For almost a century, big-time college athletics has been a wildly popular but consistently problematic part of American higher education. The challenges it poses to traditional academic values have been recognized from the start, but they have grown more ominous in recent decades, as cable television has become ubiquitous, commercial opportunities have proliferated, and athletic budgets have ballooned. In the second edition of his influential book Big-Time Sports in American Universities, Clotfelter continues to examine the role of athletics in American universities, building on his argument that commercial sports have become a core function of the universities that engage in them. Drawing on recent scandals on large-scale college campuses and updates on several high-profile court cases, Clotfelter brings clear economic analysis to the variety of problems that sports raise for university and public policy, providing the basis for the continuation of constructive conversations about the value of big-time sports in higher education.

The straightforward guide to surviving and thriving in law school

Every year more than 40,000 students enter law school and at any given moment there are over 125,000 law school students in the United States. Law school’s highly pressurized, super-competitive atmosphere often leaves students stressed out and confused, especially in their first year. Balancing life and schoolwork, passing the bar, and landing a job are challenges that students often need help facing. In Law School For Dummies, former law school student Rebecca Fae Greene uses straight talk, sound advice, and gentle humor to help students sort through the swamp of coursework and focus on what’s important–all while maintaining a life. She also offers rare insight on the law school experience for women, minorities, non-traditional, and non-Ivy League students.

In the words of author Ellen Schoeck: I Was There is for anyone who loves the University of Alberta. It is a simple book of stories from alumni. They will tell you why they decided to come to university, what everyday was like for them, and where their degrees took them after graduation. You will also hear stories told by a handful of professors who were at the U of A in the early days. These first professors were pioneers in education who came from revered and established universities to take a chance on a university that only had a name - the University of Alberta. They came west to a university that had no students, staff or buildings. All that existed was a piece of paper, an act of the Legislature, passed on May 9, 1906, called the University Act. But it was people - students, faculty and staff - who brought that piece of legislation to life. This is a documentary account of their stories - stories that pluck the University's history down from the bookshelf, and make it live all over again. 1908 and you'll be with her as she fails English, her major, twice, under the scrutiny of the inspiring but unrelenting taskmaster, Dr. Broadus. Then, in 1927, you will be tossed off the roof of Athabasca Hall with Hugh Morrison (BA '30) during freshman initiation. Three decades later, long-time U of A Registrar Brian Silzer (BSc '69, Dip(Ed) '71, MEd '78) will describe what happened after he and his buddies dropped a bowling ball from the roof of their undergraduate residence, St. Stephen's College. Along the way you will meet teachers, actors, a famous pilot, physicists, researchers, military personnel, journalists, politicians, linguists, diplomats, public servants, a spy, engineers, and playwrights. You'll even meet a ghost or two.

Autonomy in governance and management in education has become the prerogative of higher education institutions, whilst optimum allocation and use of resources have become the aim of all higher education institutions. This book volume explores the creation of knowledge and its dissemination in an appropriate manner so as to create a significant impact in society. The chapter authors talk about the highly competitive education market and the transformation it has undergone. Authors from across the globe have suggested interventions that will help in sustainable growth of universities while maintaining and enhancing their quality standards. The chapters present a better understanding of a philosophy of management, society, development and education.

In "The University Gets Religion: Religious Studies in American Higher Education, " historian D. G. Hart examines the rise of religion to its current place as one of the largest academic disciplines in contemporary higher education. Protestant ministers and faculty, arguing for the importance of religion to a truly "liberal" education, were especially influential in staffing departments and designing curricula to reflect their own assumptions about the value of religion not just for higher education but for American culture in general.

But the success of mainstream Protestantism in fostering the academic study of religion has become the field's greatest burden. Religion scholars have distanced themselves from traditional Protestant orientations while looking for topics better suited to America's cultural diversity. As a result, religion is in the awkward position of being one of the largest scholarly disciplines while simultaneously lacking a solid academic justification. It may be time, Hart argues, for academics to stop trying to secure a religion-friendly university.

Around the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but "better" ideas. "

Imagining the University" forensically examines this situation, critically interrogating many of the current ideas of the university. "Imagining the University" argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short "feasible utopias" of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision of the imagining university, a university that has the capacity continually to re-imagine itself.

This volume discusses the concept of The Spatial University as part of the broad growth of spatial science and the need for spatial infrastructure in colleges and universities. The book centers on the development of U-Spatial, the spatial science infrastructure at the University of Minnesota that offers a range of spatial activities and services, including data access, training, and community building. Against a backdrop of the changing nature of research, teaching, and service in higher education, the story of U-Spatial anchors a broader discussion of what it means to be a spatial university. This narrative framing demonstrates-with specific examples-the importance of institutions offering dedicated spatial research infrastructure. In six chapters, the text explores the importance of spatial thinking, learning, and research for student and researcher success. The volume offers lessons that are applicable far beyond the University of Minnesota to apply to a broad array of domains and institutional specializations. The book will be useful to students, researchers, and policymakers concerned with how institutions can encourage spatial research, teaching, and service. It will also appeal to researchers and practitioners interested in broader uses of spatial science. This book shows how GIS can transform a university, speaking to the need for leadership in higher education around the power of bringing everything together using spatial and geographic concepts. Jack Dangermond Co-Founder and President, Esri

Examines institutional transformation in the University of Dar es Salaam. The Partnership for Higher Education in Africa commissioned case studies of higher education provision in Tanzania, Uganda, Kenya, Mozambique, Nigeria, Ghana and South Africa, as part of its effort to stimulate enlightened, equitable, and knowledge-based national development, and to provide guides to understanding. The University of Dar es Salaam has put in place measures to stop the process of decay and better fulfil its core functions - the unity and commitment within its leadership attracting both government and donors. This text explores the attributes needed to harvest the fruits of the reform. In association with Partnership for Higher Education in Africa; Tanzania: Mkuki na Nyota

Higher Education is changing - in scope, style, technology, and objectives. This book looks at the impact of information technologies on higher education and the reorganization of universities in more managerial and business directions. The book combines empirical and analytical chapters from scholars on both sides of the Atlantic.

Grant funding has become increasingly crucial to universities and university faculty, even as government and private funding reductions and increased application pools result in a more and more competitive environment. Securing the funding which is available is not a simple process, and institutional support for faculty who seek grants is uneven, where it exists at all. Faculty members are often left to navigate their own ways through the shifting landscape of the grants maze. When added on top of teaching and service loads, it's no surprise that many faculty members either avoid seeking grants altogether or produce grant proposals which have little or no chance of being funded.Faculty need a guide, and this book is that guide.Written by a team of successful grant writers, "Grant Seeking in Higher Education" orients faculty to the grants culture and walks readers step-by-step through the entire grant-seeking process, from identifying sources to preparing a successful application to administering the funds after the grant is awarded. The grant-seeking toolkit--which is free online to purchasers of the book for you to download or print and use in your work--includes standard forms, templates, and timelines for proposal development so any faculty member, from the scientist to the humanities scholar, can be sure not to miss out on the funding they deserve.

In this entertaining and lively anthology, Jan Morris traces the history of the University from its foundation in the Middle Ages through to the twentieth century, combining extracts from contemporary observers with her own informative commentary.

Volume VII of The History of the University of Oxford completes the survey of nineteenth-century Oxford begun in Volume VI. After 1871 both teachers and students at Oxford were freed from tests of religious belief. The volume describes the changed mental climate in which some dons sought a new basis for morality, while many undergraduates found a compelling ideal in the ethic of public service both at home and in the empire. The contributors address a wide variety of issues, including women's education, architecture, sport, and scholarship.

The law is heavily implicated in creating, maintaining, and reproducing racialised hierarchies which bring about and preserve acute global disparities and injustices. This essential book provides an examination of the meanings of decolonisation and explores how this examination can inform teaching, researching, and practising of law.

It explores the ways in which the foundations of law are entangled in colonial thought and in its [re]production of ideas of commodification of bodies and space-time. Thus, it is an exploration of the ways in which we can use theories and praxes of decolonisation to produce legal knowledge for flourishing futures.

Volume XIV 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 book for the historian of higher education.

The second in a series, this volume traces the history of the federal University of Wales from its foundation in 1893 to the eve of World War II and places it in the broad background of higher education in Britain. The main strands of academic advance are considered along with the architecture of the principal buildings of the University. There are chapters on student life and the impact of the Great War. Since the University and its colleges were largely the product of a national movement the last two chapters of the book are devoted to the relationship between university and nation and to the nature of Welsh society during a period of cultural awakening which, argues the author, owed much to the University of Wales.

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century - a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.

The drastically changed climate in which research universities and other institutions of higher education now function has led to grave doubts about how these institutions will operate in the future. In "The Research University In A Time Of Discontent", distinguished scholars address this concern, drawing examples and making recommendations based on their own experiences as academic administrators and faculty members. (Education)

The University of Oxford saw far-reaching intellectual and institutional changes in the course of the nineteenth century. In 1800 it was still an Anglican institution in an Anglican state, one of its foremost duties being the maintenance of the principles of the Church of England. Before the end of the century, its transformation to an undenominational `free-thinking' institution was almost complete. Volume VI of the magisterial History of the University explores the major developments of the period.

Volume IV of the magisterial History of the University of Oxford covers the seventeenth century, a period when both institutionally and intellectually the University was expanding. Oxford and its University, moreover, had a major role to play in the tumultuous religious and political events of the century: the Civil War, the Commonwealth, the Restoration. In this volume, leading experts in several fields combine to present a comprehensive and authoritative analysis and overview of the rich pattern of intellectual, political, and cultural life in seventeenth-century Oxford.

Despite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of Black and African American students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American students and highlights their experiences in US colleges and universities. Addressing the fact that rural students have higher high school graduation rates than their urban peers but are less likely to take paths towards higher education, the authors identify research needs, areas of concerns, and strategies to encourage and sustain greater postsecondary participation among African Americans from rural settings. Contributors to the volume address the meaning of race and place, cultural capital, gender dynamics, gifted education, college choice, teacher and education leader preparation, campus programming and the role of Historically Black Colleges and Universities, with specific reference to African American rural students, to pin down a clear picture of the barriers and drivers of their higher education journeys.

This book explores new models and future possibilities of university governance in a Latin American context using management and leadership theories. The dramatic changes and uncertainty facing the world recently have forced us to reimagine the future of education. Changes such as digitalization, the increasing number of corporate universities, and the need for cost-effective educational programs and services require universities to keep evolving while ensuring that they maintain their essence as a critical social asset. This book offers a new approach to managing and leading the university, particularly by embracing the role and responsibility of delivering quality educational programs and services, by being innovative and flexible enough to make urgent decisions and act upon them in a timely and appropriate manner. With its contributions to management and the social sciences, this interdisciplinary book will serve as a valuable resource to researchers, administrators, and students alike.

A radical blueprint for reinventing American higher education. America's research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers broader accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael M. Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars-a historian whose research focus is the American research university-examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This fourth volume, published in 1852, runs from the Glorious Revolution of 1688 to 1849.

This book describes patterns of behavior that collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic development. These are based on the effective practices of leading and ambitious universities around the world that the authors have benchmarked, and the personal experiences of the authors in a number of international institution building projects, including those of MIT. The authors provide guidance that is globally applicable, but must be locally adapted. The approach is first to describe the context in which universities act as engines of economic development, and then present a set of effective practices in four domains: education, research, innovation, and supporting practices. Each of these domains has three to six practices, and each practice is presented in a similar template, with an abstract, a rationale and description, key actions and one or two mini-case studies. The practices are summarized by integrative case studies. The book: Focuses on a globally adaptable set of effective practices, complemented by case studies, that can enhance universities' contribution to economic development, based on an integrated view of education, research and innovation; Presents effective practices and broader insights that come from real global experience, spelled out in templates and explained by cases; Includes tangible resources for university leaders, policy makers and funders on how to proceed.