There are so many different graduate creative writing programs out there! How do I find the right one for me? Bringing together data from both Master's and doctoral creative writing programs and interviews with program applicants, students, and faculty, this is a complete practical guide to choosing a graduate creative writing program and putting together a successful application. The Insider's Guide to Graduate Degrees in Creative Writing answers frequently asked questions on such topics as: * Application prerequisites * Program sizes and durations * Funding * Acceptance rates * Cost of living * Program curricula and demographics * Workshopping techniques * Student-faculty ratios * Residency options * Postgraduate fellowship placement * Postgraduate job placement * Programs' reputations and histories The book also includes comprehensive and up-to-date hard data on the hundreds of terminal-degree graduate creative writing programs available throughout the US, UK, and internationally, making this an essential read for anyone planning to pursue a low- or full-residency graduate creative writing degree.

Legal actions by students against universities are growing in number, and the issues such actions raise are increasingly becoming a major concern for both teaching and administrative staff. This handbook is designed to clarify the legal framework that binds the student with the university or college.;Covering the key issues that can give rise to disagreement or misunderstanding about this complex educational relationship, the book suggests practical remedies for a broad range of common areas of complaint, including: admission procedures; welfare and safety; course and examination requirements; disputes over marking; cheating; harassment; procedural fairness in handling all disputes; distinguishing between complaints and appeals; time limits; demands for better teaching and facilities.;With checklists and advice on how to identify common problem areas and their interconnections, the guide should help institutions understand what to do and what not to do. Suitable for personal tutors, lecturers, administrators and all staff in direct contact with students, the book sets out legal and good practice principles in clear and accessible language.

The 17 Sustainable Development Goals (SDGs) have been agreed globally as an unprecedented, ambitious and innovative agenda for prosperity and peace for people and the planet. Currently researchers, policymakers and nations are trying to identify clear routes for achieving these ambitious goals by 2030. This timely text examines how education policy provides a roadmap to achieving Sustainable Development Goal 4, achieving inclusive and equitable quality education and promoting lifelong learning opportunities for all. Taysum situates the SDGs, and the roadmap to achieving them, within a historical framework of established philosophy by drawing upon the ideas of the social contract, moral values and universal principles. As well as offering a theoretical understanding of these concepts, this research also offers practical solutions by demonstrating how university Vice Chancellors, Deans of Faculties and Schools of Education can work in partnership with the wider community in order to achieve the SDGs. Supported by a website and rich bank of practical resources, this book will prove invaluable for education leaders and those in the fields of higher education and moral philosophy.

This book proposes a conceptual-empirical framework for exploring forms of continuity and change along psychosocial pathways in South African universities. It illustrates how the psychosocial pathways are grounded in the symbolic narratives and knowledges of young scientists, engineers and architects - all interlocutors in the research from which this book is based. Alala, Mamoratwa, Welile, Odirile, Kaiya, Amirah, Takalani, Nosakhele, Naila, Ambani, Khanyisile, Itumeleng, Ethwasa and Kgnaya provide collective standpoints in the multiplicities within and between the lived lives and told stories of young Black South African women in Science, Technology, Engineering, and Mathematics (STEM) fields. In doing so, this compelling work advances possibilities for demythologising scientific endeavour as a white male achievement and shifting knowledge communities across gendered, racialised, class and national divides. This book presents an innovative narrative methodology, utilising the myth of the Minotaur to examine the state of the university at the heart of the hierarchical labyrinth in "post"-apartheid South Africa. Throughout the work the author wrestles with and self-reflexively highlights her own positionality as a white, middle-class South African woman to examine how this affects the production of this research in ways which serve to preserve the colonial knowledge system. With the rise of the Rhodes Must Fall and Fees Must Fall student movement in South Africa, demanding for the fall of institutionalised racial hierarchies, the author uses the cover image of narrative formations in the spirit of exploration to think with and through undulating networked forms that could possibly forge new psychosocial pathways towards decolonising and reinventing South African universities. This work offers a unique conceptual and methodological resource for students and scholars of psychosocial and narrative theory, as well as those who are concerned about the politics of higher education, both in South Africa and in other contexts around the world.

Beyond the doctoral thesis itself, the most significant factors in the progression of PhD candidature and early academic careers are: the relationships between the researcher and their supervisor(s), the ability to network, and understanding one's place in the global research arena. Navigating these critical factors and moving from a novice to expert, is a critical undertaking for every PhD candidate and a process that will continue for years following one's PhD. In this book, scholars from around the world offer practical advice on how to get the most out of one's doctorate. Readers will get helpful tips on how to sustain healthy and long-lasting relationships with their supervisors, learn how to develop their networks, and understand the important changes impacting the modern PhD candidate.

This book seeks to illustrate the interconnections of science and philosophy with religion and politics in the early modern period by focusing on the institutional dynamics of the university. Much of the work is devoted to one key university- that of Cambridge- and examines the major issues of the institutional setting of Newton's work, the religious and political circumstances that favoured its dissemination, and the way in which it was dealt with in the curriculum. But the author also seeks to place the problem of the role of science in the early modern university in a larger, European context. To do so, he includes a close prosopographical analysis of the scientific community from the mid-15th TO the end of the 18th century, and discusses the complex relations between the universities and the Enlightenment.

The US higher education system is on the verge of a revolution, so some observers claim. Archibald and Feldman, leading analysts, provide an incisive overview of the challenges facing and possibilities for America's universities and colleges in their training future generations. And they demonstrate that our higher education system is resilient and adaptable enough to weather the internal, external, and technological threats without changing campuses beyond recognition. The Road Ahead examines the threats posed to the current health of higher education by rising tuition and falling government support, as well as from new digital technologies rippling through the entire economy. Some predict disaster, pointing to high costs, exploding debt, and a digital tsunami that supposedly will combine to disrupt and sweep away many of the nation's higher education institutions, or change them beyond recognition. Archibald and Feldman provide a more nuanced view. They argue that the bundle of services that four-year colleges and universities provide will retain its value for the traditional age range of college students. Less certain, Archibald and Feldman argue, is whether the system will continue to be a force for social and economic opportunity. The threats are most dire at schools that disproportionately serve America's most underprivileged students. At the same time, growing income inequality reduces the ability of many students and their families to pay for higher education. Archibald and Feldman suggest a range of policy options at the state and federal level that will help America's higher education system continue to fulfill its promise.

This book reports on the state of academic journal publishing in a range of geolinguistic contexts, including locations where pressures to publish in English have developed more recently than in other parts of the world (e.g. Kazakhstan, Colombia), in addition to contexts that have not been previously explored or well-documented. The three sections push the boundaries of existing research on global publishing, which has mainly focused on how scholars respond to pressures to publish in English, by highlighting research on evaluation policies, journals' responses in non-Anglophone contexts to pressures for English-medium publishing, and pedagogies for supporting scholars in their publishing efforts.

By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases.This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.

In stark contrast to undergraduates, new PhD students often find no framework for study, few deadlines and little peer support.
Working for a Doctorate:
*addresses the problems of the research process, such as finance and time management.
* offers practical guidence and specialist advice to both students and their supervisors
* is written by a team of experts who have had a long and successful experience of tutoring PhD students
* contains case studies of Current and ex-Phd students
* Explores issues such as gender, culture and the fundamental nature of the PhD.
The book will be a vital guide and companion to anyone studying, supervising or contemplating a doctoral degree in the humanities or social sciences.

Related link: Free Email Alerting

This book promotes adult education in a university setting as cultivation and the inculcation of culture, democracy, and ethics beyond and through lived experience. It draws on theories from across disciplines, bringing together Aristotelian and post-structuralist thought. This includes Fernando Pessoa's notion of 'erudition' as culture and 'disquiet' as a mode of contemplative living, with Fernand Deligny's 'wanting' as manifestation of life. Liana Psarologaki addresses the pathologies of life and higher education in advanced capitalist societies and creates a manifesto for a new type of university pedagogy. Liana Psarologaki is an architect, artist, educator, and creative scholar based in the UK.

This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work. The book maps the experiences of student carers in academic cultures, exploring the intersectional ways in which gender, class, race and other social categories define who can take up a position as a student and a carer. It is framed by concerns of equity and diversity in higher education and ways that diverse people with wide-ranging care responsibilities are able to access and engage with degree-level study. The book promotes the idea of a more inclusive and equitable higher education environment and supports the emergence of more 'care-full' academic cultures which value and recognise care and carers. The book will be highly relevant reading for academics, researchers and post-graduate students with an interest in higher education, social justice, gender studies and caring responsibilities. It will also be of interest to postgraduate students in sociology of education as well as higher education policymakers.

1) For the instructor, despite best intentions, who simply cannot invest much time into researching the complex, and sometimes controversial and contradictory, approaches to the subject when teaching music history / appreciation /culture 2) Addresses students who listen to music from anywhere in the world anytime they want, in formal or informal learning or casual settings 3) Offers tools for understanding key terms and concepts, suggestions for discussion, models for listening and writing assignments, examples of repertoire, templates for building a syllabus, and resources for further exploration.

Over the last few decades universities in Australia and overseas have been criticized for not meeting the needs and expectations of the societies in which they operate. At the heart of this problem is their strategy. This book reviews the organizational-level strategies of some of Australia's prominent universities. It is based on their public documents that boldly report how they see their role in society and how they intend to navigate the future. These strategic statements are written to proclaim relevance, showcase achievements, attract students, and help to gain the support of the communities in which they operate. Using a strategy framework taught in their business schools, this book suggests that most such statements are deficient. Grand aspirations substitute for realistic operations and outcomes. The analysis also suggests that many of Australia's universities are poorly governed and have become too complex and bureaucratic. A greater focus on their core responsibilities would help alleviate their current funding predicament.

Established on the campus of Cornell University in the fall of 1905, Alpha Phi Alpha Fraternity began as an organization to meet the needs of a handful of male African American college students. Founded with ideals of civic action and community uplift, Alpha Phi Alpha was established almost 40 years after the end of the Civil War and just a few years after the end of The Nadir-the period when institutional racism was worse than at any other post-bellum period. Exemplified by its founders, known as The Jewels, the first black intercollegiate fraternity represented virtues such as brotherhood, scholarship, and social progress. Important leaders such as Charles Hamilton Houston, Thurgood Marshall, Hubert Humphrey, Paul Robeson, Cornel West, W. E. B. Dubois, Martin Luther King Jr., Edward Brook, and Duke Ellington constitute just a small number of those who have been initiated into the ranks of Alpha. Despite the fraternity's historical prominence, a question lingers: have the organization and its members remained faithful to the precepts articulated by the founding members? In Alpha Phi Alpha: A Case Study Within Black Greekdom, Gregory S. Parks aims to answer this question through a collection of original essays, written by members of the fraternity and scholars in African American studies, education, political science, and history. Alpha Phi Alpha examines the very essence of the organization, the meaning and identity of the fraternity, and also ascertains whether and to what degree the organization has drifted from its early ideals. Drawing from Alpha's history, national magazines, and archives, as well as relying on interviews with national officers and lay members, Parks and his contributors will grapple with the growing body of empirical, critical, and historical scholarship on Black Greek-letter Organizations (BGLOs). Gregory S. Parks is coeditor of African American Fraternities and Sororities: The Legacy and the Vision (UPK). He has edited two additional books on Black Greek-letter organizations, as well as a book on diversity within college fraternities and sororities. A life member of Alpha Phi Alpha Fraternity, Inc., he received his PhD in psychology from the University of Kentucky and his JD at Cornell Law School.

Drawing on insights from across Africa, this book investigates the discourses and practices that guide doctoral training today. Higher education is regarded as key for driving development and innovation, creating an informed knowledge base equipped to tackle local and global challenges. For too long external forces defined education in the continent, but now African countries are revitalising higher education, designing doctoral training to fit distinctly African needs and contexts. This book investigates the history, present and future potential of doctoral training on international, regional, national and institutional levels. Bringing together expertise from both research and practice, the book analyses the frameworks and structures of the doctoral phase, and how institutions, supervisors, mentors and young scholars meet the challenges of training in real life. The book covers issues such as access to education, proactive recruitment, funding issues, practitioner expertise, enrolment and drop-out, across a range of countries including South Africa, Mozambique, Ethiopia, Nigeria, Benin, Ghana and Morocco. This book will be a rich resource for higher education administrators and policy makers, as well as researchers and academics with an interest in higher education in Africa.

People are on the move all across the globe and the student population is becoming increasingly more diverse. This has brought about new opportunities and challenges for educators, and teachers. In this series teacher educators a) deconstruct and problematize what it means to educate new teachers for increasingly diverse schools and classroom contexts, and b) highlight experiences of teacher educators as they attempt to bridge the theory to practice divide often encountered in teacher education. In these challenging times when public education is under attack, culturally responsive, antiracist, critical multicultural, social jus- tice and all forms of teaching that are inclusive and equitable must be supported and encouraged. As schools continue to be spaces where ideas and values that promote equity and justice in society are contested, teachers must be proactive in engaging in pedago- gies that respond to the needs of a diverse student population. Transformative Pedagogies bring together the work of teachers, scholars, and activists from different countries and contexts who are seeking to transform teacher education. This book will be useful to all educators seeking alternative and innovative approaches to education and meeting the needs of students. Teacher educators examine what it means to be transfor- mative and drawing on experiences from different contexts.

As leaders of a 'people's university', part of the vast post-1960s expansion in British higher education, UEL's first generation of educationalists was committed to innovation and to creating a new democratic identity for their institution. They were also determined to extend access to higher education to those previously excluded, and to offer East Londoners, at a time of social deprivation and political turbulence, the vocational education to meet their aspirations. In this book, leading figures in UEL's history describe its radical accomplishments across a broad range of subject areas including Architecture, Cultural Studies, Fashion Textiles, Independent Studies, Law, and Refugee Studies. These chapters, including three by former students, evoke the excitement of an environment in which there was so much opportunity to invent, to do things differently. The book is an excellent and detailed resource for all those with an interest in the history and future of higher education in the UK, and particularly the legacy of polytechnics and new universities. At a time of intense marketisation in the UK's higher education sector, this book insists on the possibility of democratic educational innovation and renewal.

Higher education institutions have increasingly been identified as potentially radicalising locations. The 2015 Counter-Terrorism and Security Act consolidated this belief in the form of a legal duty of "due regard to prevent people from being drawn into terrorism". This duty made engagement with counter-radicalisation mandatory for universities and has required the development of systems that monitor potential avenues for the propagation of the extremist and radicalising ideas that are deemed to be the cause of contemporary political violence.This book explains why radicalisation has become such an important and controversial issue in contemporary higher education. The authors chart the ascent of radicalisation as a central explanation for the causes of modern terrorism and document the development of counter-radicalisation in the UK using higher education institutions as a unique case study. Drawing on a comprehensive assessment of university policy documents and original focus group research with university lecturers and undergraduate students, this book demonstrates the risks involved in taking the 'safeguarding route' to counter-radicalisation and provides recommendations for how universities can better navigate these policy challenges in the UK and elsewhere. McGlynn and McDaid provide a critical assessment of these counter-radicalisation policies upon higher education institutions in the UK making this an invaluable text for students, researchers and policy makers in the field of terrorism studies.

Witty and insightful, How Universities Work is destined to be an essential handbook for anyone wanting to understand universities in the United States. John V. Lombardi gives readers an insider's view of the academy, describing the structure, logic, dynamics, and operational styles of both public and private institutions of higher education. Lombardi defines and describes all the bits and pieces that compose a university with remarkable economy - from budgeting systems to tenure, from the library to the athletic field. Although focused on research universities, much of the discussion applies to other types of post-secondary institutions. Ideal for students, this book will form a solid foundation for courses in higher education, but it will also be a welcome addition to faculty and administrators' personal libraries.

This edited collection illuminates the benefits, drawbacks, challenges, opportunities of the push to widen access to success and social mobility through university and other post-secondary education experiences in the UK and internationally. It examines a range of particular case studies, and addresses issues including the role of part-time study, the experiences of BAME students, increasing access within rural communities, issues faced by those with mental health problems, and the role of employers. There has been some progress in some countries; increased access and enhanced success for some targeted populations, but not for others; and improvements in some regions of particular countries, but not for others. Efforts to improve access to success and social mobility, to strengthen the identification and nurturing of talent in every community and every corner of our societies, is, like the 'curate's egg', only good in parts. This collection demonstrates that educational inequalities, unfairness and injustices still remain.

Volume XXII/2 of History of Universities contains the customary mix of learned articles, book reviews, 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.

Today's Chief Diversity Officers face tremendous challenges. Among those are threats to Affirmative Action admissions and financial aid programs, the dearth of faculty and staff of color in Predominantly White Institutions, the scarcity of funds to carry out institutional diversity mandates, and the need to play mentor to a vast array of individuals--faculty, staff, students and community stakeholders--with minimum staff support. This book addresses how these and other challenges are tackled by providing valuable insight into the innovative work that Chief Diversity Officers perform. It provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States. Contributors draw upon their experiences as educators working to sustain diversity, inclusion, multiculturalism, and social justice on college campuses and describe how they have designed successful diversity and inclusive excellence initiatives which had a profound positive impact on all demographic populations.

Here is a fascinating first-hand perspective of the dramatic changes that have occurred in academic library administration over the past five decades. In Leadership in Academic Libraries, distinguished directors of academic and research libraries pay tribute to W. Porter Kellam, Director Emeritus of the University of Georgia, by presenting an overview of the course of academic and research libraries over the span of his 50 year career. Administrative leaders in academic librarianship including Stuart Forth, Richard Chapin, Frank Grisham, and Ken Toombs offer a frank, perceptive, and witty account of the state of library leadership based upon many decades of accumulated experience and hard-earned knowledge.Leadership in Academic Libraries provides valuable insights on library administration, and in particular, on the job of the library director. Readers interested in the history of academic libraries and library administration will gain new insight on the environment in which these leaders worked and how they dealt with university administration and changes in collection development. Chapters also provide advice on how library directors can keep their jobs, and the value of forming professional friendships. Other topics addressed include developments in academic and research libraries over the past five decades in library administration, library services, library architecture, and interlibrary cooperation. An enjoyable autobiographical essay by Mr. Kellam that recounts his long and distinguished career concludes this remarkable volume.Library science students and professionals who wish to become more knowledgeable about the history of academic libraries will cherish the first-hand experiences of library leaders during the richest and most invigorating time in the history of American libraries. Academic librarians and library students researching the job of library director or the recent history of academic libraries will benefit from the experience and wisdom of these leaders in the areas of administration, library architecture, automation, and library cooperation.

Demands for excellence and efficiency have created an ableist culture in academia. What impact do these expectations have on disabled, chronically ill and neurodivergent colleagues? This important and eye-opening collection explores ableism in academia from the viewpoint of academics' personal and professional experiences and scholarship. Through the theoretical lenses of autobiography, autoethnography, embodiment, body work and emotional labour, contributors from the UK, Canada and the US present insightful, critical, analytical and rigorous explorations of being 'othered' in academia. Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment.