The COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming. The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience. This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.

Since South Africa's transition to democracy, many universities have acquired new works of art that convey messages about the advantages of cultural diversity, and engage critically with histories of racial intolerance and conflict. Given concerns about the influence of British imperialism or Afrikaner nationalism on aspects of their inherited visual culture, most tertiary institutions are also seeking new ways to manage their existing art collections, and to introduce memorials, insignia or regalia, which reflect the universities' newfound values and aspirations. In Picturing Change, Brenda Schmahmann explores the implications of deploying the visual domain in the service of transformative agendas and unpacks the complexities, contradictions and slippages involved in this process. She shows that although most new commissions have been innovative, some universities have acquired works with potentially traditionalist - even backward-looking - implications. While the motives behind removing inherited imagery may be underpinned by a desire to unsettle white privilege, in some cases such actions can also serve to maintain the status quo. This book is unique in exploring the transformative ethos evident in the curation of visual culture at South African universities. It will be invaluable to readers interested in public art, the politics of curating and collecting, as well as to those involved in transforming tertiary and other public institutions into spaces that welcome diversity.

This book showcases models of Australian school-university partnerships which, in their development, respond to, and aim to move beyond the principles and practices of current partnership mandates in initial teacher education. Supported by government policy, these partnerships reveal innovative ways of working across multiple stakeholder groups within a range of unique school-university partnership contexts. Each of the examples of school-university partnerships within this edited collection provide insights into the power and potential of cross-sectoral vision, collaboration and growth, drawing upon research evidence and impact data that points to the mutual benefits experienced by all stakeholders. Across its ten chapters, this book explores various examples of partnerships, and forms an important reference for all initial teacher education providers, schools, and educational stakeholders; as school-university partnerships necessitate the way these sectors connect, learn from one another, and inform future practice.

The cathedral church of Christ in Oxford - better known as Christ Church Cathedral - was established in 1546. It forms one half of Christ Church, the unique joint foundation of cathedral and university college created by King Henry VIII. Today's cathedral occupies the site of a monastery founded in the late seventh century by Frideswide, patron saint of Oxford and its university. In the early twelfth century it was re-founded as an Augustinian priory, and 400 years later it met its nemesis in Cardinal Thomas Wolsey, whose plan for an Oxford college grander than any other caused its dissolution. But when the cardinal fell from royal favour, the priory church was saved. The King's Cathedral is the first account of the convent, priory and cathedral for nearly a century. Judith Curthoys - author of two previous volumes on Christ Church - has drawn widely on scholarly research into the cathedral's archaeology, architecture and history for her fascinating and accessible new study of this historic building.

The Gender-Sensitive University explores the prevailing forces that pose obstacles to driving a gender-sensitive university, which include the emergence of far-right movements that seek to subvert advances towards gender equality and managerialism that promotes creeping corporatism. This book demonstrates that awareness of gender equality and gender sensitivity are essential for pulling contemporary academia back from the brink. New forms of leadership are fundamental to reforming our institutions. The concept of a gender-sensitive university requires re-envisioning academia to meet these challenges, as does a different engagement of men and a shift towards fluidity in how gender is formulated and performed. Academia can only be truly gender sensitive if, learning from the past, it can avoid repeating the same mistakes and addressing existing and new biases. The book chapters analyse these challenges and advocate the possibilities to 'fix it forward' in all areas. Representing ten EU countries and multiple disciplines, contributors to this volume highlight the evidence of persistent gender inequalities in academia, while advocating a blueprint for addressing them. The book will be of interest to a global readership of students, academics, researchers, practitioners, academic and political leaders and policymakers who share an interest in what it takes to establish gender-sensitive universities. This book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

"Studies in French Cinema" looks at the development of French screen studies in the United Kingdom over the past twenty years and the ways in which innovative scholarship in the UK has helped shape the field in English- and French-speaking universities. This seminal text is also a tribute to six key figures within the field who have been leaders in research and teaching of French cinema: Jill Forbes, Susan Hayward, Phil Powrie, Keith Reader, Carrie Tarr, and Ginette Vincendeau.

Covering a wide range of key films--contemporary and historical, popular and auteur--the volume provides an invaluable overview for students and scholars of the state of French cinema, and French film studies at the beginning of the twenty-first century.

Filip Vostal examines the changing nature of academic time, and analyzes the 'will to accelerate' that has emerged as a significant cultural and structural force in knowledge production.

This edited collection brings together a robust range of philosophers who offer theoretically and critically informed proposals regarding the aims, policies, and structures of the university. The collection fills a major gap in the landscape of higher education theory and practice while concurrently reviving a long and often forgotten discourse within the discipline of philosophy. It includes philosophers from across the globe representing disparate philosophical schools, as well as various career stages, statuses, and standpoints within the university. There is also a diversity in method, approach and style, which varies from personal narratives and case studies, to philosophical genealogies, to traditional philosophical essays, and to systematic theories. The collection can serve as a theoretical resource for critically minded administrators and faculty who wish to analyze and change policies and structures at their home institutions. It will introduce them to a wide range of possible educational imaginaries, as well as provide them with productive suggestions for pragmatic change on campuses.

This book is the first to outline the history of the tactic of 'no platforming' at British universities since the 1970s, looking at more than four decades of student protest against racist and fascist figures on campus. The tactic of 'no platforming' has been used at British universities and colleges since the National Union of Students adopted the policy in the mid-1970s. The author traces the origins of the tactic from the militant anti-fascism of the 1930s-1940s and looks at how it has developed since the 1970s, being applied to various targets over the last 40 years, including sexists, homophobes, right-wing politicians and Islamic fundamentalists. This book provides a historical intervention in the current debates over the alleged free speech 'crisis' perceived to be plaguing universities in Britain, as well as North America and Australasia. No Platform: A History of Anti-Fascism, Universities and the Limits of Free Speech is for academics and students, as well as the general reader, interested in modern British history, politics and higher education. Readers interested in contemporary debates over freedom of speech and academic freedom will also have much to discover in this book.

What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did so many protests turn violent? Where is the government while the buildings burn, and do the students know how to end the protests?

Former Free State University Vice-Chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth.

This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.

Liberals represent a large majority of American university and college faculty, especially in the social sciences and humanities. This is a consistent finding challenged by no serious student. Does minority status affect the work of conservative scholars or the academy as a whole? In Passing on the Right, Dunn and Shields explore the actual experiences of conservative academics, which have long been neglected. While partisans on both sides have been preoccupied with the narrow question of whether or not conservative professors are passed over in hiring and promotion decisions, Dunn and Shields argue that the liberal dominance of the academy may affect conservatives in ways that are far more open to verification - for example, in the case of conservative professors who may censor their comments in public forums and avoid controversial questions in their research, especially prior to tenure. Conversely, minority status may also have its benefits, perhaps allowing conservatives to discover more original research questions and interpretations due to not being able to share the ideological assumptions of most of their liberal colleagues. Drawing on a collection of revealing interviews with conservative professors and graduate students, Dunn and Shields discover how these scholars negotiate their worlds, asking questions such as: How often do conservatives remain closeted? Do they discourage conservative undergraduate students from pursuing academic careers? Do they avoid mentoring conservative student groups? Do they see any professional advantages to being part of a political minority? In short, how does the liberalism of the academy shape conservative scholars and influence their sense of academic freedom? By avoiding partisanship and offering an insightful portrayal of this misunderstood political minority, this book aims to persuade liberal elites to take the minority status of conservative academics more seriously and encourage conservatives to move beyond simplistic caricatures of life in the liberal academy.

There is no book exactly like Fifty Years of Interdisciplinary Teaching in Academe: One Professor's Pedagogical Tips and Reflections. Very few professors have taught for half a century. Even fewer have written books on pedagogy from a personal narrative perspective and in plain English, without a particular cause to promote or axe to grind. Countless numbers of books have ruminated on the past, present, and future of higher education, but few authors have written their books as memoirs meant for both an academic and general audience. Few actually offer concrete tips drawn from years of personal experience for classroom teaching, mentoring, constructing curricula, courses, and programs, working with colleagues, and creating an interdisciplinary philosophy of educational theory and practice. Few of these books can be generalized to a number of helping professions. Teaching and learning happen in all the human service professions, not just in the American university. This book is grounded largely in author Robert J. Nash's experiences, both positive and negative. Nash is less interested in propounding or expounding and more concerned with narrating his always-evolving stories of being an interdisciplinary professor who has experienced both success and struggle but who has always emerged as inspired and rejuvenated by his work, and the work of his students, in higher education. This book is a personal-narrative celebration of all that is and can be wonderful about the American university, including students, colleagues, and administrators. Nash concentrates on possibility rather than on liability but strives always to present an honest picture of higher education (both its strengths and weaknesses) and his place in it throughout the decades. The result of Fifty Years of Interdisciplinary Teaching in Academe is a vote of confidence for faculty, staff, and students.

The Two Cultures of English examines the academic discipline of English in the final decades of the twentieth century and the first years of the new millennium. During this period, longstanding organizational patterns within the discipline were disrupted. With the introduction of French theory into the American academy in the 1960s and 1970s, both literary studies and composition studies experienced a significant reorientation. The introduction of theory into English studies not only intensified existing tensions between those in literature and those in composition but also produced commonalities among colleagues that had not previously existed. As a result, the various fields within English began to share an increasing number of investments at the same time that institutional conflicts between them became more intense than ever before. Through careful reconsiderations of some of the key figures who shaped and were shaped by this new landscape-including Michel Foucault, Kenneth Burke, Paul de Man, Fredric Jameson, James Berlin, Susan Miller, John Guillory, and Bruno Latour-the book offers a more comprehensive map of the discipline than is usually understood from the perspective of either literature or composition alone. Possessing a clear view of the entire discipline is essential today as the contemporary corporate university pushes English studies to abandon its liberal arts tradition and embrace a more vocational curriculum. This book provides important conceptual tools for responding to and resisting in this environment.

While equal opportunity for all candidates is widely recognized as a goal within academia, the implementation of specific procedures to achieve equality has resulted in vehement disputes regarding both the means and ends. This title aims to encourage a reexamination of this issue.

This book explores the ways in which the contemporary university is talked about, and talks about itself. Focusing on English higher education, Jones documents how an under-confident sector internalised the language and logic of government policy, and individual institutions then set about normalising competition and gaming short-term advantage at the expense of collectively serving a common good. A flawed marketisation project was attended and sustained by hostile discourses, with purportedly woke universities becoming a soft target for right-leaning politicians and media commentators, and campuses reluctant battlefields for manufactured culture wars. Within this context, integrity deficits soon arose: universities bragged about diversity and social responsibility without commensurate action; global ambitions went unmatched by local accountability; senior management grew more distant and self-rewarding as contractual precarity increased for frontline staff. Jones does not call for a return to any golden age of academic self-rule. Rather, he warns that without self-assured new stories, firmly underpinned by more transparent and moral forms of governance, universities risk further compromising their standing as trusted public institutions at the very moment they are needed most.

For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life. With an engaging philosophical discussion, and with a consideration of the evolution of higher education institutions, this book: Examines ways in which research, teaching and learning are bound up with life; Looks to breathe new life into the university itself; Widens the idea of the knowledge ecology to embrace the whole world; Suggests new roles for the university towards culture and the public sphere. Knowledge and the University is a radical text that looks to engender nothing less than a new spirit of the university. It offers a fascinating read for policy makers, institutional leaders, academics and all interested in the future of universities.

There is a profound linkage between the quality of a university and its financial resources. The universities of Oxford and Cambridge rank among the world's finest educational institutions, and are able to draw on invested assets that are large by any standards. Endowment Asset Management explores how the colleges that comprise these two great universities make their investment decisions.
Oxford and Cambridge are collegiate institutions, each consisting of a federal university and over 30 constituent colleges. While the colleges may have ostensibly similar missions, they are governed independently. Since they interpret their investment objectives differently, this gives rise to some remarkably dissimilar approaches to investment, which the authors explore in detail.
The first study of its kind, Endowment Asset Management analyses the objectives, investment philosophy, asset management and governance of over 60 college and university endowment funds. Drawing on exhaustive research and detailed discussions with Oxford and Cambridge investment bursars, the authors investigate issues such as asset allocation and spending policy, which have a major influence on the institutions' financial health. This study reveals the colleges' individualism and diversity, and carefully analyses their strategies, which range from the traditional to cutting edge.
The authors' findings are thought provoking for anyone concerned with the assets of foundations, endowments, charities, family offices, or trusts. All investors with a long-term investment horizon will find it extremely engaging.

A behind-the-scenes look at how college and university accreditation affects your education-and the value of your degree. Accreditation is essential to colleges and universities. Without it, they are unable to participate in federal student aid programs or confer legitimate degrees. In Accreditation on the Edge, Susan D. Phillips and Kevin Kinser bring together the expertise of different stakeholders to illustrate the complexities of the accreditation system and to map the critical issues that must be navigated going forward. Accreditation can be seen both as an invaluable resource and as a barrier to needed reform. Presenting an array of different perspectives-from accreditors and institutions to policymakers and consumers-the book offers nuanced views on accreditation's importance to higher education and on the potential impact of proposed reforms. The contributors reveal that accreditation is currently on the edge of a policy precipice, as the needs of higher education and the interests of the many stakeholders may well outstrip its ability to perform. But, they argue, accreditation is also on the cutting edge of the transformation of higher education in the twenty-first century. Intended for policymakers, accreditors, institutional leaders, and scholars in higher education, Accreditation on the Edge offers a comprehensive analysis of the critical issues that accreditation reform needs to address if it is to serve the future of a fast-changing higher education environment. Contributors: Armand Alacbay, David A. Bergeron, Alana Dunagan, Judith S. Eaton, Peter T. Ewell, Madeleine F. Green, Thomas L. Harnisch, Michael B. Horn, Kevin Kinser, Edwin W. Koc, Paul J. LeBlanc, Sylvia Manning, Leah K. Matthews, Barmak Nassirian, Anne Neal, Audrey Peek, Susan D. Phillips, Mark Schneider, Jamienne S. Studley, Joseph Vibert

For almost a century, big-time college athletics has been a wildly popular but consistently problematic part of American higher education. The challenges it poses to traditional academic values have been recognized from the start, but they have grown more ominous in recent decades, as cable television has become ubiquitous, commercial opportunities have proliferated, and athletic budgets have ballooned. In the second edition of his influential book Big-Time Sports in American Universities, Clotfelter continues to examine the role of athletics in American universities, building on his argument that commercial sports have become a core function of the universities that engage in them. Drawing on recent scandals on large-scale college campuses and updates on several high-profile court cases, Clotfelter brings clear economic analysis to the variety of problems that sports raise for university and public policy, providing the basis for the continuation of constructive conversations about the value of big-time sports in higher education.

Ulrich Bremer examines the internationalization process of German public research universities, extracts multiple expected factors of impact from existing theory, tests them against data and thus delivers implications for research and practice. Strategy-based international partnerships, specialization and university size represent most relevant factors. The complex interplay of strategy and leadership are shown, a framework for their assessment is provided and conclusions in the fields of digitalization, uncontrolled migration and growing nationalism are drawn.

Enormous changes are affecting African production agriculture, urbanization, and food consumption patterns, requiring new approaches to training and knowledge generation and dissemination to achieve food security. Many agricultural universities and other tertiary agricultural education (TAE) organizations have been slow to respond, hindered by inadequate staffing and facilities and growing competition for funds. However, some African agricultural universities are transforming themselves and are achieving remarkable success. This book documents successful approaches to remaking TAE in Africa to inspire leaders, both formal and informal, of other TAE organizations. It emphasises adaptive strategies and processes creating an internal culture driven by stakeholder needs and where organizational transformation improves the quality and relevance of teaching, research, and outreach. The chapters cover the role of TAE in agricultural transformation, trends in TAE in Africa, solutions to the rigour-versus-relevance dilemma, curriculum design informed by actual and emerging labour market conditions, innovation and entrepreneurship, TAE quality assurance, and networking among TAE institutions. This book: Emphasizes best practices within Africa rather than theories or models from outside Promotes adaptive organizational learning strategies rather than blueprints Promotes collaboration and networking for cross-learning and leveraging of resources Features practical examples and case studies This book is aimed at academics in Africa and abroad, students of agricultural development, educational and agricultural policy makers in Africa, international development partners, and education sector investors.

Nadja Bieletzki explores how university presidents lead universities. She provides insights into the upper echelons of higher education management and focuses especially on university presidents in Germany. Special attention is given to the career background of university presidents and the way they conduct reform projects. Based on the results from semi-structured expert interviews and their qualitative analysis, the author shows that university presidents do not use all their formal power although their position has been strengthened by law. This can be explained by the collegial characteristics of universities, which drive and restrict presidential actions Nadja Bieletzki was awarded the Ulrich Teichler Prize for Excellent Dissertations 2016.

Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students' satisfaction and place greater weight on students' perceptions of the elements that enhance or hinder their success. The book provides a multi-dimensional picture of the student-related and teaching-related factors that promote study success. Giving voice to graduate students, including those enrolled on a PhD, the authors look at the resources that students have at their disposal in order to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Maatta and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being and pedagogical studies.

Grant funding has become increasingly crucial to universities and university faculty, even as government and private funding reductions and increased application pools result in a more and more competitive environment. Securing the funding which is available is not a simple process, and institutional support for faculty who seek grants is uneven, where it exists at all. Faculty members are often left to navigate their own ways through the shifting landscape of the grants maze. When added on top of teaching and service loads, it's no surprise that many faculty members either avoid seeking grants altogether or produce grant proposals which have little or no chance of being funded.Faculty need a guide, and this book is that guide.Written by a team of successful grant writers, "Grant Seeking in Higher Education" orients faculty to the grants culture and walks readers step-by-step through the entire grant-seeking process, from identifying sources to preparing a successful application to administering the funds after the grant is awarded. The grant-seeking toolkit--which is free online to purchasers of the book for you to download or print and use in your work--includes standard forms, templates, and timelines for proposal development so any faculty member, from the scientist to the humanities scholar, can be sure not to miss out on the funding they deserve.

Cyberbullying is a problem that is being increasingly investigated by researchers, however, much of the cyberbullying research literature to date has focused on children and youth. Cyberbullying at University in International Contexts fills the gap in the research literature by examining the nature, extent, impacts, proposed solutions, and policy and practice considerations of bullying in the cyber-world at post-secondary institutions, where reports of serious cyberbullying incidents have become more prevalent. This book brings together cutting-edge research from around the world to examine the issue of cyberbullying through a multi-disciplinary lens, offering an array of approaches, interpretations, and solutions. It is not solely focused on cyberbullying by and against students, but also includes cyberbullying by and against faculty members, and permutations involving both students and faculty, as well as institutional staff, presenting perspectives from students, practitioners and senior university policy makers. It draws on research from education, criminology, psychology, sociology, communications, law, health sciences, social work, humanities, labour studies and is valuable reading for graduate students in these fields. It is also essential reading for policymakers, practitioners and University administrators who recognize their responsibility to provide a healthy workplace for their staff, as well as a safe and respectful environment for their students.