number of college graduates or the nature and quality of the education they receive. In The Struggle to Reform Our Colleges, Derek Bok seeks to explain why so little change has occurred by analyzing the response of America's colleges; the influence of students, employers, foundations, accrediting organizations, and government officials; and the impact of market forces and technological innovation. In the last part of the book, Bok identifies a number of initiatives that could improve the performance of colleges and universities. The final chapter examines the process of change itself and describes the strategy best calculated to quicken the pace of reform and enable colleges to meet the challenges that confront them.

America's research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars-a historian whose research focus is the American research university-examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.

Academic freedom rests on a shared belief that the production of knowledge advances the common good. In an era of education budget cuts, wealthy donors intervening in university decisions, and right-wing groups threatening dissenters, scholars cannot expect that those in power will value their work. Can academic freedom survive in this environment-and must we rearticulate what academic freedom is in order to defend it? This book presents a series of essays by the renowned historian Joan Wallach Scott that explore the history and theory of free inquiry and its value today. Scott considers the contradictions in the concept of academic freedom. She examines the relationship between state power and higher education; the differences between the First Amendment right of free speech and the guarantee of academic freedom; and, in response to recent campus controversies, the politics of civility. The book concludes with an interview conducted by Bill Moyers in which Scott discusses the personal experiences that have informed her views. Academic freedom is an aspiration, Scott holds: its implementation always falls short of its promise, but it is essential as an ideal of ethical practice. Knowledge, Power, and Academic Freedom is both a nuanced reflection on the tensions within a cherished concept and a strong defense of the importance of critical scholarship to safeguard democracy against the anti-intellectualism of figures from Joseph McCarthy to Donald Trump.

Landing a job in today's academic job market is no easy feat. Is graduate school the answer? This informed and candid book provides anyone thinking about pursuing an advanced degree--and those who support them--with the inside scoop on what to expect in graduate school.

Amanda I. Seligman helps potential students navigate graduate study--not just how to get in but how to succeed once you are there and what to expect when you leave. She weighs the pros and cons of attending graduate school against achieving a sustainable work-life balance and explains the application process, the culture of graduate school, and employment prospects for academics.

This book guides readers through the ins and outs of graduate school, and no topic is off limits, including

- qualifications and admission guidelines- financial aid and graduate stipends- meeting expectations and residency requirements- coursework, theses, and dissertations- degrees, jobs, and academic careers- tenure, research, and peer review- social life (will you still have one?)

Written in a question-and-answer format, "Is Graduate School Really for You?" eliminates the guesswork. Whether you are considering applying to graduate school, already enrolled, or would simply like to know more about continuing your education, this is the book for you.

This widely acclaimed and meticulously documented volume illustrates, in painstaking and disturbing detail, the nature of fraternity gang rape. Drawing on interviews with both victims and fraternity members, Peggy Reeves Sanday reconstructs daily life in the fraternity, highlighting the role played by pornography, male bonding, and degrading, often grotesque, initiation and hazing rituals.

In a substantial new introduction and afterword, Sanday updates the incidences of fraternity gang rape on college campuses today, highlighting such recent cases as that of Duke University and others in the headlines. Sanday also explores the nature of hazing at sororities on campus and how Greek life in general contributes to a culture which promotes the exploitation and sexual degradation of women on campus. More broadly, Sanday examines the nature of campus life today and the possibility of creating a rape-free campus culture.

Recent policies have replaced direct government funding for teaching with fees paid by students. As well as saddling graduates with enormous debt, satisfaction rates are low, a high proportion of graduates are in non-graduate jobs, and public debt from unpaid loans is rocketing. This timely and challenging analysis combines theoretical and data analysis and insights gained from running a university, to give robust new policy proposals: lower fees; reintroduce maintenance awards; impose student number caps; maintain taxpayer funding; cancel the TEF; re-build the external examiner system; restructure the contingent-repayment loan scheme; and establish different roles for different types of institutions, to encourage excellence and ultimately benefit society.

This imaginative study rethinks the nature of theology and its role in universities. The author sketches out a fascinating project using examples from US and UK institutions, whereby theology becomes a transformative force within universities. It imagines what a Christian university, in which all disciplines have been theologized, would look like. It feeds into discussions about the religious identity of denominationally-linked colleges and universities. It forms part of a wider attempt to imagine a vital public role for theology that enables it to serve both the Church and the wider community.

Despite Mexico's implementation of a bilingual model in its tertiary education programmes, this book is the first contribution to knowledge regarding EMI in Mexico. The author introduces readers to the Mexican higher education context before providing detailed information regarding the technological and polytechnic subsystem, where EMI has been implemented since 2012. The volume details a pilot and case study conducted in Mexican universities as well as the research findings and conclusions. It closes with recommendations, as well as suggestions for further research. The book explores the implications for the continuous professional development and training for lecturers in the current shift to EMI in Bilingual, International, and Sustainable (BIS) universities. This volume will be of particular interest to researchers in EMI and bilingualism.

Traditionally, our society has broadly agreed that the "good university" should teach the intellectual skills students need to become citizens who are intelligently critical of their own beliefs and of the narratives presented politicians, society, the media, and, indeed, universities themselves. The freedom to debate is essential to the development of critical thought, but on university campuses today free speech is increasingly restricted for fear of causing "offense." In this daring and intrepid book, which was originally withdrawn from publication by another publisher but is now proudly presented by Academica Press, the famous intelligence researcher James R. Flynn presents the underlying factors that have circumscribed the range of ideas now tolerated in our institutions of learning. Flynn studiously examines how universities effectively censor teaching, how social and political activism effectively censors its opponents, and how academics censor themselves and each other. A Book Too Risky To Publish concludes that few universities are now living up to their original mission to promote free inquiry and unfettered critical thought. In an age marred by fake news and ever increasing social and political polarization, this book makes an impassioned argument for a return to critical thought in our institutions of higher education.

Traditionally, our society has broadly agreed that the "good university" should teach the intellectual skills students need to become citizens who are intelligently critical of their own beliefs and of the narratives presented politicians, society, the media, and, indeed, universities themselves. The freedom to debate is essential to the development of critical thought, but on university campuses today free speech is increasingly restricted for fear of causing "offense." In this daring and intrepid book, which was originally withdrawn from publication by another publisher but is now proudly presented by Academica Press, the famous intelligence researcher James R. Flynn presents the underlying factors that have circumscribed the range of ideas now tolerated in our institutions of learning. Flynn studiously examines how universities effectively censor teaching, how social and political activism effectively censors its opponents, and how academics censor themselves and each other. A Book Too Risky To Publish concludes that few universities are now living up to their original mission to promote free inquiry and unfettered critical thought. In an age marred by fake news and ever increasing social and political polarization, this book makes an impassioned argument for a return to critical thought in our institutions of higher education.

Anti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics that work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice. Amidst a searing critique of the university's neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions. Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance. Showing praxes of anti-racist scholar-activism to be complex, diverse, and multi-faceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by Higher Education institutions, this book is a call to arms for academics who are, or want to be, committed to social justice. -- .

The book Academics of Jewish Origin in the History of the Jagiellonian University is a collective work, an anniversary publication connected with the celebrations of 650 years since the foundation of the Cracow academy in 1364; making it undoubtedly one of the elite group of universities that were to see their beginnings before the end of the 14th century in Medieval Europe.

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

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With contributions from a stellar panel of student services experts, Student Academic Services is a comprehensive resource that addresses the intricacies of today's academy and provides a hands-on guide to the expanded and complex functions of today's student academic services. This helpful book offers an in-depth examination of the most effective models, current practices, and trends in student services. The authors explore highly integrated student academic services practices from various campuses that reflect a holistic, interdependent approach to assessing and addressing the needs of students, and they offer a selection of effective management tools for assessment, evaluation, and continuous improvement. Student Academic Services includes a wealth of information on a wide variety of topics such as

• Advances in information technology to make services available
• A model for a comprehensive, integrated career services unit
• A systematic and strategic view of academic advising
• The creation of accurate, secure, and accessible academic records
• The growth of financial aid and scholarship services
• The challenges of helping a diverse student body achieve success
• Integration of online student academic services
• Management of change in student academic services
• Future trends in student services

The university system is no longer fit for purpose. UK higher education was designed for much smaller numbers of students and a very different labour market. Students display worrying levels of mental health issues, exacerbated by unprecedented levels of debt, and the dubious privilege of competing for poorly-paid graduate internships. Meanwhile who goes to university is still too often determined by place of birth, gender, class or ethnicity. Who are universities for? argues for a large-scale shake up of how we organise higher education, how we combine it with work, and how it fits into our lives. It includes radical proposals for reform of the curriculum and how we admit students to higher education, with part-time study (currently in crisis in England) becoming the norm. A short, polemical but also deeply practical book, Who are universities for? offers concrete solutions to the problems facing UK higher education and a way forward for universities to become more inclusive and more responsive to local and global challenges.

This is the first handbook on how both to manage committees and how to engage effectively as members to achieve departmental or broad institutional goals, and how participation valuably contributes to individual learning and advancement. Based on empirical research, organizational theory, and interviews with faculty and administrators, Dr. David Farris provides an informative and vivid examination of the dynamics of committee work, addresses the planning, conduct, roles, composition, and dispositions of members as well as the institutional context and structures in which they operate that are vital to organizational success. Committees are not just laboratories for implementing the vision of university leadership, developing solutions to institutional challenges, and refining organizational procedures; they are the proving ground for future leaders in higher education. How members perform in committees reflects our professionalism, aptitude, integrity, and character - all-important considerations given that we serve as ambassadors for our department, college, office, and colleagues. In offering guidance on good committee practices, a recurring theme of this book is that readers should critically evaluate individual performance and how it impacts others or the committee at large. Too often the locus of control is presumed to be reserved for the chairperson even though significant influence can be exercised through informal leadership, member dispositions, and leveraging social networks. In addition to reviewing the mechanism of committees, Dr. Farris provides practical information regarding the functional application of committees (tactical, operational, or strategic), committee leadership and management, group dynamics that influence committee performance, and the importance of diversity and inclusive committee cultures to institutional performance. Throughout the book Dr. Farris identifies opportunities for faculty and administrators to reflect on their committee experiences, challenges readers to consider how to capitalize on committee experiences, and consider the various ways that committees shape institutional culture and performance. This book provides guidance on how to create committees that are conducive to fair, equitable, and engaging participative decision-making experiences to yield the best results and to promote enthusiasm for participation in committees.

This all-inclusive, practical guide will help graduate students design, conduct, and finish an academic dissertation or thesis with minimal drama. The structure of the book follows the sequential flow of a dissertation process from choosing a smart study topic, selecting research design options, to presenting a successful oral defense. Filled with protocols, tips, and reminders, the book presents the best, most direct and timely research practices based upon theoretical and empirical evidence, as well as the perspective and experiences of the author and others who have survived writing their dissertations. This indispensible guide will help students: pick the best members to serve on his/her dissertation committee including pointers for managing the committee dynamics and feedback; understand the legal regulations and ethical guidelines for all parts of the research process; work through common barriers, such as procrastination, perfectionism, and writer's block, and more.

Practical and down-to-earth, the second edition of Action Research in Teaching and Learning is an ideal introduction to the subject, offering a distinctive blend of the theoretical and the practical, grounded firmly in the global higher education landscape. Written in an accessible style to build confidence, it provides easily adaptable, practical frameworks, guidelines and advice on research practice within a higher education context. The reader is guided through each stage of the action research process, from engaging with the critical theory, to the practical applications with the ultimate goal of providing a research study which is publishable. Supplemented by useful pedagogical research tools and exemplars of both qualitative and quantitative action research studies, this new edition features chapters engaging with teaching excellence and analysing qualitative and quantitative research, additions to the resources section and a new preface focusing more explicitly on the ever-growing number of part-time academics. Action Research in Teaching and Learning combines a theoretical understanding of the scholarly literature with practical applications and is an essential, critical read for any individual teaching or undertaking action research.

Since the early 1980s, universities in the United States have greatly expanded their patenting and licensing activities. The Congressional Joint Economic Committee, among other authorities, have argued that this surge contributed to the economic boom of the 1990s. And, many observers have attributed this trend to the Bayh-Dole Act of 1980. Using quantitative analysis and detailed case studies, this book tests that conventional wisdom and assesses the effects of the Act, examining the diverse channels through which commercialization has occurred over the 20th century and since the passage of the Act.

John Wright's Alma Mater was the first book-length student memoir to be published in Britain. Yet this trailblazing and revealing work has never been reprinted since its appearance in 1827. Full of fascinating detail about college life, it discusses teaching, examinations and student socialising, including sport, hunting and recourse to prostitutes. A remarkable story of success and failure, it often resembles a picaresque novel: after an eventful undergraduate career, Wright became a hack writer and tutor in London. His marriage failed, his wife left him, his children went to the workhouse, and ultimately he was transported for theft to Tasmania, where he died a premature death. This autobiographical memoir has often been referred to or quoted by studies of Cambridge University and the history of mathematics, but the life of its author has never been satisfactorily explored. This new edition makes an important source and a vivid historical document available for the first time. It includes an in-depth exploration of university and college archives, while Wright's life is also investigated through outside sources, such as the records of the Royal Literary Fund and those of court, prison and transportation authorities. Wright's account, along with the commentary and notes presented here, offers extraordinary reading for anyone interested in the history of the University of Cambridge, the teaching of mathematics in the nineteenth century and the life of Grub Street, the London literary underworld in the 1820s and 1830s. The more general reader will also be surprised and entertained by this topsy-turvy tale recounted with candour and verve.