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

Integration of research experiences into the undergraduate classroom can result in increased recruitment, retention, and motivation of science students. 'Big data' science initiatives, such as the Paleobiology Database (PBDB), can provide inexpensive and accessible research opportunities. This Element provides an introduction to what the PBDB is, how to use it, how it can be deployed in introductory and advanced courses, and examples of how it has been used in undergraduate research. The PBDB aims to provide information on all fossil organisms, across the tree of life, around the world, and through all of geologic time. The PBDB Resource Page contains a range of PBDB tutorials and activities for use in physical geology, historical geology, paleontology, sedimentology, and stratigraphy courses. As two-year colleges, universities, and distance-based learning initiatives seek research-based alternatives to traditional lab exercises, the PBDB can provide opportunities for hands-on science activities.

What is an effective scientist? One who is successful by quantifiable standards, with many publications, citations, and students supervised? Yes, but there is much more. Truly effective scientists need to have influence beyond academia, usefully applying and marketing their research to non-scientists. This book therefore takes an all-encompassing approach to improving the scientist's career. It begins by focusing on writing and publishing - a scientist's most important weapon in the academic arsenal. Part two covers the numerical and financial aspects of being an effective scientist, and Part three focuses on running a lab effectively. The book concludes by discussing the more entertaining and philosophical aspects of being an effective scientist. Little of this material is taught in university, but developing these skills is vital to maximize the chance of being effective. Written by a scientist for scientists, this practical and entertaining book is a must-read for every early career-scientist, regardless of specialty.

The role of academics in universities worldwide has undergone unprecedented change over the past decade. In this book Fanghanel discusses the effect on academics of modes of governance that have fostered the application of market principles to higher education and promoted flexibility and choice as levers for competition across the sector. She explores what it means to be an academic in the 21st century with reference to six 'moments of practice' through which she analyses the main facets of academic work and the responses of academics to this neoliberal drive. Being an Academic effectively examines the frameworks that govern academic work and academic lives, and the personal beliefs and ideals that academics bring with them as educators and researchers in higher education. It argues that there is a rich, critical, empowering potential within the academy that can be harnessed to counter the neoliberal stance and shape a meaningful contribution to modes of enquiry that deal with complexity and uncertainty in a global world.

Drawing on empirical research collected from a global range of academics, this book examines how academics respond to structural challenges. It offers a re-appraisal of the main dynamics underpinning the professional and intellectual engagement of academics in today's universities to feed a reflection on possible responses to the complex contemporary world with which the academic endeavour is engaged. The themes explored include academics' positioning towards:

Each chapter includes vignettes illustrating the theme addressed, a discussion with reference to the context of policy and practice, published literature and illustrative reference to empirical data collected through interviews amongst academics in the UK, Europe, North America, South Africa and Australia.

Providing a fresh look at the role of academics in a changing world, this book is essential reading for all those engaging in higher education research, lecturers new to higher education, and practising academics navigating through their complex role.

The governance of the public sciences has profoundly changed since the Second World War, especially with regard to funding structures, the autonomy, and accountability of public research organizations and universities, and the extent to which research is steered towards societal usefulness. Going beyond previous analyses of these changes in science studies, science policy, and higher education studies, this book presents and applies a novel approach that provides an integrated assessment of changes in public science systems and their impact on scientific innovation.
Its basic assumptions are (i) that all changes in public science systems (PSS) affect authority relations--the interests and action capabilities of authoritative agencies in science--and (ii) that the authority relations concerning the selection of goals and approaches in research as well as the integration of research results are the channel through which changes in PSS affect the production of scientific knowledge and particularly scientific innovation. This focus on authority relations as the key interface integrating changes in governance and translating them into changes in the production of scientific knowledge is an important innovation because the effects of governance at the performance level of the science system have been largely neglected by other approaches.
By demonstrating that changes in authority relations are field-specific and have field-specific effects on knowledge production, and that these field-specific authority relations do indeed affect the conditions for intellectual innovation, the perspective explored in this book challenges science policy studies to 'bring work back in' to the study of the organisation and governance of the sciences.

Leadership for World-Class Universities reveals how "world-class" thinking and policy can help university leaders employ modern solutions to the challenges facing higher education today. Readers will benefit from best practice advice offered by distinguished international contributors who have excelled by thinking globally without losing sight of their respective national and local environments. Their essays are grounded in empirical research and written to engage the reader, stimulate reflection and enhance performance. This book focuses especially on developing and middle-income countries, which face special problems where higher education is expanding most rapidly.

Key themes include:

strategic planning

governance of academic institutions

the role of the academic profession

fundraising

student access and equity

the impact of globalization

Leadership for World-Class Universities is a valuable resource for senior university administrators. At the heart of this volume is a focus on how academic leaders can work towards resolving the complex issues facing universities today.

Table of Contents

Preface, Goolam Mohamedbhai

Introduction, Philip G. Altbach

1. Strategic Planning for Higher Education, Fred M. Hayward and Daniel J. Ncayiyana

2. Governing Universities in Times of Uncertainty and Change, Álvaro Rojas and Andrés Bernasconi

3. The Funding of Universities in the Twenty-First Century, D. Bruce Johnstone

4. Unlocking the Benefits of Higher Education Through Appropriate Governance, David E. Bloom and Henry Rosovsky

5. Mission-Driven Higher Education in Emerging Academic Systems, Pedro Rosso

6. Higher Education’s Landscape of Internationalization, Philip G. Altbach and Jane Knight

7. Where the Quality Discussion Stands: Strategies and Ambiguities, Liz Reisberg

8. Global University Rankings and Their Impact, Nian Cai Liu and Ying Cheng

9. Fund-Raising as Institutional Advancement, Kai-ming Cheng

10. The Challenge of University Leadership in the Developing World, D. Bruce Johnstone

11. Access and Equity, Liz Reisberg and David Watson

12. The Academic Profession: The Realities of Developing Countries, Philip G. Altbach

13. The Challenge of Establishing World-Class Universities in Developing Countries, Jamil Salmi

There is no single idea of the university. Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. But what, then, might lie ahead? Being a University both charts this conceptual development and examines the future possibilities for the idea of the university. Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university -- such as space and time; being and becoming; and culture and anarchy. On this foundation is developed an imaginative exposition of possible ideas of the university, including the liquid university and the authentic university. In the course of this inquiry, it is argued that: * Any thought that the idea of the entrepreneurial university represents the end-point of the evolution of the idea of the university has to be abandoned. The entrepreneurial university is excessively parochial and ill-matched to the challenges facing the university * A responsibility of the university is precisely that of working out an imaginative conception of its future possibilities. The boldest and largest thinking is urgently required * The fullest expression of the university's possibilities lies in a reclamation of the universal aspirations that lay in earlier ideas of the university. The ecological university represents just such a universal aspiration, suited to the unfolding demands of the future. Being a University will be of wide interest, to institutional leaders and managers, higher education planners, academics in all disciplines and students of higher education, in educational policy and politics, and the philosophy, sociology and theory of education, and indeed, anyone who believes in the future of the university.

Originally published in 1948, and derived from the fifth annual lecture of the National book league in 1947, this text by classist and university administrator Sir Richard Livingstone affirms the importance of universities as centres of higher learning, but also critiques their shortcomings and examines the various forces then shaping undergraduate education. This book will be of value to anyone with an interest in the history of education, and university education in particular.

This issue of History of Universities, Volume XXXII / 1-2, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. Guest edited by Professor John Watts, this volume focuses on the history of Corpus Christi College, Oxford. Corpus Christi College, Oxford was founded in 1517 to advance humanistic learning in the service of God. This collection of essays by some of the leading historians of late medieval and early modern England takes the early history of the College as a starting point to explore the intellectual, social, religious, political, and cultural trends of the era of Renaissance and Reformation. Ranging from the fifteenth century to the seventeenth, and taking in the study of Greek and Hebrew; the practices of antiquarianism, charity, and divine worship; the experience of music, punishment, and the built environment; the networks that connected the college to London and the government; and the interactions of scholars with royal policy on religion, these fifteen essays and three commentaries aim to expose the multiple perspectives from which an early modern college can be viewed and understood. The relationship between 'Renaissance' and 'Reformation', and the social and cultural realities that accompanied these familiar concepts, form one central theme in the papers; the relationship between religious or educational institutions and the state form another. Corpus Christi itself emerges as less innovative than its historic reputation as the first collegium trilingue might suggest, but it becomes the gateway to a richer appreciation of the overlapping worlds of learning, religion and public life in a time of rapid change.

Volume XXII/1 of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material. To place a standing order for volumes in this series, please contact: Standing Orders Oxford University Press, Distribution Services Saxon West Way, Corby, Northants Great Britain NN18 9ES Tel: (01536) 741068 Fax: (01536) 741894 email: [email protected]

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.

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.

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.

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

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.

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.

Intended to 'relate my experiences to the background of my period and to portray incidents in the life of a woman born in the last quarter of the nineteenth century', Edith Morley's 1944 memoir, Before and After, was written a few years after retiring as the first female professor at an English university. Born into a middle-class Victorian family, she hated being a girl, but a forward-thinking home life and a good education enabled her to overcome prejudices and become Professor of English Language at University College, Reading, in 1908. An early feminist with a strong social conscience, she 'fought...with courage...and passionate sincerity for human rights and freedom.' Covering the vividly described setting of her late Victorian childhood, her student days with the increasing freedoms they brought, the early feminist movement, the growing pains of a new university and, much later, the traumas endured by refugees fleeing Nazi Germany, this absorbing memoir brings alive a very different era, one foundational to the freedoms we enjoy today.

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.

The COVID-19 global pandemic triggered the need to reconceptualize provisions to run an agile university at all levels. New Student Literacies amid COVID-19 explores how institutions needed to defend teaching, learning, research and innovation, and implement transdisciplinary approaches to address such complexities together with wider knowledge sharing to unlock solutions. Delving into how universities resorted to intensive use of different technological platforms and resources to ensure that learning prevails, the chapters in this edited collection demonstrate how higher education institutions evaluated and assessed teaching methods and strove to uphold the concepts of inclusion, innovation, and cooperation of higher education. Including international case studies that highlight the issues related to the impact of the COVID-19 pandemic on higher education, the authors showcase how different countries tried to cope with the sudden shift of education to the online mode of teaching and learning, and tried to resolve challenges of online mode of education, largely around the issues of digital pedagogy.

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.

Student aid in higher education has recently become a hot-button issue. Parents trying to pay for their children's education, college administrators competing for students, and even President Bill Clinton, whose recently proposed tax breaks for college would change sharply the federal government's financial commitment to higher education, have staked a claim in its resolution. In "The Student Aid Game," Michael McPherson and Morton Owen Schapiro explain how both colleges and governments are struggling to cope with a rapidly changing marketplace, and show how sound policies can help preserve the strengths and remedy some emerging weaknesses of American higher education.

McPherson and Schapiro offer a detailed look at how undergraduate education is financed in the United States, highlighting differences across sectors and for students of differing family backgrounds. They review the implications of recent financing trends for access to and choice of undergraduate college and gauge the implications of these national trends for the future of college opportunity. The authors examine how student aid fits into college budgets, how aid and pricing decisions are shaped by government higher education policies, and how competition has radically reshaped the way colleges think about the strategic role of student aid. Of particular interest is the issue of merit aid. McPherson and Schapiro consider the attractions and pitfalls of merit aid from the viewpoint of students, institutions, and society.

"The Student Aid Game" concludes with an examination of policy options for both government and individual institutions. McPherson and Schapiro argue that the federal government needs to keep its attention focused on providing access to college for needy students, while colleges themselves need to constrain their search for strategic advantage by sticking to aid and admission policies they are willing to articulate and defend publicly.

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.