This book provides a detailed record of the early history of the library at Emmanuel College, Cambridge, from the foundation of the College in 1584 to the completion of the seventh major inventory of the library's contents in 1637. This half-century formed a dynamic period in the religious and political as well as the educational life of the nation. The influence of Emmanuel, a notoriously Puritan college from its founding, was felt especially in the striking prominence of its alumni among New World settlers (among them John Harvard) and, during the English Civil War, in the placement of Emmanuel men in many key positions, including the Masterships of numerous Cambridge colleges. While these men were being educated Emmanuel's library expanded dramatically, and the seven increasingly large inventories of library books recorded there during the period give an indication of their concerns and their scholarship. Now, for the first time, the intellectual resources - by no means narrowly 'Puritan' - of this major institutional library are available for the study of all who are interested in the history of the period.

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.

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.

`This book offers an analysis of the increasing influence of external demands on the dynamics of European higher education systems and institutions. It focuses on the growing openness of higher education to its external environment and suggests that a "market logic" has emerged in higher education institutions. In addition, the book addresses a number of crucial "drivers of change", like the massification of higher education, the emergence of the "knowledge economy" and the Bologna Process. And it studies the roles and interests of various stakeholders. This book should be of interest to all those who are involved in higher education, whether as internal actors in institutions of higher education, or as its external clients and policy makers. It provides a relevant perspective on the current developments in European higher education and at the same time offers the conceptual tools to critically analyze these developments.' - Frans van Vught, President of the European Center for Strategic Management of Universities (Esmu) and former president of the University of Twente, the Netherlands `The book presents exciting comparative perspectives: how Italian scholars perceive and assess links between higher education and the economy. In-depth information is provided on issues not well documented in the past, e.g. the involvement of external actors in curriculum design, career services for students and links between governance and funding. The Milano-based team of scholars convincingly interpret the opportunities and problems of higher education reforms aiming to position higher education in the knowledge society.' - Ulrich Teichler, University of Kassel, Germany `European Universities and the Challenge of the Market by Marino Regini offers a timely, refreshing and well-researched account of one of the most important changes in European (and other) higher education - the rise of competition and the market as key policy drivers. This is a global template whose diffusion and domestications are hugely important for higher education policy research and Regini's book begins lucidly and insightfully to fill in longstanding gaps for us. Just as crucially the book provides valuable material on both the convergences and divergences we find increasingly between globally-situated higher education states.' - Roger King, Open University and London School of Economics, UK `UK academics are frequently exhorted to integrate a European (and global) perspective into their syllabuses, especially where their students are drawn from a wide variety of national backgrounds. But this is difficult when there is a dearth of detailed, accessible contemporary accounts of national practices elsewhere. This edited book goes a very long way to help them. It offers detailed, rigorously researched descriptions of the nature and effects on higher education of its "marketisation" - descriptions rooted in robust theoretical and conceptual frameworks which help the reader situate the descriptions in their own context.' - Paul Trowler, Lancaster University, UK

An undergraduate dissertation is your opportunity to engage with geographical research, first-hand. But completing a student project can be a stressful and complex process. Your Human Geography Dissertation breaks the task down into three helpful stages: Designing: Deciding on your approach, your topic and your research question, and ensuring your project is feasible Doing: Situating your research and selecting the best methods for your dissertation project Delivering: Dealing with data and writing up your findings With information and task boxes, soundbites offering student insight and guidance, and links to online materials, this book offers a complete and accessible overview of the key skills needed to prepare, research, and write a successful human geography dissertation.

Over recent decades, national Higher Education sectors across the world have experienced a gradual process of marketisation. This book offers a new interpretation on why and how marketisation has taken place within England. It explores distinct assumptions on the nature of graduate work and how the graduate labour market drives the argumentation for more market and choice. Demonstrating the flaws in these assumptions - which are based on an idealised relationship between Higher Education and high-skilled work - this book fills an important need by questioning the current rationale for further marketisation.

Winner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE) Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education Theory In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production. The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more-not less-important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.

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.

Grants and fellowships are increasingly essential to an academic career, and competition over federal and foundation funding is fiercer than ever. Yet there has hitherto been little training available for this genre of writing. Funding Your Research in the Humanities and Social Sciences demystifies the process of writing winning grant proposals in the humanities and social sciences. Offering practical guidance, step-by-step instructions, and examples of successful proposals, Walker and Unruh outline the best practices to crack the proposal writing code. They reveal the most common peeves of proposal reviewers, and offer advice on how to avoid frequent problem areas in conceptualizing and crafting a research proposal in the humanities and social sciences. Contributions from agency and foundation program officers offer the perspective from the other side of the proposal submission portal, and new research funding trends, including crowdfunding and public scholarship, are also covered. This book is essential reading for all those involved in funding applications. Graduate students, research administrators, early career faculty members, and tenured professors alike will gain new and effective strategies to write successful applications.

The impact of globalisation and aggressive marketing by universities has increased the flow of international or culturally diverse students enrolling in postgraduate research degree programs outside their own countries. As access to postgraduate education widens, more local culturally diverse and Indigenous students are also enrolling in higher degree studies. As a result, significantly more academics now engage in intercultural supervision or supervising students who are culturally different to themselves. This book argues that empowering intercultural supervision can result from more nuanced, critical and theoretically-based understandings of time, place and knowledge. It shows how a range of 'Southern' theories (including postcolonial, Indigenous, feminist, social and cultural geography theories) about history, geography and knowledge can offer fresh insights into intercultural supervision. The author suggests that by using the conceptual tools offered by these Southern theories, the more complex but potentially rich aspects of intercultural supervision can be better understood and grappled with. In particular, these theories enable us to challenge assumptions about the universality and timelessness of Northern knowledge, and to create space for the recovery and further development of Southern, Eastern and Indigenous knowledges within intercultural supervision. This book will be of value to academic supervisors and postgraduate students, especially those engaged in intercultural supervision, as well as researchers and scholars in the field of higher education.

This book details the legal and historical development of institutional and professorial academic freedoms to better understand the relationship between these concepts. While some judges and scholars have focused on the divergence of these protections, this book articulates an aligned theory that brings both the professorial and institutional theories together. It argues that while constitutionally based academic freedom does its job in protecting both public and private universities from excessive state interference, or at the very least it asks the right questions, it is inadequate because it fails to protect many individual professors in the same way. This solution entails using contract law to fill in the gaps that constitutional law leaves open in regard to protecting individual professors. Contract law is an effective alternative to constitutional law for three reasons. First, unlike constitutional law, it covers professors at both public and private universities. Second, it allows for the consideration of the custom and usage of the academic community as either express or implied contract terms in resolving disputes between universities and professors. Third, contract law enables courts to structure remedies that take into account the specific campus contexts that give rise to various disputes instead of crafting broad remedies that may ill fit certain campus environments. The proposed reconceptualization of academic freedom merges constitutional protection for institutions and contractual protection for individual professors. This combined approach would provide a more comprehensive framework than is currently available under the predominantly constitutional paradigm of academic freedom.

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.

Impact has become a central part of the assessment criteria for academic worth. It has been adopted by many research funding bodies, and it is firmly embedded in the British Research Excellence Framework. However, a clear definition of impact remains elusive and guidance on how exactly to achieve it is often superficial. This concise, informative book analyses impact across the social sciences. It draws on the analysis of the most highly ranked British impact case studies from the 2014 Research Excellence Framework, as well as fifteen interviews with senior academics, providing a longitudinal and critical framing of impact. The author concludes with valuable recommendations of how and when scholars can achieve impact.

In a male-dominated higher education sector characterised by overt and subtle adversities for women, the path for women in academia is rarely a simple and easy one. This book sets out to empower women in academia to unite in sharing their stories, inspiring and encouraging one another. Providing international perspectives from Asia, Australia, South Africa and the United Kingdom, and packed with real examples, success stories and practical advice from academic women at all levels, this timely text equips readers to understand how we can move higher education institutions beyond the constraints that have held highly competent women back for far too long. Chronicling both the challenges and opportunities posed by the higher education sector, and cutting across the fields of leadership, management and gender studies, the contributors offer a finely curated collection which empowers women not only to better navigate the academic world, but thrive in it.

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.

Learning through dialogue brings a powerful opportunity for individuals to connect to colleagues, navigate professional demands, and meet the challenges posed by a turbulent world. Written for all who mentor or coach in universities, this book addresses a critical question: how can mentoring and coaching conversations be effective and accessible ways to support researcher and academic development? Drawing on their wide range of experiences of coaching and mentoring, and designing and leading institutional programmes and policy, Guccione and Hutchinson provide an insight into the founding principles of reflective ethical practice, as well as a pragmatic and easy to navigate toolkit supporting you to understand the needs of the people you want to develop. Including bite-sized chapters packed full of applied solutions, the authors help you to design, re-design, or troubleshoot your mentoring or coaching approach, and offer up go-to guidance for building and enhancing a culture of developmental dialogue at the individual, programme and organisational level.

American higher education is under unprecedented pressure, beginning with the public funding and student debt crises and extending to inadequate performance in student retention and growing global competition. Respected educator and scholar Peter N. Stearns breaks down the underlying problems, exploring the most contentious issues for university leaders and administrators today. Guiding the American University covers the major facets of university operation-administration, faculty, and students-and discusses what should be changed and what should be preserved. Covering major topics for debate and real problems facing American higher education today-including the tenure system, online learning, administrative bloat, and campus culture-this book is a critical resource for aspiring and current higher education administrators. Research-based and stemming from a range of case studies, this book's insightful and fresh recommendations serve as an important contribution to the conversation on the future of American higher education.

Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question 'What can be understood by University Lifelong Learning today?' by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.

Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question 'What can be understood by University Lifelong Learning today?' by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.

Changing conditions in Higher Education and national funding regimes preceded a proliferation of construction projects in universities between 1996 and 2006. This book reviews a hundred projects between 1996 and 2006, and uses 9 detailed case studies from the author's time in charge of capital projects at the University of Cambridge to show us how these projects were conceived, argued for, designed, procured, managed, constructed, and passed on to building users. Readers with an interest in project management, estate management, University management, or the history of the University of Cambridge will find this fascinating and wide-ranging book to be uniquely valuable.

Learning Sciences Research for Teaching provides educators with a fresh understanding of the use and implications of learning sciences scholarship on their studies and professional preparation. A highly interdisciplinary field, the learning sciences has been expressly focused on the advancement of teaching and learning in today's schools. This introductory yet cutting-edge resource supports graduate students of teaching, leadership, curriculum, and learning design in research methodology courses as they engage with and evaluate research claims; integrate common methods; and understand experimental, case-based, ethnographic, and design-based research studies. Spanning the learning science's state-of-the-art approaches, achievements, and developments, the book includes robust, accessible coverage of topics such as professional development, quantitative and qualitative data, learning analytics, validity and integrity, and more. Please visit https://dple.nl/learning-sciences-research-for-teaching for additional resources, exercises, and a brief video introduction from the authors!

Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions - or stereotypes - they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement. In this unique work, the authors explore UK and US university teachers' beliefs about their students' performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back? By comparing students' demographic data and their actual performance with their teachers' expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students' comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers' beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success. Ideal for both educational developers and university teachers, this book: reveals general tendencies and findings that will inform developers' own work with university teachers, provides practical guidance and solutions for university teachers to be able to identify and address students' actual - rather than assumed - needs, explores means of addressing and challenging people's natural tendency to rely on preconceived ideas and stereotypes, and explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.

***** 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.

As part of its 375th celebrations, the University has created a new photo book, Explore Harvard: The Yard and Beyond. This collection of photographs brings to life the myriad intellectual exchanges that make Harvard one of the world's leading institutions of higher education. Presenting contemporary images never before published as well as archival prints, this large-format portrait of the University captures an early spirit of exploration that continues to thrive around the Yard, in the historic lecture halls, in cutting-edge science facilities, and in research outposts around the world. From "move-in" day to Commencement, seasonal shifts across the iconic New England landscape form a contemplative backdrop to learning and growth for each new class that enters here. For alumni who remember life in the houses along the Charles, or thrilled to the achievements of athletes and artists, Explore Harvard will not disappoint. Prospective students who have seen the University only from a distance will get an inside view of one of the most beautiful campuses in the world, while those intimately familiar with the school will discover a side of Harvard they never knew.

This fully revised and updated second edition builds upon the original vision of the first, which was to give voice to diverse and inclusive perspectives, identities, and practices and to enact the principle that student conduct practice must be based upon tenets of social justice and restorative justice to disrupt and transform, through a lens of inclusive excellence, overly legalistic and escalated management applications in student conduct administration. In the intervening decade, this co-edited work has become more relevant than ever as colleges and universities continue to be the targets of litigation, activists, and lawmakers who have, for instance, rolled back earlier guidance under Title IX regarding violence against women. Civility, hate crimes, activism, immigration, globalism versus nationalism, and free speech are all again on the forefront of campus challenges impacting conflict and conduct management. New chapters cover these and other issues, and the book is further enhanced by case studies, as well as summaries and questions for dialogue, to encourage further reflection by the reader and bolster the usefulness of the work as a textbook and campus training guide. This second edition envisions an audience that encompasses more than student conduct practitioners. This expanded student affairs audience includes residence life staff; a range of administrative positions from legal counsel to the university president; and outside local, national, and federal stakeholders, all of whom are invested in these alternative approaches to conflict management.