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.

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.

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.

"Duncan Kennedy's critique of legal education now gets the wide distribution it deserves. Kennedy's insightful skewering of legal education, supplemented by his own reflections on the work and views of other legal educators, will provide prospective law students with a flavor of what they are in for-- and will remind lawyers of what they went through. Kennedy's message is as important today as it was two decades ago when he first penned this work."--"Mark Tushnet, Georgetown University"

"Duncan Kennedy's little red book has become a classic. But now with its republication twenty years later, Kennedy's 'polemic against the system' takes us beyond its origins as a field guide to legal education. Amplified by the voices of other distinguished scholars, this stunning collection of essays forces us to consider the ways in which hierarchies and their resulting social alienation disfigure contemporary society, not just our law schools."--"Lani Guinier, Harvard University"

"Kennedy's book remains one of the defining blows of critical legal studies and an enduring challenge to the entire structure of legal education. It remains as vital, incisive and daring as when it first appeared."--"Scott Turow, author of One L: The Turbulent True Story of a First Year at Harvard Law School."

"An important founding text in the history of critical approaches to law taken by scholars located in law schools."--"The Law and Politics Book Review"

In 1983 Harvard law professor Duncan Kennedy self-published a biting critique of the law school system called Legal Education and the Reproduction of Hierarchy. This controversial booklet was reviewed in several major law journals--unprecedented for aself-published work--and influenced a generation of law students and teachers.

In this well-known critique, Duncan Kennedy argues that legal education reinforces class, race, and gender inequality in our society. However, Kennedy proposes a radical egalitarian alternative vision of what legal education should become, and a strategy, starting from the anarchist idea of workplace organizing, for struggle in that direction. Legal Education and the Reproduction of Hierarchy is comprehensive, covering everything about law school from the first day to moot court to job placement to life after law school. Kennedy's book remains one of the most cited works on American legal education.

The visually striking original text is reprinted here, making it available to a new generation. The text is buttressed by commentaries by five prominent legal scholars who consider its meaning for today, as well as by an introduction and afterword by the author that describes the context in which Kennedy wrote the book, including a brief history of critical legal studies.

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.

The American research university enjoyed an unprecedented boom from the end of World War II until the 1990s. All sources of financial support for universities--federal grants, private gifts, state appropriations, student tuition, and revenues from university medical centers--grew substantially. As a result, traditionally prestigious universities expanded and numerous other universities were transformed from primarily teaching institutions to significant research centers. But in the 1990s, research universities have experienced the first protracted challenge to the boom of the preceeding four decades. This book examines the nature of the challenges to research universities, and their likely effects on the number, size, and operation of these universities. The authors assess the prospects for research support from government, industry, and profits from university medical centers, and conclude that the future does not appear bright in these cases. They also examine the methods used by the federal government to pay for university research, and propose changes that would make both universities and the federal government better off by reducing the administrative costs of federal grants. Their primary conclusion is that in the next decade American research universities will face increasingly stringent budgets, and will be forced to shrink and refocus their activities in order to survive as research institutions.

Change has dramatically confronted higher education in the last decade, challenging it to its very roots. Colleges and universities have been rocked by a volatile economy, changing demographic trends, weakening public opinion, lagging state and federal support, and other forces. Leaders from the most highly respected institutions in the country have examined the important issues facing higher education today and this book offers their insights on restructuring administrative operations, new revenue opportunities, debt management, capital renewal, endowment management, and more.

While universities world over are undergoing reforms and change, in the case of African universities as illustrated in this book, the reforms and changes are profound and can best be described as transformative. This book is unique in many ways, which makes it extraordinary. First, unlike other books that have examined issues on higher education in Africa from externalist positions, the contributors to this book are scholars who have been educated, are currently teaching in African universities or have taught in African universities. The book specifically focuses on transformations in the governance of African universities and its implications on equity, entrepreneurship, innovation, quality assurance, information and communication technologies (ICTs), and reform issues in higher education in Africa. The book presents pertinent research on governance in African universities in an experiential and empirical manner. The contributors of the book chapters include individuals actively involved in teaching, researching and governance of higher education institutions in Africa. The chapters are based on empirical data, including review of relevant literature. The book also recognizes that university governance is more than just crisis in financial or economic issues, but includes best management practices, shared governance, meaningful reforms, strategic planning, consultation, transparency and accountability, client (students, lecturers, parents and the public) satisfaction, as well as the role of the university in development. The contributions take cognizance of the fact that governance as a concept is facing fundamental changes in the context of global knowledge economy, and African local conditions. Contributors also take cognizance of the fact that one important source of change in Africa has been the accelerating speed of scientific and technological advancement in learning at universities where lifelong learning programs, adult learning programs, distance and online learning are relatively new. The chapters are also sensitive to new changes in gender, demographical, technological, education reforms, social and economic transformations in the governance of African universities. The book is basically an academic book for use by undergraduates and graduate students at universities, policy makers and formulators in African ministries of Education; supra national organizations, foreign organizations working in Africa, NGOs and CBOs as well as development stakeholders, and community organizers.

The final title of a series, this volume traces the history of the federal University of Wales through a period of vast expansion and the inherent problems of such an expansion. It examines the role the University played in the end of the British Grants Commission, as well as the transformation from small, under-funded colleges in 1939, into one of the largest British universities in the 1990s.

Like a leisurely stroll along the oak-shaded paths of campus, this vibrant collection of photographs captures the heart and soul of the community that is the University of North Carolina at Chapel Hill. From move in day to graduation, two hundred images trace a year in the life of Carolina students, faculty, and staff, at work and at play, in the campus environment that has helped make Chapel Hill the ""southern part of heaven."" A foreword by beloved professor and novelist Doris Betts muses on her own experiences of the University as a compelling place at the literal and figurative heart of the state. The photographs are accompanied by captions that reveal the history and lore of notable campus places, the rituals and traditions of University life, and the wisdom and appreciation of those who have passed through the nation's first state university. Academics, arts, politics, clubs, and athletics - these pages are filled with the memory-making moments of life at Carolina, evoking the timeless present recognizable to Tar Heels young and old. This is everyone's Carolina, to treasure and to share.

Feminist scholarship is sometimes dismissed as not quite 'proper' knowledge - it's too political or subjective, many argue. But what are the boundaries of 'proper' knowledge? Who defines them, and how are they changing? How do feminists negotiate them? And how does this boundary-work affect women's and gender studies, and its scholars' and students' lives? These are the questions tackled by this ground-breaking ethnography of academia inspired by feminist epistemology, Foucault, and science and technology studies. Drawing on data collected over a decade in Portugal and the UK, US and Scandinavia, this title explores different spaces of academic work and sociability, considering both official discourse and 'corridor talk'. It links epistemic negotiations to the shifting political economy of academic labour, and situates the smallest (but fiercest) departmental negotiations within global relations of unequal academic exchange. Through these links, this timely volume also raises urgent questions about the current state and status of gender studies and the mood of contemporary academia. Indeed, its sobering, yet uplifting, discussion of that mood offers fresh insight into what it means to produce feminist work within neoliberal cultures of academic performativity, demanding increasing productivity. As the first book to analyse how academics talk (publicly or in off-the-record humour) about feminist scholarship, Power, Knowledge and Feminist Scholarship is essential reading for scholars and students in gender studies, LGBTQ studies, post-colonial studies, STS, sociology and education. Winner of the FWSA 2018 Book Prize competition The Open Access version of this book, available at https://doi.org/10.4324/9781315692623, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

In the late 1890s, Britain was basking in the high noon of empire, albeit with the sobering experience of the Boer War just around the corner. By 1956, the year of the Suez debacle and less than a lifetime later, the age of empire was drawing rapidly to a close and Britain's position as an independent great power was over. In between, the country had experienced two devastating world wars. India - the jewel in her imperial crown - had gained independence. And there had been far-reaching changes on the domestic front: the birth of the welfare state, full men's (and eventually women's) suffrage, and the foundation of the National Health Service, to name but a few. Throughout this momentous period, the Oxford Union, the world's most famous debating society, continued to meet to debate and discuss the changing world around them. Sometimes their debates had important repercussions in the wider world - such as the notorious 'King and Country' debate of 1933 which made headlines around the globe and which Winston Churchill described as that 'abject, squalid, shameless avowal.' More often than not, the debates had merely a local impact, even if among the debaters were many of the leaders, thinkers, and opinion formers of the future, figures such as Harold Macmillan, Archbishop Temple, Edward Heath, and Tony Benn. In The Golden Talking Shop, former Parliamentary sketch writer (and Union member) Edward Pearce tells the story of Britain - and the world - in the first half of the twentieth century as seen from the perspective of these Union debates: sometimes shocking, sometimes wittily amusing, and often both. The students do most of the talking, along the way revealing the changing preoccupations, prejudices, and assumptions of their changing times. A distinct pre-First World War fashion for Social Darwinism is in due course replaced by a widespread 1930s penchant for Stalinism, with civilized opinion reliably breaking in on occasion too. Above all, browsing these debates, taken straight from another age, gives the reader a vivid, sometimes piquant, sense of a Britain which is now passing from living memory - and serves as a powerful reminder of the ways in which the past and its attitudes really are a foreign country.

Whilst much has been written about the doors that technology can open for students, less has been said about its impact on teachers and professors. Although technology undoubtedly brings with it huge opportunities within higher education, there is also the fear that it will have a negative effect both on faculty and on teaching standards. Education Is Not an App offers a bold and provocative analysis of the economic context within which educational technology is being implemented, not least the financial problems currently facing higher education institutions around the world. The book emphasizes the issue of control as being a key factor in whether educational technology is used for good purposes or bad purposes, arguing that technology has great potential if placed in caring hands. Whilst it is a guide to the newest developments in education technology, it is also a book for those faculty, technology professionals, and higher education policy-makers who want to understand the economic and pedagogical impact of technology on professors and students. It advocates a path into the future based on faculty autonomy, shared governance, and concentration on the university's traditional role of promoting the common good. Offering the first critical, in-depth assessment of the political economy of education technology, this book will serve as an invaluable guide to concerned faculty, as well as to anyone with an interest in the future of higher education.

There has been an explosion of interest in teaching excellence in higher education. Once labelled the 'poor relation' of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: policy initiatives research-led teaching teaching excellence and scholarship the significance of academic disciplines research into teaching excellence rewarding through promotion inclusive learning and ICT. Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.

Statistical science as organized in formal academic departments is relatively new. With a few exceptions, most Statistics and Biostatistics departments have been created within the past 60 years. This book consists of a set of memoirs, one for each department in the U.S. created by the mid-1960s. The memoirs describe key aspects of the department's history -- its founding, its growth, key people in its development, success stories (such as major research accomplishments) and the occasional failure story, PhD graduates who have had a significant impact, its impact on statistical education, and a summary of where the department stands today and its vision for the future. Read here all about how departments such as at Berkeley, Chicago, Harvard, and Stanford started and how they got to where they are today. The book should also be of interests to scholars in the field of disciplinary history.

This volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the 'Academy' can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university's role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a 'university' and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an 'engaged' university and strengthens the theoretical foundations of the topic.

Universities find themselves in dynamic change. They are confronted with growing expectations from their stakeholders, increasing international competition, and new technological challenges. Featuring insights and in-depth case studies from leading researchers and university decision makers from around the world, this book argues that institutions of higher education, in order to be successful, have to actively reflect on circumstances, visions, and strategies to master the future. Drawing from their experiences across a diverse array of institutions in Europe, Asia, and the Americas, the authors explore the pressures on today's universities and the opportunities for excelling in the contest for resources. They discuss operational issues, such as strategic management, IT governance, leadership development, and entrepreneurial culture, and broader concerns, such as the roles and responsibilities of universities in promoting technology transfer and economic and social development. The result is a resource that not only reveals and analyzes universities from an organizational perspective, but presents best practice models and concrete inspiration for management and policymaking.

The university is indigenous to Western Europe and is probably the greatest and most enduring achievement of the Middle Ages. Serving as much more than stodgy institutions of learning, medieval universities served as exciting arenas of people and ideas, greatly contributing to the economic vitality of Oxford, Cambridge, and other university cities, and serving as the birthplace for some of the era's most effective minds, laws and discoveries.This survey aims to provide an overview of medieval universities for general readers without extensive or detailed knowledge of the medieval period. The introduction sets the stage for the rest of the book by highlighting, in terms of specific historical figures, some key points about medieval life. The rest of the book traces, at greater length, the growth of selected universities, including the universities of Bologna, Paris, and Oxford, along with ten lesser known universities such as the universities of Padua, Naples, Angers, Prague, and Glasgow. The work covers a time span beginning in 1179, when Pope Alexander III ordered that every cathedral should have a master who could teach Latin grammar to able but impoverished students. It ends in 1499, when the French king rescinded the right of the University of Paris to go on strike, thus depriving it of its most effective weapon. Photographs are included, along with a map showing the locations of major medieval universities.

With competition to get into Oxbridge now so fierce, this book goes beyond standard application technique to focus on long-term development of intellectual potential including insight into the power of positive decision-making; how to practise independent and critical thinking skills; and how you can develop extra-curricular knowledge in genuine and impressive ways to stand out from the crowd. The book includes practical and insider knowledge that can't be found elsewhere - like how to strategically choose your college to boost your chances of admission, and how to interpret and respond to interview questions in a way that demonstrates your intellectual curiosity and academic potential. You'll find sample personal statements; examples of interview questions for all subjects; practical advice on fees and funding; and how to manage parents and peers. There is also a chapter dedicated to International Students. Online supporting resources for this book include a table including collect selectors for Oxford and Cambridge.

Bullying Amongst University Students is a pioneering collection of knowledge and evidence exploring the under-researched phenomenon of bullying in universities. Abusive behaviour amongst young people is a serious and pervasive problem that is exacerbated by the rapid advances in electronic communication, and in this book the authors highlight the problem and proceed to facilitate new practices and policies to address it. This book brings together an international team of authors from a range of disciplines, encompassing education, psychology, criminology, law and counselling, who have carried out research in the area of university bullying. Addressing critical dialogues and debates, the authors explore peer on peer violence, intimidation and social exclusion before considering its effects on students and making recommendations for action and further research. Key topics include: Cyberbullying and cyber aggression Rape culture across the university Homophobic and transphobic bullying The impact of bullying on mental health The role of bully and victim across the lifespan Policies and procedures to address bullying International in authorship and scope, this book will be an invaluable resource for students and researchers in fields such as education, psychology, sociology, health studies and criminology. It is also essential reading for university policy-makers and union representatives responsible for the emotional and physical well-being of students.

This volume presents five studies on key dimensions of union-management relations. Topics examined include union representation, financial consequences of unionism, wage determination, workplace innovation and conflict resolution in unionized enterprises in North America. In addition, the volume features four papers that examine university degree programmes in human resource management and industrial relations and, in particular, the extent to which the programmes provide students with the skills and competencies currently in demand by employers.

At a time when college completion is a major issue, and there is particular concern about the retention of underserved student populations, peer mentoring programs offer one solution to promoting student success. This is a comprehensive resource for creating, refining and sustaining effective student peer mentoring programs. While providing a blueprint for successfully designing programs for a wide range of audiences - from freshmen to doctoral students - it also offers specific guidance on developing programs targeting three large groups of under-served students: first-generation students, international students and student veterans. This guidebook is divided into two main sections. The opening section begins by reviewing the issue of degree non-completion, as well as college adjustment challenges that all students and those in each of the targeted groups face. Subsequent chapters in section one explore models of traditional and non-traditional student transition, persistence and belonging, address what peer mentoring can realistically achieve, and present a rubric for categorizing college student peer-mentoring programs. The final chapter in section one provides a detailed framework for assessing students' adjustment issues to determine which ones peer mentoring programs can appropriately address. Section two of the guidebook shifts from the theoretical to the practical by covering the nuts and bolts of developing a college student peer-mentoring program. The initial chapter in section two covers a range of design issues including establishing a program timeline, developing a budget, securing funding, getting commitments from stakeholders, hiring staff, recruiting mentors and, mentees and developing policies and procedures. Subsequent chapters analyze the strengths and limitations of different program delivery options, from paired and group face-to-face mentoring to their e-mentoring equivalents; offer guidance on the creation of program content and resources for mentors and mentees, and provide mentor training exercises and curricular guidelines. Section two concludes by outlining processes for evaluating programs, including setting goals, collecting appropriate data, and methods of analysis; and by offering advice on sustaining and institutionalizing programs. Each chapter opens with a case study illustrating its principal points. This book is primarily intended as a resource for student affairs professionals and program coordinators who are developing new peer-mentoring programs or considering refining existing ones. It may also serve as a text in courses designed to train future peer mentors and leaders.

Despite the growing awareness of globalization, the main bulk of empirical work in the social sciences remains within the frames of what Stein Rokkan termed "national empiricism". The yearbook Comparative Social Research aims at furthering the international orientation in the social sciences. Each volume is concentrated on a specific topic, mostly of substantive, but also of methodological character. As a rule, the articles present two or more cases for comparison, be they nations, regions, organizations, or social units at different points of time. The volumes embrace a broad set topics, such as comparative studies of universities as institutions for production and diffusion of knowledge; family policies; regional cultures; and institutional aspects of work and wage formation. Comparative Social Research seeks well-written articles that place the current or historical data in context, critically review the literature of comparative studies, or provide new theoretical or methodological insights. The series recognizes that comparative research is theoretically and methodologically interdisciplinary, and encourages and supports there trends. All papers will be subject to double-blind peer review.