Completing the translation of Derrida's monumental work Right to Philosophy (the first part of which has already appeared under the title of Who's Afraid of Philosophy?), Eyes of the University brings together many of the philosopher's most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes' writing of the Discourse on Method in French, and of Kant's and Schelling's philosophies of the university, the volume reflects on the current state of research and teaching in philosophy and on the question of what Derrida calls a "university responsibility." Examining the political and institutional conditions of philosophy, the essays collected here question the growing tendency to orient research and teaching towards a programmable and profitable end. The volume is therefore invaluable for the light it throws upon an underappreciated aspect of Derrida's own engagement, both philosophical and political, in struggles against the stifling of philosophical research and teaching. As a founding member of the Research Group on the Teaching of Philosophy and as one of the conveners of the Estates General of Philosophy, Derrida was at the forefront of the struggle to preserve and extend the teaching of philosophy as a distinct discipline, in secondary education and beyond, in the face of conservative government education reforms in France. As one of the founders of the College International de Philosophie, he worked to provide a space for research in and around philosophy that was not accepted or legitimated in other institutions. Documenting and reflecting upon these engagements, Eyes of the University brings together some of the most important and incisive of Derrida's works.

"This book addresses an important and timely topic which has garnered substantial interest among policymakers, academic analysts, and the broader scientific and technical community. It reflects over a decade of careful qualitative and quantitative research by these authors. This collection brings together their most interesting work in this important area." --Scott Stern, Kellogg School of Management, Northwestern University
"This clear and succinct volume convincingly overturns the conventional wisdom about university-industry relations in science and technology. The authors muster extensive historical and contemporary empirical evidence to build a robust and nuanced conception of the transfer of knowledge between the two sectors. This work warrants close attention from academic administrators, research managers, and public policy-makers in the U.S. and abroad."--David M. Hart, Kennedy School of Government, Harvard University

Market forces have profoundly affected the contemporary research university's fundamental tasks of creating and disseminating knowledge. They arguably have provided American universities access to greater wealth, better students, and stronger links with the economy. Yet they also have exaggerated inequalities, diminished the university's control over its own activities, and weakened the university's mission of serving the public. Incorporating twenty years of research and new data covering 99 research universities, Knowledge and Money explains this paradox by assessing how market forces have affected universities in four key spheres of activity: finance, undergraduate education, primary research, and participation in regional and national economic development. The book begins by chronicling how universities have enlarged revenues by optimizing tuitions, and how they have managed these funds. It reveals why competition for the best students through selective undergraduate admissions has led to increased student consumerism and weakened university control over learning. The book also explains why research has become an increasingly autonomous activity within the university, expanding faster than class instruction or faculty resources. Finally, it shows how the linkage of research to economic development has engendered closer ties with industry and encouraged the commercialization of knowledge.

In the 1890s, German feminists fighting for female higher education envied American women their small colleges. Yet by 1910, German women could study at any German university, a level of educational access not reached by American women until the 1960s. This book investigates this development as well as the cultural significance of the tremendous debate generated by aspiring female students. Central to Mazon's analysis is the concept of academic citizenship, a complex discourse permeating German student life. Shaped by this ideal, the student years were a crucial stage in the formation of masculine identity in the educated middle class, and a female student was unthinkable. Only by emphasizing the need for female gynecologists and teachers did the women's movement carve out a niche for academic women. Because the nineteenth-century German university was the model for the modern research university, the controversy resonates with contemporary American debates surrounding multiculturalism and higher education.

Drawing on interviews with hundreds of university professors, co-curricular educators, administrators, and students from public and private colleges and universities across the United States, Douglas and Rhonda Hustedt Jacobsen demonstrate that religion is central to the work of higher education in the twenty-first century. Religion Matters begins with an examination of the history of religion in American society and higher education, from Protestant establishment to secular dominance to the much more complex and pluralistic dynamics of the culture today. The authors define religion carefully, identifying three different modes of faith: historic religion, public religion, and personal religion. The second half of the volume explores six educational topics where religion intersects with the core goals and purposes of college/university education: religious literacy, interfaith etiquette, framing knowledge, civic engagement, convictions, and character and vocation. The authors pose key questions: What should an educated person know about the world's religions? What does it mean to interact appropriately with members of other faiths? What assumptions and rationalities, secular or religious, shape the way we think? What values and practices, secular or religious, guide civic engagement? How do personal beliefs interact with the teaching and learning process? How might colleges and universities point students toward lives of purpose and meaning? This volume shows that by paying careful and nuanced attention to the role of religion, educators can enhance intellectual life in any college or university.

This book studies Oxford University's transformation-and the political hazards for academics that ensued-when, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos. Despite these changes, the author shows that Oxford has not been able to elude its long-standing Brideshead Revisited reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960's sought to expand educational opportunities to promote the cause of social justice. In the 1980's the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher's Conservative Party attempted to reverse Britain's economic decline. The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advantage of huge increases in government funding to build departmental empires, while an informal alliance of reform-minded arts dons strove to renew Oxford's collegiate traditions of scholarly excellence and self-governance. When the scientists and reformist dons revitalized the University in the light of changed social and economic conditions, they inadvertently eroded the foundations of its autonomy. During its transformation, Oxford lost its upper-class ties, its financial self-sufficiency, and its deferential friends in government. As a result, it was at its weakest when the Thatcher government sought to harness universities to the goals of economic competition. Consequently, Thatcherites successfully rewrote the compact between the state and universities, including the abolition of tenure for new faculty and the elimination of block grant funding. Thus, paradoxically, Oxford's internal renewal coincided with a surrender of its institutional independence.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way. This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards 'Universities of Learning'. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other. This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.

Based on new data and new analytical frameworks, this book assesses the forces of change at play in the development of American universities and their prospects for the future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since the time he coined the phrase "the city of intellect" but also discusses the major changes that will affect American universities over the next thirty years.
Part One examines demographic and economic changes, such as the rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses the profound influence of the Internet and other technologies on teaching and learning. Part Three describes how the various forces of change affect the nature of academic research and the organization of disciplines and the curriculum. Part Four analyzes the consequences of change for university governance and the means by which universities in the future can maintain high levels of achievement while maintaining high levels of autonomy.
The contributors include many of today's leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.

Based on new data and new analytical frameworks, this book assesses the forces of change at play in the development of American universities and their prospects for the future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since the time he coined the phrase "the city of intellect" but also discusses the major changes that will affect American universities over the next thirty years.
Part One examines demographic and economic changes, such as the rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses the profound influence of the Internet and other technologies on teaching and learning. Part Three describes how the various forces of change affect the nature of academic research and the organization of disciplines and the curriculum. Part Four analyzes the consequences of change for university governance and the means by which universities in the future can maintain high levels of achievement while maintaining high levels of autonomy.
The contributors include many of today's leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.

The crisis in university education has been the subject of vigorous debate in recent years. In this eloquent and deeply personal book, a distinguished scholar reflects on the character and aims of the university, assessing its guiding principles, its practical functions, and its role in society. Jaroslav Pelikan provides a unique perspective on the university today by reexamining it in light of John Henry Cardinal Newman's 150-year-old classic The Idea of a University and showing how Cardinal Newman's ideas both illuminate and differ from current problems facing higher education. Pelikan begins by affirming the validity of Newman's first principle: that knowledge must be an end in itself. He goes on to make the case for the inseparability of research and teaching on both intellectual and practical grounds, stressing the virtues--free inquiry, scholarly honesty, civility in discourse, toleration of diverse beliefs and values, and trust in rationality and public verifiability--that must be practiced and taught by the university. He discusses the business of the university--the advancement of knowledge through research, the extension and interpretation of knowledge through undergraduate and graduate teaching, the preservation of knowledge in libraries, museums, and galleries, and the diffusion of knowledge through scholarly publishing. And he argues that by performing these tasks, by developing closer ties with other schools at all levels, and by involving the community in lifelong education, the university will make its greatest contribution to society.

A history of higher education in Kenya. The Partnership for Higher Education in Africa commissioned case studies of higher education provision in Tanzania, Uganda, Kenya, Mozambique, Nigeria, Ghana and South Africa, as part of its effort to stimulate enlightened, equitable, and knowledge-based national development, and to provide guides to understanding. Reviews the history of higher education in Kenya and details the emergence of private universities, most of them with a Christian religious orientation, as major players in the provision of tertiary-level education. In association with Partnership for Higher Education in Africa; Kenya: EAEP

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.

Computer supported collaboration in academia is becoming increasingly important for two reasons. Firstly, there is a drive to make the most effective use of the resources available to universities, and secondly, there is a growing belief in the pedagogical benefits of using computer support in teaching. In this volume, an international collection of authors from both academia and industry examines ways in which universities can make effective use of asynchronous collaboration. All aspects of academic life are covered, from teaching and research through to support and management. The Digital University contains a range of material, from research-oriented chapters through to the experiences of senior university management in attempting to make their institutions as efficient as they need to be to survive in the 21st century.

This book studies Oxford University's transformation--and the political hazards for academics that ensued--when, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos.
Despite these changes, the author shows that Oxford has not been able to elude its long-standing "Brideshead Revisited" reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960's sought to expand educational opportunities to promote the cause of social justice. In the 1980's the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher's Conservative Party attempted to reverse Britain's economic decline.
The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advantage of huge increases in government funding to build departmental empires, while an informal alliance of reform-minded arts dons strove to renew Oxford's collegiate traditions of scholarly excellence and self-governance.
When the scientists and reformist dons revitalized the University in the light of changed social and economic conditions, they inadvertently eroded the foundations of its autonomy. During its transformation, Oxford lost its upper-class ties, its financial self-sufficiency, and its deferential friends in government. As a result, it was at its weakest when the Thatcher government sought to harness universities to the goals of economic competition. Consequently, Thatcherites successfully rewrote the compact between the state and universities, including the abolition of tenure for new faculty and the elimination of block grant funding. Thus, paradoxically, Oxford's internal renewal coincided with a surrender of its institutional independence.

In the summer of 1937, Japanese troops occupied the campuses of Beijing's two leading universities, Beida and Qinghua, and reduced Nankai, in Tianjin, to rubble. These were China's leading institutions of higher learning, run by men educated in the West and committed to modern liberal education. The three universities first moved to Changsha, 900 miles southwest of Beijing, where they joined forces. But with the fall of Nanjing in mid-December, many students left to fight the Japanese, who soon began bombing Changsha.
In February 1938, the 800 remaining students and faculty made the thousand-mile trek to Kunming, in China's remote, mountainous southwest, where they formed the National Southwest Associated University (Lianda). In makeshift quarters, subject to sporadic bombing by the Japanese and shortages of food, books, and clothing, students and professors did their best to conduct a modern university. In the next eight years, many of China's most prominent intellectuals taught or studied at Lianda. This book is the story of their lives and work under extraordinary conditions.
Lianda's wartime saga crystallized the experience of a generation of Chinese intellectuals, beginning with epic journeys, followed by years of privation and endurance, and concluding with politicization, polarization, and radicalization, as China moved from a war of resistance against a foreign foe to a civil war pitting brother against brother. The Lianda community, which had entered the war fiercely loyal to the government of Chiang Kai-shek, emerged in 1946 as a bastion of criticism of China's ruling Guomindang party. Within three years, the majority of the Lianda community, now returned to its north China campuses in Beijing and Tianjin, was prepared to accept Communist rule.
In addition to struggling for physical survival, Lianda's faculty and students spent the war years striving to uphold a model of higher education in which modern universities, based in large part on the American model, sought to preserve liberal education, political autonomy, and academic freedom. Successful in the face of wartime privations, enemy air raids, and Guomindang pressure, Lianda's constituent universities eventually succumbed to Communist control. By 1952, the Lianda ideal had been replaced with a politicized and technocratic model borrowed from the Soviet Union.

Increasing numbers of young adults go to university. This book explores contemporary understandings of what universities are for, what impact they might be having on their students, and what visions of life and society are driving them. It criticises a narrow view of higher education which focuses on serving the economy. It argues that, for the sake of the common and individual good, universities need to be about forming citizens and societies as well as being an economic resource. It does so in the light of theological perspectives mainly from the Christian but also from the Muslim faith, and has a global as well as a British perspective. It brings together key thinkers in theology and higher education policy - including Rowan Williams, David Ford, Mike Higton, and Peter Scott - to present a unique perspective on institutions which help shape the lives of millions.

This is the autobiography of a working-class boy who became an Oxford professor. A.H. Halsey was born in Kentish Town, London, in 1923 - a railway child in a large clan. The family moved in 1926 to Rutland and then to Northamptonshire because the father had been wounded in the Great War. Halsey 'won the scholarship' to Kettering Grammar School in 1933, left school at 16, went into the RAF as a pilot cadet. The metaphor of travel through time and space is maintained throughout this autobiography. The story begins with daily walks past canal boats in Oxford, flashes to the Pacific to Hong Kong and China, and then to a glimpse of death in the John Radcliffe Hospital, promising to explain the whole journey from a council housing estate to a professorial chair at Oxford.

Here is a compelling read for every teacher in higher education who wants to refresh or reexamine his or her classroom practice. Building on the insights offered by recent discoveries about the biological basis of learning, and on his own thought-provoking definitions of teaching, learning and education, the author proceeds to the practical details of instruction that teachers are most interested in--the things that make or break teaching. Practical and thoughtful, and based on forty years of teaching, wide reading and much reflection, Robert Leamnson provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice. His approach is particularly useful for those facing a cohort of first year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning. He is especially alert to the psychology of students. He also understands, and has experienced, the typical frustration and exasperation teachers feel when students ingeniously elude their teachers' loftiest goals and strategies. Most important, he has good advice about how to cope with the challenge. This guide will appeal to college teachers in all disciplines.

Is a career in law right for you?
Thinking of attending law school?
Where should you apply?
The verdict is in: This comprehensive guide has the answers to all your questions.
Written from the perspectives of a veteran lawyer and a recent law school graduate, this guide covers every aspect of preparing for and pursuing a career in law. Going to Law School? takes you through the entire process--from what you need to do before applying to what you can expect during law school to what career paths you can follow after graduation. You'll find:
* Straight facts on the application and admissions process
* Tips on studying for and taking the LSAT
* Advice on determining which law school is right for you
* An insider's look at how law schools operate
* A thorough survey of career options.

As a central institution that ensures equality of opportunity and social justice, the university is the most important channel of social mobility in modern societies. Over the past century, universities have assumed an important role in the political and cultural emancipation of women, minorities, and the lower socioeconomic classes. This expansion in educational institutions was not an isolated event in the years after the World War II, but rather a phase in a longer, secular process of modernization which started in the late nineteenth century and continues up to the present day.Expansion and Structural Change explores this development, focusing on the social background of students and the institutional transformation of higher education in several countries. Who have been the beneficiaries of this remarkable process of educational expansion? Has it made Western society more open, mobile, and democratic? These questions are analyzed from a historical perspective which takes into account the institutional change of universities during this century.Based on archival data for the United States, Germany, Japan, France, and Italy, this study combines both comparative and historical perspectives. It documents the political struggle of different social groups for access to univeristies, as well as the meritocratic selection for higher status positions. This work will be an indispensable reference for anyone searching for a comparative and historical analysis of higher education in the most advanced countries.

In an age when innovative scholarly work is at an all-time high, the academy itself is being rocked by structural change. Funding is plummeting. Tenure increasingly seems a prospect for only the elite few. Ph.D.'s are going begging for even adjunct work. Into this tumult steps Cary Nelson, with a no- holds-barred account of recent developments in higher education.

Eloquent and witty, Manifesto of a Tenured Radical urges academics to apply the theoretical advances of the last twenty years to an analysis of their own practices and standards of behavior. In the process, Nelson offers a devastating critique of current inequities and a detailed proposal for change in the form of A Twelve-Step Program for Academia.

The COVID-19 global pandemic triggered the need to reconceptualize provisions to run an agile university at all levels. New Student Literacies amid COVID-19 explores how institutions needed to defend teaching, learning, research and innovation, and implement transdisciplinary approaches to address such complexities together with wider knowledge sharing to unlock solutions. Delving into how universities resorted to intensive use of different technological platforms and resources to ensure that learning prevails, the chapters in this edited collection demonstrate how higher education institutions evaluated and assessed teaching methods and strove to uphold the concepts of inclusion, innovation, and cooperation of higher education. Including international case studies that highlight the issues related to the impact of the COVID-19 pandemic on higher education, the authors showcase how different countries tried to cope with the sudden shift of education to the online mode of teaching and learning, and tried to resolve challenges of online mode of education, largely around the issues of digital pedagogy.

Twenty-five years ago, historian of religions Jonathan Z. Smith wrote: ''The quest for the powers and skills of informed judgment for the dual capacities of appreciation and criticism might well stand as the explicit goal of entry level of college curriculum.'' Regardless of specific course content, the polymethodic face of Religious and Undergraduate Research is increasingly identified as a particularly effective pedagogy for teaching and learning these skills in the discipline. Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. For those new to Undergraduate Research, it provides an overview of fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, the book acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on the experience of recognized experts. Individual chapters focus on select theoretical and practical topics including the nature of collaboration between faculty and students, what it means for undergraduate students to make an ''original contribution'' in their research, how to identify and shape a research project that is appropriate and manageable, the types of institutional and professional support systems needed to adequately support and reward faculty who participate in this kind of pedagogy, and procedures for adequate and appropriate assessment.

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