This text looks at how university teachers can teach their students learning strategies. It describes how teachers can teach each strategy in their normal classes and encourage students to use the strategies in their own study time. It includes case studies.

"At the same time that the dangerous war was being fought in the jungles of Vietnam, "Campus Wars" were being fought in the United States by antiwar protesters. Kenneth J. Heineman found that the campus peace campaign was first spurred at state universities rather than at the big-name colleges. His useful book examines the outside forces, like military contracts and local communities, that led to antiwar protests on campus."
--Herbert Mitgang, "The New York Times"

"Shedding light on the drastic change in the social and cultural roles of campus life, "Campus Wars" looks at the way in which the campus peace campaign took hold and became a national movement.""
--"History Today"

"Heineman's prodigious research in a variety of sources allows him to deal with matters of class, gender, and religion, as well as ideology. He convincingly demonstrates that, just as state universities represented the heartland of America, so their student protest movements illustrated the real depth of the anguish over US involvement in Vietnam. Highly recommended."
--"Choice"

"Represents an enormous amount of labor and fills many gaps in our knowledge of the anti-war movement and the student left."
--Irwin Unger, author of "These United States"

The 1960s left us with some striking images of American universities: Berkeley activists orating about free speech atop a surrounded police car; Harvard SDSers waylaying then-Secretary of Defense Robert McNamara; Columbia student radicals occupying campus buildings; and black militant Cornell students brandishing rifles, to name just a few. Tellingly, the most powerful and notorious image of campus protest is that of a teenage runaway, arms outstretched in anguish, kneeling beside the bloodied corpse of Jeff Miller at Kent State University.

While much attention has been paid to the role of elite schools in fomenting student radicalism, it was actually at state institutions, such as Kent State, Michigan State, SUNY, and Penn State, where anti-Vietnam war protest blossomed. Kenneth Heineman has pored over dozens of student newspapers, government documents, and personal archives, interviewed scores of activists, and attended activist reunions in an effort to recreate the origins of this historic movement. In "Campus Wars," he presents his findings, examining the involvement of state universities in military research -- and the attitudes of students, faculty, clergy, and administrators thereto -- and the manner in which the campus peace campaign took hold and spread to become a national movement. Recreating watershed moments in dramatic narrative fashion, this engaging book is both a revisionist history and an important addition to the chronicle of the Vietnam War era.

For decades, Mexican leaders and scholars as well as outside observers have spoken of a Mexican university system in crisis, expressing concern over student political activism and violence, declining quality of instruction and facilities, crowded campuses, and lack of employment for graduates. When the government harshly suppressed a student movement in 1968, world attention focused on the turmoil that was endemic in university life. During the severe economic slump of the 1980s, the fundamental weaknesses of the Mexican economy--its inefficiency and inability to compete in the world--were often attributed to failings of the university system.
Using original quantitative data on the graduates of all Mexican universities in a dozen major professional fields since 1929, the author explores the nature of this purported "crisis" by examining a series of questions about the Mexican university system: How have the changing policy priorities of the Mexican government affected the university's education of professionals? How have the Mexican economy's needs for professionals shaped the functioning of the university system? Has Mexico trained "enough" professionals? Have they been trained in the "right" fields? Has the university been able to respond to demands for upward mobility through higher education?
The author's detailed analysis reveals a paradox: to the extent that Mexican universities may not be producing the kinds of expertise needed for competing in the new global marketplace, that educational quality has declined gradually over time, and that the university has not contributed much to social mobility, one may indeed speak of a crisis. Yet because the university system has reached its present form in response to demands placed on it be government, the economy, and society, responding pragmatically to circumstances beyond its control, the author concludes that the crisis is not fundamentally a university crisis, but rather one that lies in Mexican economy and society at large.

Computer science departments at universities in the U.S.A. are world renowned. This handy reference guide gives detailed profiles of 40 of the best known among them. The profiles are organized in a uniform layout to present basic information, faculty, curriculum, courses for graduate students, affiilated institutions, facilities, research areas, funding, selected projects, and collaborations. Two full alphabetical listings of professors are included, one giving their universities and the other their research areas. The guide will be indispensible for anyone - student or faculty, not only in the U.S.A. - interested in research and education in computer science in the U.S.A.

Universities are core institutions of the Knowledge Economy, and alongside firms and other research organisations, develop and promote knowledge within local economies. At the same time, they are obliged to deal with a global market, and participate in a global flow of ideas, knowledge and people. Increasingly these roles combine as universities are seen as tools to attract, retain and diffuse global knowledge at the local scale, helping to produce unique local combinations that provide a base for global exports This new volume provides an insight into new policies and projects by which cities and universities have sought to strengthen their mutual interaction, but also their joint interaction with a wider global knowledge economy. Case studies are drawn from a host of countries across Europe, Asia and North America. The result is an essential blueprint for cities hoping to strengthen university-city relationships.

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

The Thinking University Expanded considers how the university can be extended and developed to an institution of play that becomes a gateway to new compositions and enactments of opportunities and happiness for university academics and students alike. A university of and in continuous play can shape the public sphere in ways that reimagine both the epistemological and political, and the metaphysical and the ethical. Without abandoning the university's emphasis on thinking, the book examines the prospects of opening the university to 'a new, possible use'. The singular outcomes-based lens of seeing higher education distorts the humane and ethical nuance of what a university can potentially do and aspire towards. For this reason, the book intends to find a new use for the idea of a university - one that is responsible and responsive in both its pursuit of the truth and being open to different kinds of truth, as made manifest in diverse contexts and life-worlds. This book will be of great interest for academics, researchers and postgraduate students in the field of higher education.

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

As the Great Depression hit, Penn State College was cash-strapped and dilapidated. Cuts to athletic scholarships left the football program a shambles and the school a last resort for many students. In 1937, underfunded state police fighting a losing battle against striking miners and steel workers in Johnstown called in the National Guard. There were not enough police to cover the state, and it showed. Then someone started killing young women in the area. Between November 1938 and May 1940, Rachel Taylor-the first student murdered in Penn State history-Margaret Martin and Faye Gates were abducted and sexually assaulted, their bodies dumped within 50 miles of the college. Penn State weathered the Depression and soon grew into Pennsylvania State University. The Nittany Lions became a world-class team that would go half a century without a losing season. Two demoralized police agencies were merged, forming the precursor of the Pennsylvania State Police. While Gate's murderer was convicted, the killer(s) of Taylor and Martin were never caught.

The seventh volume of this annual publication consists primarily of eleven articles devoted to the period 1760-1848. The papers range from the study of particular faculties to the role of government in higher education and the concept of a liberal education. Together, the articles form a unique account of the development of the university in the age of the liberal revolution in countries as distinct as Russia, France, and the United States. As well as containing the usual wide selection of book reviews devoted to recent works on university history, this volume also contains two new sections, one devoted to research in progress, and the other to an on-going bibliography of recent publications (articles and books) in the field of the history of higher education throughout the world. With these additions, Volume VII is much larger than its predecessors, confirming History of Universities as an indispensable tool for every student of the history of education.

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.

History of Universities is a periodical devoted to the study of every aspect of university history development, structure, teaching, and research from the Middle Ages to the modern period, as well as to the history of scholarship more generally. The bi-annual volumes contain a mix of learned articles, unpublished documents, book reviews, research notes, and bibliographical information, which makes this publication an indispensable tool not only for higher education researchers, but historians of all stripe. The contents of the periodical range widely geographically, chronically, and in subject-matter while its contributors are drawn from all parts of the world, giving the volumes a decidedly international flavor.

Are British research universities losing their way or are they finding a new way? Nigel Thrift, a well-known academic and a former Vice-Chancellor, explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations. Challenging both higher education policy and leadership, he argues that the focus on student number growth and a series of research policy missteps has upset research universities' priorities just at a point in the history of planetary breakdown when their research is most needed.

What is this 'idea' of the university? Why does it need to be defended? Does the work of defense preclude the task of rearranging the idea itself? Drawing on these essential questions, this volume traces the historical transformations of the university in medieval Europe and explores current debates on its existence and sustenance in a neoliberal India. It challenges the liberal-humanist 'ideal' of academic exchange to inquire into long befuddled debates on the true nature of the modern university. Along with its companion The University Unthought: Notes for a Future, this brave new intervention makes a compelling foray into the political future(s) of the university. It will be of interest to academics, educators and students of the social sciences and humanities, especially education. It will also be of use to policy-makers and education analysts, and central to the concerns of any citizen.

Towards a Political Theory of the University argues that state and market forces threaten to diminish the legitimacy, authority and fundamental purposes of higher education systems. The political role of higher education has been insufficiently addressed by academics in recent decades. By applying Habermas' theory of communicative action, this book seeks to reconnect educational and political theory and provide an analysis of the university which complements the recent focus on the intersections between political philosophy and legal theory. In this book, White argues that there is considerable overlap between crises in democracy and in universities. Yet while crises in democracy are often attributed to the inability of political institutions to adapt to the pace of social and cultural change, this diagnosis wilfully ignores the effects of privatisation on public institutions. Under present political conditions, the university is regarded in instrumental and economic terms, which not only diminishes its functions of developing and sustaining culture but also removes its democratic capabilities. This book explores these issues in depth and presents some of the practical problems associated with turning an independent higher education system into a state-dominated and then, subsequently, marketised system. This book bridges political and educational theory in an original and comprehensive way and makes an important contribution to the debate over the role of the university in a democracy. As such, it will appeal to researchers, academics and postgraduate students in the fields of the philosophy of education, higher education, and political and educational theory. With its implications for policy and practice, it will also be of interest to policy makers.

Globally, researchers are being asked to plan for and demonstrate the impact that their research has on culture, society, health, and the economy. Higher education is changing, moving away from rewarding academics primarily for peer-reviewed academic publications and asking academics to report on how their work contributes to society more broadly. For many academics, impact poses a worrisome proposition. Impact has not generally been integrated into PhD training and many universities have been slow to respond to the emerging impact agenda, leaving a knowledge, training, and support gap. The Impactful Academic offers a holistic, all-of-career approach to impact aimed at active researchers and those who support research impact. It ruminates on the question of what an academic with impact looked like in the past, and what it will look like going forward as concepts around impact are solidified by government and granting agencies. The authors come from various backgrounds including engaged scholars who are generating impact, and impact professionals who have been critical to supporting academics across disciplines on their impact journeys. The reader will emerge with more than an impact plan for a single research project or grant, but rather a holistic, career-centric approach to impact.

A unique take on how to survive and thrive in the process your PhD, this is a book that stands out from the crowd of traditional PhD guides. Compiled by a leading UK researcher, and written in a highly personal one-to-one manner, How to Get Your PhD showcases the thoughts of diverse and distinguished minds hailing from the UK, EU, and beyond, spanning both academia and industry. With over 150 bitesize nuggets of actionable advice, it offers more detailed contributions covering topics such as career planning, professional development, diversity and inclusion in science, and the nature of risk in research. How to Get Your PhD: A Handbook for the Journey is as readable for people considering a PhD as it is for those in the middle of one: aiming to clarify the highs and lows that come when training in the profession of research, while providing tips & tricks for the journey. This concise yet complete guide allows students to "dip in" and read just what they need, rather than adding to the mountain of reading material they already have.

Focused on the writing process, A Guide to Supervising Non-native English Writers of Theses and Dissertations presents approaches that can be employed by supervisors to help address the writing issues or difficulties that may emerge during the provisional and confirmation phases of the thesis/dissertation journey. Pre-writing advice and post-writing feedback that can be given to students are explained and illustrated. A growing number of students who are non-native speakers of English are enrolled in Masters and PhD programmes at universities across the world where English is the language of communication. These students often encounter difficulties when writing a thesis or dissertation in English - primarily, understanding the requirements and expectations of the new academic context and the conventions of academic writing. Designed for easy use by supervisors, this concise guide focuses specifically on the relationship between reading for and preparing to write the various part-genres or chapters; the creation of argument; making and evaluating claims, judgements and conclusions; writing coherent and cohesive text; meeting the generic and discipline-specific writing conventions; designing conference abstracts and PowerPoint presentations; and writing journal articles.

One of the major intangible benefits associated with the postgraduate research experience is precisely that: the experience. And more specifically, for an increasing number of international research students: the British doctoral experience. This experience is often largely defined and shaped by their relationship with, and support from, their supervisor. Enhancing the Doctoral Experience brings together the authors' experience and research, frameworks and models as well as pragmatic feedback and understanding. This synthesis of scholarly theory and pragmatic sampling has produced a book that provides a scaffold for students and supervisors to have conversations about their expectations; to discuss what supervision is; to articulate clearly what both parties need in order for a successful relationship to occur, and to build a mutually beneficial endeavour. In many cases, these conversations can be complicated by cultural and linguistic differences so the text explicitly addresses these and other sources of misunderstanding. Against a challenging background of growing numbers of students but also increasing pressures on time and costs, Enhancing the Doctoral Experience offers an approach to improve the effectiveness of the doctoral student and increase the professionalization of research supervision. It does so by providing both with an awareness of, and a toolkit to approach, student diversity.

A critical examination of the complex system of college pricing-how it works, how it fails, and how fixing it can help both students and universities. How much does it cost to attend college in the United States today? The answer is more complex than many realize. College websites advertise a sticker price, but uncovering the actual price-the one after incorporating financial aid-can be difficult for students and families. This inherent uncertainty leads some students to forgo applying to colleges that would be the best fit for them, or even not attend college at all. The result is that millions of promising young people may lose out on one of society's greatest opportunities for social mobility. Colleges suffer too because losing these prospective students can mean lower enrollment and less socioeconomic diversity. If markets require prices to function well, then the American higher-education system-rife as it is with ambiguity in its pricing-amounts to a market failure. In A Problem of Fit, economist Phillip B. Levine explains why institutions charge the prices they do and discusses the role of financial aid systems in facilitating-and discouraging-access to college. Affordability issues are real, but price transparency is also part of the problem. As Levine makes clear, our conversations around affordability and free tuition miss a larger truth: that the opacity of our current college-financing systems is a primary driver of inequities in education and society. In a clear-eyed assessment of educational access and aid in a post-Covid economy, A Problem of Fit offers a trenchant new argument for educational reforms that are well within reach.

Many enquiries into the state of accounting education/training, undertaken in several countries over the past 40 years, have warned that it must change if it is to be made more relevant to students, to the accounting profession, and to stakeholders in the wider community. This book's over-riding aim is to provide a comprehensive and authoritative source of reference which defines the domain of accounting education/training, and which provides a critical overview of the state of this domain (including emerging and cutting edge issues) as a foundation for facilitating improved accounting education/training scholarship and research in order to enhance the educational base of accounting practice. The Routledge Companion to Accounting Education highlights the key drivers of change - whether in the field of practice on the one hand (e.g. increased regulation, globalisation, risk, and complexity), or from developments in the academy on the other (e.g. pressures to embed technology within the classroom, or to meet accreditation criteria) on the other. Thirty chapters, written by leading scholars from around the world, are grouped into seven themed sections which focus on different facets of their respective themes - including student, curriculum, pedagogic, and assessment considerations.

Across the globe, educators are grappling with how best to prepare a new generation to engage the challenges and opportunities of the twenty-first century. Along with knowledge and skills, many are now emphasizing the importance of character. Yet, while there has been a robust movement to educate character among children and adolescents, much less attention has been given to the ethical formation of college and university students. What is the role of colleges and universities in educating the character of students? Should universities even attempt to cultivate virtue? If so, how can they do so effectively in a pluralistic context? Cultivating Virtue in the University seeks to answer these questions by gathering diverse perspectives on character education within twenty-first century universities. With essays from some of the world's leading scholars, this volume catalyzes a critical debate about the possibilities and limits of character education in the university while offering theoretical and practical perspectives on what such education could look like in increasingly global and intercultural institutions. By engaging insights from education, history, literature, philosophy, psychology, sociology, and theology, the volume encourages scholars and educators to embrace the opportunities and challenges of cultivating virtue in the university.

Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: 'literacies and learning' and 'learning technologies'. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.

***** Amazon reviews for the second edition: "Again, Rowena Murray nails it! A perfectly balanced guide outlining truly useful tips to getting through your viva from someone who knows." "This is an excellent book. I found the book helpful in giving me a good understanding of what to expect, how to start with focusing on the specific areas suggested and how to develop my own style in marking up my thesis ... It certainly reduced my nerves going in knowing I had suggested areas fully prepared. A must have for anyone doing a viva!"How to Survive Your Viva 3e is a concise, practical introduction that equips students with the skills they need to defend their thesis or dissertation. The oral examination requires the highest standard of communication skills. The book ensures you are ready for what can be a complex and intimidating experience, telling you what to expect, how to practise and prepare, what questions you might be asked and how to ensure your responses support your thesis. Written in an accessible style, this book draws on the tried and trusted material and activities created for viva preparation workshops run by the author over many years.Thoroughly updated but retaining its well-loved style, this 3rd edition provides: Planning tools for you to employ, plus summaries at the start of each chapter to help you prepareChecklists of how to do well in your oral examination, with action points to clarify what you should do nextExample questions with samples of strong and weak answers, plus narratives of students' real viva experiences More on research into viva questions and different types of questions you may be asked, including specialist ones in your disciplineAdvice on condensing your rationale, framework, methods and findings into a short verbal statementNew material on maintaining positive body language, posture and eye contact for an assertive and calm viva The third edition is the essential handbook for all students and researchers anticipating an undergraduate, Masters or doctoral examination. It is also an invaluable reference for supervisors, tutors and examiners.