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.

Are you a college or university graduate? Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life? Does the alumni strategy in your organization need inspiration? This enlightening, original book reimagines graduates' alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way': reflection, curiosity, passion and generosity. With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world. The Alumni Way Workbook is also available. Visit www.thealumniway.com.

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.

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.

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.

This title is part of American Studies Now and available as an e-book first. Visit ucpress.edu/go/americanstudiesnow to learn more. In the post-World War II period, students rebelled against the university establishment. In student-led movements, women, minorities, immigrants, and indigenous people demanded that universities adapt to better serve the increasingly heterogeneous public and student bodies. The success of these movements had a profound impact on the intellectual landscape of the twentieth century: out of these efforts were born ethnic studies, women's studies, and American studies. In We Demand, Roderick A. Ferguson demonstrates that less than fifty years since this pivotal shift in the academy, the university is moving away from "the people" in all their diversity. Today the university is refortifying its commitment to the defense of the status quo off campus and the regulation of students, faculty, and staff on campus. The progressive forms of knowledge that the student-led movements demanded and helped to produce are being attacked on every front. Not only is this a reactionary move against the social advances since the '60s and '70s-it is part of the larger threat of anti-intellectualism in the United States.

1) For the instructor, despite best intentions, who simply cannot invest much time into researching the complex, and sometimes controversial and contradictory, approaches to the subject when teaching music history / appreciation /culture 2) Addresses students who listen to music from anywhere in the world anytime they want, in formal or informal learning or casual settings 3) Offers tools for understanding key terms and concepts, suggestions for discussion, models for listening and writing assignments, examples of repertoire, templates for building a syllabus, and resources for further exploration.

This book promotes adult education in a university setting as cultivation and the inculcation of culture, democracy, and ethics beyond and through lived experience. It draws on theories from across disciplines, bringing together Aristotelian and post-structuralist thought. This includes Fernando Pessoa's notion of 'erudition' as culture and 'disquiet' as a mode of contemplative living, with Fernand Deligny's 'wanting' as manifestation of life. Liana Psarologaki addresses the pathologies of life and higher education in advanced capitalist societies and creates a manifesto for a new type of university pedagogy. Liana Psarologaki is an architect, artist, educator, and creative scholar based in the UK.

Expert guidance for international families and students applying for admission to US universities Written by an experienced international educator and counselor, The International Family Guide to US University Admissions is an indispensable resource for the vast and increasing number of students applying for places at US Universities each year. Beginning with an introduction that explains to both students and parents how the book works and why, it offers milestones that must be completed during said application time period, a tried-and-true handbook that corresponds with each chapter, pop-outs that provide expert insight and resources that you should utilize throughout the process. Every year, hundreds of thousands of international students and their families must go through the painstaking, complicated, confusing and culturally baffling process that is US university admissions. Until now, there has been no single resource for readers to turn to for holistic, accurate and up-to-date advice on the subject. Following the timeline of the US university admissions cycle, the book guides the parents and the student through the entire process in order to ensure that they are pacing themselves appropriately from preparation to submission and through to applying for student visas. It serves as an advisor throughout the process, providing insightful advice by parents and students that are relevant to specific milestones. With the help of this book, you'll discover how to make sense of the US admissions system from start to finish. * Understand the application and evaluation process in depth in order to be an informed and successful applicant * Make your schooling selection from over 3,000 US universities by understanding what would make a good fit for the student * Learn what is expected of you in writing essays, why it is important, and how to create beautiful, genuine writing pieces reflective of your outlook in life * Enjoy case studies and words of advice from the author's former students and their families * Understand the difference between the SAT and ACT exams Whether you're an international student living outside of the US or an ex-pat living abroad, you'll find answers to all of your questions all in one place.

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.

Drawing on insights from across Africa, this book investigates the discourses and practices that guide doctoral training today. Higher education is regarded as key for driving development and innovation, creating an informed knowledge base equipped to tackle local and global challenges. For too long external forces defined education in the continent, but now African countries are revitalising higher education, designing doctoral training to fit distinctly African needs and contexts. This book investigates the history, present and future potential of doctoral training on international, regional, national and institutional levels. Bringing together expertise from both research and practice, the book analyses the frameworks and structures of the doctoral phase, and how institutions, supervisors, mentors and young scholars meet the challenges of training in real life. The book covers issues such as access to education, proactive recruitment, funding issues, practitioner expertise, enrolment and drop-out, across a range of countries including South Africa, Mozambique, Ethiopia, Nigeria, Benin, Ghana and Morocco. This book will be a rich resource for higher education administrators and policy makers, as well as researchers and academics with an interest in higher education in Africa.

Volume XI of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information which makes this annual publication such an indispensable tool for the historian of higher education. It carries a wide range of contributions which cover the early history of Europe's universities as well as their later development. Among the articles are studies of medieval Paris, sixteenth-century Wittenberg, early nineteenth-century Padua and the twentieth-century Hebrew University of Jerusalem. History of Universities is a lively combination of original research and invaluable reference material.

This ground-breaking collection features the diverse voices, experiences, and scholarship of cross-cultural women of American Indian, Asian American, Black/African American and Hispanic descent at various levels of academe, actively engaged in the advancement of marginalized groups in the U.S. and abroad through their scholarly work. Intergenerational cross-cultural scholars manifest a literary community that models ways in which women scholars can move beyond traditional institutional, psychological, and professional barriers to practice activism, break unwritten rules, and shatter status quo 'business as usual' practices in the academy. This distinctive volume exemplifies the phenomenon of cross-cultural women scholars conducting research and writing about ways in which they negotiate their professional realities toward professional goal attainment. Each chapter presents rigorous ethnographic research complemented by critical analyses, reflecting ways in which these self-determined scholars transcend barriers associated with the dynamic intersections of race, gender, ethnicity, class and language in higher education. Scholars share strategies for institutional, psychological, and professional barrier transcendence through various approaches such as educational leadership for equity, the practice of cross-cultural competence, various mentoring interactions, and the creation of and participation in networking groups with other women of color in academe. Students, academics, educational practitioners and individuals seeking exemplars for ethnographic research will find this critical book essential as a means for better informing their scholarship.

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.

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!

The first book of its kind to offer concrete, experienced guidance, tips, and general best practices in public affairs and nonprofit undergraduate education from those who have 'been there,' with chapters written by current and former program administrators and directors. Explores the variety of programs that are offered in public and nonprofit affairs/administration, the different degree components and specializations, and types of experiential learning. Provides a careful account of different assessment and outcome practices, the value of accelerated degree programs, the current place of accreditation, and the appropriate resources available for program directors and administrators.

On a street in Dorchester, England, there is a gateway between real and imagined lives. A plaque identifies a Barclays Bank building as lived in by the Mayor of Casterbridge in Thomas Hardy s story of that name written in 1885. In this imaginative novel, worlds continue to collide as Floyd, an American writer recovering from a devastating neuro-viral attack, and his wife, Beverly, immerse themselves in Hardy s world. While pondering the enigma of a fictional character living in a factual building, Floyd is approached by Hardy himself despite his death in 1928. This phantom possibly conjured out of Floyd s damaged brain tasks the Americans with finding out what Hardy missed in love. Embarking on their quest, they visit Hardy s birthplace, home, and grave, exploring the Dorset landscape and the famous novels with their themes of tormented love. Peering into the Victorian past, they slowly dismantle the clutter of screens that Hardy placed around his private life, even as their own love story unfolds, filled with healing and hope."

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.

The second edition of University Teaching in Focus distils the knowledge and insights of internationally acclaimed experts in university teaching. It empowers university teachers and contributes to their career success by developing their teaching skills, strategies and knowledge.

Written in a clear and accessible style, it provides a sharp focus on student learning through the lens of four sections:

Focus on subject and curriculum design

Focus on subject teaching and learning

Focus on students

Focus on your career

Each of the 15 chapters targets a key teaching and learning issue referencing seminal works, current resources and practical applications using real-world cases. The ‘Your thoughts’ sections encourage reflection and offer opportunities to adapt international evidence about best practice to local contexts and disciplines.

This edition will be a key resource for foundational teaching development programs in higher education institutions or as a self-help manual by early career and experienced teachers who wish to enhance their students’ learning.

Table of Contents

Part 1 Focus on subject and curriculum design 1. Understanding learning: theories and critique 2. Designing subjects for deeper learning: practical research-based principles and guidelines 3. Curriculum frameworks 4. Discipline-based teaching Part 2: Focus on Subject Teaching and Learning 5. The four Cs of effective classroom teaching 6. Using effective assessment and feedback to promote learning 7. Academic integrity and literacy 8. Learning technologies Part 3: Focus on Students 9. Teaching to promote graduate employability 10. Inclusive teaching: becoming an effective facilitator of learning 11. Pedagogical partnership: engaging with students as co-creators of curriculum, assessment, and knowledge 12. Indigenous knowers and knowledge in university teaching Part 4: Focus on Your Career 13. Scholarship of teaching and learning 14. A quality approach to university teaching 15. Building your career through teaching

This book, written by three generations of rankings academics with considerable experience from three very different regions of the globe, lifts the lid on the real impact of higher education ranking systems (HERS) on universities and their stakeholders. It critically analyses the criteria that make up the 'Big Three' global ranking systems and, using interviews with senior administrators, academics and managers, discusses their impact on universities from four very different continents. Higher education continues to be dominated by a reputational hierarchy of institutions that sustains and is reinforced by HERS. Despite all the opinions and arguments about the legitimacy of the rankings as a construct, it seems experts agree that they are here to stay. The question, therefore, seems to be less about whether or not universities should be compared and ranked, but the manner in which this is undertaken. Delivering a fresh perspective on global rankings, this book summarizes the development of HERS and provides a critical evaluation of the effects of HERS on four different major regions - South Africa, the Arab region, South East Asia, and Australia. It will appeal to any academic, student, university administrator or governing body interested in or affected by global higher education ranking systems.

South Africa continues to be an object of fascination for people everywhere interested in social justice issues, postcolonial studies and critical race theory as manifested by the enormous worldwide attention given to the #RhodesMustFall movement. In this book, Teresa Barnes examines universities' complex positioning in the apartheid era and argues that tracing the institutional legacies left by pro-apartheid intellectuals are crucial to understanding the fight to transform South African higher education. A work of interpretive social history, this book investigates three historical dynamics in the relationship between the apartheid system and South African higher education. First, it explores how the legitimacy of apartheid was historically reproduced in public higher education. Second, it looks at ways that academics maneuvered through and influenced national and international discourses of political freedom and legitimacy. Third, it explores how and where stubborn tendrils of apartheid-era knowledge production practices survived into and have been combatted during the democratic era in South African universities.