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

In this book, John C. Moore surveys the history of universities, from their origin in the Middle Ages to the present. Universities have survived the disruptive power of the Protestant Reformation, the Scientific, French, and Industrial Revolutions, and the turmoil of two world wars-and they have been exported to every continent through Western imperialism. Moore deftly tells this story in a series of chronological chapters, covering major developments such as the rise of literary humanism and the printing press, the "Berlin model" of universities as research institutions, the growing importance of science and technology, and the global wave of campus activism that rocked the twentieth century. Focusing on significant individuals and global contexts, he highlights how the university has absorbed influences without losing its central traditions. Today, Moore argues, as universities seek corporate solutions to twenty-first-century problems, we must renew our commitment to a higher education that produces not only technicians, but citizens.

In Transforming the Urban University, Richard M. Freeland reviews how Northeastern University in Boston, historically an access-oriented, private urban university serving commuter students from modest backgrounds and characterized by limited academic ambitions and local reach, transformed itself into a selective, national, and residential research university. Having served as president during a critical decade in this transition, Freeland recounts the school's efforts to retain key features from Northeastern's urban history-an emphasis on undergraduate teaching and learning, a curriculum focused on preparing students for the workplace, its signature program of cooperative education, and its broad involvement in the life of the city-while at the same time raising admission standards, recruiting students on a regional and national basis, improving graduation rates, expanding opportunities for research and graduate education and dramatically improving its U.S. News ranking. Freeland situates the Northeastern story within the evolving context of urban higher education as well as broader trends among American universities during the second half of the twentieth century. He documents the way Northeastern maintained its historic values while making innovative use of modern marketing techniques to meet the competitive conditions of the academic marketplace. He shows how Northeastern rejected the standard model of the modern research university and instead reinvented itself as a new kind of urban university: making excellence in the undergraduate experience its top priority; stressing practice-oriented education and research; and emphasizing the academic benefits of its urban setting as well as the importance of contributing to the well-being of its host city. In chronicling Northeastern's recovery from what the school's trustees called a "near-death" experience, Freeland challenges the conventional narrative of what a university must do to achieve top-tier national status.

This book discusses how modern universities increasingly use reputation management in relation to internal and external challenges. Universities are increasingly characterized by social embeddedness, relating to many external stakeholders and international markets of students, researchers and research projects. This implies global pressure to standardize, formalize and rationalize their internal organization. The book uses data from China, Norway and US to show how reputation symbols are used and balanced, based on their web pages. Further, it uses extensive data from US universities to show how their internal organization structure is developing over time, related to three types of units/positions - development, diversity and legal offices and roles.

This book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication. Organized into four sections, it brings together international experts and junior scholars from a variety of disciplines to examine both publishing experiences and current research in the field. In doing so, it challenges the view that Native English speakers have a relatively easy ride in this process and that it is only English as an Additional Language (EAL) scholars who experience difficulties. The volume highlights central themes of writing for publication, including mentoring and collaborative writing, the writing experience, text mediation, the review process, journal practices and editorial decision-making, and makes a strong case for taking a more inclusive approach to research in this domain. This edited collection will appeal to students and scholars of applied linguistics, English for academic purposes, academic writing, and second language writing.

A seminal study, The University in Development explores how the university is indeed 'in development': pursuing a new 'third' mission of external societal development (alongside its two existing missions of teaching and research), and experiencing a major internal revolution as this impacts on its structural organisation. Already prevalent in many institutions internationally, this third academic mission has begun to pose troubling challenges to existing academic research cultures and systems in South Africa. Emerging from an extended longitudinal study, The University in Development provides a powerful analysis of the complex nexus of transformation occurring between universities and the rapidly changing global society of which they form a part. Embedded within the book is a central theoretical claim: that driving this new international transformation within universities is a global post-1970s new capitalist industrial revolution, with economies seeking out use-inspired basic research at universities in order to survive and grow within the competitive international market. The analysis thus provides new understandings of current concepts of 'globalisation', 'use-oriented' research, 'knowledge society and economy', and 'national system of innovation'. The book is structured in three parts. While the first considers case studies of this academic transformation globally, the second part homes in on new research centres at Western Cape universities to examine the combination of creativity and disruption arising as this third academic mission evolves in South Africa. Part 3 argues that new visions, concepts and policies of research are needed, if our universities are to unlock their 'knowledges' for societal development, with greater social justice not only for industry but also for civil society.

This book discusses the discipline standards of History in Australian universities in order to help historians understand the Threshold Learning Outcomes and to assist in their practical application. It is divided into two sections: The first offers a scholarly exploration of contemporary issues in history teaching, while the second section discusses each of the Threshold Learning Outcomes and provides real-world examples of quality pedagogical practice. Although the book focuses on the discipline of history in Australia, other subjects and other countries are facing the same dilemmas. As such, it includes chapters that address the international context and bring an international perspective to the engagement with discipline standards. The innovation and leadership of this scholarly community represents a new stage in the transformation and renewal of history teaching.

This volume presents an academic proposal, developed by a joint research group of leading scholars in the social and natural sciences from universities affected by global-scale mega disasters occurring in Asia in recent decades. These include Kobe University, which experienced the 1995 Hanshin-Awaji Earthquake; Tohoku University and Iwate University, both at the center of post-disaster reconstruction following the 2011 East Japan Earthquake and Tsunami; Syiah Kuala University in Aceh, Indonesia, which was hard-hit by the 2004 Indian Ocean Tsunami; and Sichuan University, which took a leading role in post-disaster recovery following the 2004 Sichuan Earthquake. Presenting a comparative analysis focused on lessons learned from the recovery phase following the East Japan Earthquake and Tsunami, the book addresses in detail the questions of what should be done to enable truly community-based town planning, and what roles should be played by universities in order to achieve those goals.

This book repositions early modern Catholic abroad colleges in their interconnected regional, national and transnational contexts. From the sixteenth century, Irish, English and Scots Catholics founded more than fifty colleges in France, Flanders, Spain, Portugal, the Papal States and the Habsburg Empire. At the same time, Catholics in the Dutch Republic, the Scandinavian states and the Ottoman Empire faced comparable challenges and created similar institutions. Until their decline in the late-eighteenth century, tens of thousands of students passed through the colleges. Traditionally, these institutions were treated within limiting denominational and national contexts. This collection, at once building on and transcending inherited historiographies, explores the colleges' institutional interconnectivity and their interlocking roles as instruments of regional communities, dynastic interests and international Catholicism. -- .

In order to yield the expected benefits, sustainability initiatives need to be undertaken by means of a close cooperation between universities on the one hand, and societal partners on the others. The principle of co-creation and co-execution of sustainability initiatives increases the value for all by mutual learning, and the sharing of expertise and resources. But pursuing sustainability initiatives with a community and societal involvement is not simple. There is a perceived need for a better understanding of how universities can interact with society, in order to support the implementation of the UN Sustainable Development Goals. This book is an attempt to address this need, by a novel approach which focuses on current potentials and challenges, across a wide range of fields and expertise. The book focuses on how the theory and practice of sustainable development interact and shows the need for a continuation of the dialogue among sustainability academics and practitioners, so as to address the issues, matters and problems at hand. The spectrum of themes addressed on this book also entails how environmental values and ethics are applied and the relationship between social, biological and cultural diversity. It also includes a broad disciplinary approach to sustainability, including education, research and case studies, and the links with human-environment relations in a sustainable development context.

At least one in four women attending college or university will be sexually assaulted by the time they graduate. Beyond this staggering statistic, recent media coverage of "rape chants" at Saint Mary's University, misogynistic Facebook posts from Dalhousie University's dental school, and high-profile incidents of sexual violence at other Canadian universities point to a widespread culture of rape on university campuses and reveal universities' failure to address sexual violence. As university administrations are called to task for their cover-ups and misguided responses, a national conversation has opened about the need to address this pressing social problem. This book takes up the topic of sexual violence on campus and explores its causes and consequences as well as strategies for its elimination. Drawing together original case studies, empirical research, and theoretical writing from scholars and community and campus activists, this interdisciplinary collection charts the costs of campus sexual violence on students and university communities, the efficacy of existing university sexual assault policies and institutional responses, and historical and contemporary forms of activism associated with campus sexual violence.

This book offers a range of approaches and specific examples of how a sample of internationally leading research-intensive universities, from a variety of regions around the world, work to improve teaching and learning. It describes and analyzes broad university initiatives and approaches that have the potential of driving institution-wide change processes in teaching and learning, thus providing a link between strategic ambitions and cultural transformation in the universities. Globally, research-intensive universities are increasingly pressured to increase their performance in both research and education. However, while much focus internationally has been devoted to how universities are working to boost their research performance, less is known about how internationally leading universities are working to improve teaching and learning. Through comparative cases drawn from universities in Europe, Asia and the US, key practices and lessons are identified and showcased providing a unique insight into the ways internationally leading research universities work to support and enhance staff engagement in teaching and learning. It will be essential reading for researchers and advanced students working in Higher Education and Sociology, particularly those with an interest in comparative studies.

To fulfill their academic purposes in higher education, students must mobilize knowledge learned in the classroom, but also obtained individually and with access to a variety of sources, in particular, the information resources available in their libraries. To achieve an academic degree as master or doctor, information resources grow in importance and meaning, since because from them a great part of the theoretical and methodological support is obtained for the pursuit of this purpose. The validation of their learning is carried out in large part by the written presentation of these academic works. The book reflects on the importance of academic writing and presents methods and techniques for writing in a grounded manner. The contributions that make up the book Improving the Academic Writing Experience in Higher Education aim to bring ideas and share experiences, broaden horizons and shed some light on the landscape of academic writing. The different formulations, perspectives, and approaches are divided into two parts: the first one with a conceptual point of view, explaining the importance of the development of academic writing within the university and theorizing about the transformative impact of this practice on the higher education' student. The second one seeks to bring a more practical, diversified and comprehensive contribution to the thematic and to respond to the challenge of professionals related to the area -- particularly those involved in higher education libraries, but not only -- and who work with the transformation of information into knowledge. Through concrete tips for writing appropriately in a university context, the focus is on how and why to write well. The challenge that mobilized the achievement of this book was to encourage better learning and academic success, through awareness of a concrete action of teachers, students, and librarians who, in higher education, develop their activities in support of academic writing. We hope, therefore, that this will be a catalyst for renewed learning around this subject.

An examination of how academic colleges commemorated their patrons in a rich variety of ways. WINNER of a 2019 Cambridgeshire Association for Local History award. The people of medieval Cambridge chose to be remembered after their deaths in a variety of ways - through prayers, Masses and charitable acts, and bytomb monuments, liturgical furnishings and other gifts. The colleges of the university, alongside their educational role, arranged commemorative services for their founders, fellows and benefactors. Together with the town's parishchurches and religious houses, the colleges provided intercessory services and resting places for the dead. This collection explores how the myriad of commemorative enterprises complemented and competed as locations where the living and the dead from "town and gown" could meet. Contributors analyse the commemorative practices of the Franciscan friars, the colleges of Corpus Christi, Trinity Hall and King's, and within Lady Margaret Beaufort's Cambridge household; the depictions of academic and legal dress on memorial brasses, and the use and survival of these brasses. The volume highlights, for the first time, the role of the medieval university colleges within the family ofcommemorative institutions; in offering a new and broader view of commemoration across an urban environment, it also provides a rich case-study for scholars of the medieval Church, town, and university. JOHN S. LEE is Research Associate at the Centre for Medieval Studies, University of York; CHRISTIAN STEER is Honorary Visiting Fellow in the Department of History, University of York. Contributors: Sir John Baker, Richard Barber, Claire GobbiDaunton, Peter Murray Jones, Elizabeth A. New, Susan Powell, Michael Robson, Nicholas Rogers.

For over four decades, events in Palestine-Israel have provoked raging conflicts within British universities around issues of free speech, 'extremism', antisemitism and Islamophobia. But why is this conflict so significant for student activists living at such a geographical distance from the region itself? And what role do emotive, polarised communications around Palestine-Israel play in the life of British academic institutions committed to the ideal of free expression? This book draws on original ethnographic research with student activists on different sides of this conflict to initiate a conversation with students, academics and members of the public who are concerned with the transnational politics of Palestine-Israel and with the changing role of the public university. It shows how, in an increasingly globalised world that is shaped by entangled histories of European antisemitism and colonial violence, ethnography can open up ethical responses to questions of justice -- .

The radical transformation that universities are undergoing today is no less far-reaching than the upheavals that it experienced in the 1960s. However today, when almost 50 per cent of young people participate in higher education, what occurs in universities matters directly to the whole of society. On both sides of the Atlantic curious and disturbing events on campuses has become a matter of concern not just for academics but also for the general public. What is one to make of the growing trend of banning speakers? What's the meaning of trigger warnings, cultural appropriation, micro-aggression or safe spaces? And why are some students going around arguing that academic freedom is no big deal? What's Happened To The University? offers an answer to the questions of why campus culture is undergoing such a dramatic transformation and why the term moral quarantine refers to the infantilising project of insulating students from offence and a variety of moral harms.

This book provides an in-depth analysis of the demand for PhDs on the labor markets of twelve countries. The authors analyze the role of PhDs in the creation of innovation in a knowledge-based economy and examine economic issues such as the return on investment for the education and training of doctoral graduates. To provide a more comprehensive picture of the employment patterns, career paths and mobility of PhDs in selected countries, the book analyzes various data sources such as labor force surveys and censuses. The authors also develop survey approaches and output tables to collect data on the transition from school to work among PhDs. The book will be of interest to policymakers, companies and researchers responsible for research and innovation systems, as well as to doctoral students looking for a professional career outside the academic world.

Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities. -- .

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

An in-depth look at why American universities continue to favor U.S.-focused social science research despite efforts to make scholarship more cosmopolitan U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on the United States. Why? Seeing the World answers this question by examining university research centers that focus on the Middle East and related regional area studies. Drawing on candid interviews with scores of top scholars and university leaders to understand how international inquiry is perceived and valued inside the academy, Seeing the World explains how intense competition for tenure-line appointments encourages faculty to pursue "American" projects that are most likely to garner professional advancement. At the same time, constrained by tight budgets at home, university leaders eagerly court patrons and clients worldwide but have a hard time getting departmental faculty to join the program. Together these dynamics shape how scholarship about the rest of the world evolves. At once a work-and-occupations study of scholarly disciplines, an essay on the formal organization of knowledge, and an inquiry into the fate of area studies, Seeing the World is a must-read for anyone who cares about the future of knowledge in a global era.

How the university went global and became the heart of the information age The university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor. David John Frank and John Meyer describe how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem. But, as Frank and Meyer also show, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.

Tracing the development of the University of Exeter over the six decades since it was granted its royal charter in 1955, this book tells the history of the institution and its community. Jeremy Black draws on a wide range of resources, from archival material to the personal recollections of staff and students. He records and analyses the story of the university as it engaged with the need to expand and evolve while responding to constant financial and political pressures. The book includes interviews with leading university figures, contributions from former students, and a postscript looking to the future. It charts the University of Exeter's changing place in the world of higher education. from the author's Preface ... 'In 2013-14, I wrote The City on the Hill: A Life of the University of Exeter, which was published in 2015 as part of the university's Diamond Jubilee. That extensively illustrated and very heavy book is a worthy memorial. This is a different book: it draws on some additional research, while the opportunity to rewrite the study, and bring it up to date has proved welcome. The work has been greatly eased by the great friendship and wonderful co-operation I have encountered. Staff and students, past and present, have given much time, to pass on information and opinion, to answer questions, and to read and comment on drafts.'

The Casa Italiana-a neo-Renaissance palazzo located on Amsterdam Avenue near 117th Street-has been the most important expression of the Italian presence on Columbia University's campus since its construction in 1927. As a site of interdisciplinary scholarship and promotion of Italian culture, the Casa Italiana has made a substantial contribution to the academic study of Italy in America and the understanding of Italian cultural identity abroad. Celebrating the Casa's ninetieth anniversary, From Da Ponte to the Casa Italiana documents and recounts the history of the individuals, both Italian and American, who contributed to the formation of Columbia University's rich tradition of Italian studies. Barbara Faedda's succinct yet detailed historical survey begins at the dawn of Italian studies at Columbia with Lorenzo Da Ponte, Mozart's witty librettist who became the charismatic founder of the New York Metropolitan Opera and Columbia's first professor of Italian. Covering figures such as the former revolutionary Eleuterio Felice Foresti, Faedda elucidates the complex and often controversial dimensions of the Casa's history, highlighting protagonists such as the talented but equivocal Giuseppe Prezzolini and Columbia's president Nicholas M. Butler, as well as Italian-American students and community members. The Casa played a significant role in U.S.-Italian relations from its foundation, and at one point it came under fire, accused of ties to Mussolini and pro-Fascist leanings. Synthesizing archival documents with the work of historians, From Da Ponte to the Casa Italiana tells the compelling stories of the Casa and several of its leading figures, whose influence on the university can still be felt today.

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

Leaving home and starting a university course is one of the most exciting - and daunting - of life's experiences. This book offers a complete guide on how to manage, thrive and enjoy the transition from home to halls, from start to finish. Author James Thornhill takes the new student through every detail of each stage, from choosing a course to finding accommodation, and offers reassuring advice on every practical, emotional and financial process of the first few months.