Faculty members, scholars, and researchers often ask where they should publish their work; which outlets are most suitable to showcase their research? Which journals should they publish in to ensure their work is read and cited? How can the impact of their scholarly output be maximized? The answers to these and related questions affect not only individual scholars, but also academic and research institution stakeholders who are under constant pressure to create and implement organizational policies, evaluation measures and reward systems that encourage quality, high impact research from their members. The explosion of academic research in recent years, along with advances in information technology, has given rise to omnipresent and increasingly important scholarly metrics. These measures need to be assessed and used carefully, however, as their widespread availability often tempts users to jump to improper conclusions without considering several caveats. While various quantitative tools enable the ranking, evaluating, categorizing, and comparing of journals and articles, metrics such as author or article citation counts, journal impact factors, and related measures of institutional research output are somewhat inconsistent with traditional goals and objectives of higher education research and scholarly academic endeavors. This book provides guidance to individual researchers, research organizations, and academic institutions as they grapple with rapidly developing issues surrounding scholarly metrics and their potential value to both policy-makers, as evaluation and measurement tools, and individual scholars, as a way to identify colleagues for potential collaboration, promote their position as public intellectuals, and support intellectual community engagement.

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.

Organisational Control in University Management: A Multiparadigm Approach focuses on significant reform and change in large organisations. The book takes as its primary focus the example of management reform at the University of Tartu, Estonia, foregrounding the complexity of change and reform of the management structures at a HE institution. Eneli Kindsiko presents findings that illuminate issues of organisational control in broader institutional contexts, exploring a wide-ranging set of theoretical and practical implications for many institutional sectors in the organisation studies field. The book presents a thorough overview of literature on organisational control, an in-depth methodological approach (with the study building on three core research paradigms: modernist, symbolic and postmodern), and a conceptual framework for addressing the complexities of organisational control in large institutions.

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.

Christopher Brooke's account describes the working and development of the college, with much to illuminate the greater world outside its walls. Christopher Brooke's account of the history of Gonville and Caius, founded in 1348, describes the workings and development of the institution, the home of men such as William Lyndwood, Jeremy Taylor, Charles Sherrington and sevenother Nobel laureates - and of Titus Oates. For the more recent centuries, his rapidly moving narrative provides sketches and anecdotes of its central characters set in the wider context of the history of education, religion, learning and research. The Epilogue to this new edition describes the major events in the history of the College in the late twentieth century. Reissue; first published in 1985. The late CHRISTOPHER BROOKE was Fellow of Gonville and Caius and Dixie Professor of Ecclesiastical history, University of Cambridge.

Sharpen advising expertise by exploring critical issues affecting the field Beyond Foundations, a core resource for experienced academic advisors, gives practitioners insight into important issues affecting academic advising. In addition to gaining understanding of foundational concepts and pressing concerns, master advisors engage with case studies to clarify their roles as educators of students, as thought leaders in institutions, and as advocates for the profession. Pillar documents the NACADA Core Values, NACADA Concept of Academic Advising, and CAS Standards serve as sources of both information and inspiration for those seeking to improve advising. New strategies inform advisors helping a diverse student population delineate meaningful educational goals. Each chapter prompts productive discussions with fellow advisors interested in cultivating advising excellence. To promote advisor influence in higher education, experienced contributors explain new trends including the impact of external forces and legal issues on postsecondary institutions and the evolution of advising as a profession and a field of inquiry. Expert insight and practical focus contribute to the development of experienced advisors. * Use existing resources in new ways to master advising roles and encourage student success * Apply theory to advance advising practice * Create and optimize professional development opportunities * Establish recognition for the contributions of academic advisors to the institution and higher education * Face challenges created by the changing higher education landscape Advisors must meet the expectations of students, parents, faculty members, administrators, and outside agencies, all while navigating an increasingly complex range of issues presented by a student population unlike any that has come before. Beyond Foundations provides the insight and clarity advisors need to help students achieve their educational goals and to advance the field.

The current daily experiences of undocumented students as they navigate the processes of entering and then thriving in Jesuit colleges are explored alongside an investigation of the knowledge and attitudes among staff and faculty about undocumented students in their midst, and the institutional response to their presence. Cutting across the fields of U.S. immigration policy, theory and history, religion, law, and education, Undocumented and in College delineates the historical and present-day contexts of immigration, including the role of religious institutions. This unique volume, based on an extensive two-year study (2010-12) of undocumented students at Jesuit colleges in the United States and with contributions from various scholars working within these institutions, incorporates survey research and in-depth interviews to present the perspectives of students, staff, and the institutions.

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.

By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases.This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.

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. -- .

Originally published in 1910, this book contains a series of lectures on the subject of electromagnetism, delivered by British physicist and statistician Gilbert T. Walker, before the University of Calcutta. Walker writes, 'The University of Calcutta did me the honour early in 1908 to appoint me Reader, and asked me to deliver a series of lectures upon some subject, preferably electrical, which would be of use to the lecturers in the outlying colleges as well as to the more advanced students in Calcutta'. Chapters are detailed and broad in scope; chapter titles include, 'Vector analysis', 'Applications of vectorial methods to magnetostatics' and 'The electron theory of Lorentz applied to stationary media'. These informative lectures capture the very vibrancy and dynamism of the subject and explain the mathematics necessary for a full understanding. This book will be of value to anyone with an interest in electromagnetism, physics and the history of education.

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.

The School of Oriental and African Studies, a college of the University of London, was established in 1916 principally to train the colonial administrators who ran the British Empire in the languages of Asia and Africa. It was founded, that is, with an explicitly imperial purpose. Yet the School would come to transcend this function to become a world centre of scholarship and learning, in many important ways challenging that imperial origin. Drawing on the School's own extensive administrative records, on interviews with current and past staff, and on the records of government departments, Ian Brown explores the work of the School over its first century. He considers the expansion in the School's configuration of studies from the initial focus on languages, its changing relationships with government, and the major contributions that have been made by the School to scholarly and public understandings of Asia, Africa, and the Middle East.

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.

This simple and clear guide to lecturing is an example-based account of effective strategies for exciting and successful lectures for academic and business lecturers. From the lecturing mindset, combating fear and nervousness, to lecturing tricks and tactics, this book discusses a wide array of practical ideas that may surprise and help even the most experienced public speakers and lecturers. The author provides unique insights into lecturing for twenty-first century audiences, based on his academic and non-academic lecturing experiences at the University of Toronto and Stanford University; experiences which have resulted in numerous institutional, provincial, and international teaching and lecturing awards. Further resources for this title, including lecture slides and videos of presentations and lectures, are available online from www.cambridge.org/9780521876100.

Originally published in 1939, this book presents a register of admissions to Peterhouse College, Cambridge during the period October 1911 to December 1930. The text consists of abstracts from the College Historical Registers, supplemented by information from other sources. A detailed introduction is also provided, together with information on Masters and Fellows elected to the College during the period October 1911 to December 1938. This book will be of value to anyone with an interest in the history of Peterhouse and Cambridge University.

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.

Originally published in 1919, this book contains extracts from diaries kept by Arthur Everett Shipley, the Vice-Chancellor of the University of Cambridge, on a trip to the United States from September to December of 1918 as part of the British University Mission. The text is written in a vivid and readable style, preserving Shipley's recollections of touring America immediately before and after the end of World War One. This book will be of value to anyone with an interest in Anglo-American relations.

Originally published in 1915, this volume contains the names of all who were matriculated or who completed degrees at the University of Cambridge from 1901 to 1912. Tables of abbreviations of proper names and of the letters used to designate the various degrees conferred are included at the beginning of the text. This book will be of value to anyone with an interest in Cambridge and its history.

Originally published in 1902, this book presents a catalogue of those matriculated or admitted to any degree in the University of Cambridge from 1851 to 1900. It made a considerable contribution to the history of the university, making available in print the names of thousands of alumni. This book will be of value to anyone with an interest in Cambridge and its history.

Originally published in 1913, this book presents a catalogue of those matriculated or admitted to any degree in the University of Cambridge from 1544 to 1659. The text was compiled by John Venn and J. A. Venn. A detailed historical introduction is also included. It made a considerable contribution to the history of the university, making available for the first time in print the names of thousands of alumni. This book will be of value to anyone with an interest in Cambridge and its history.

Benjamin Rush, William Paterson, David Ramsay, Oliver Ellsworth, Jonathan Edwards, Jr.--these are only a few of the remarkable men who attended the College of New Jersey (later Princeton University) in its first twenty-one classes. Alumni included five members of the Constitutional Convention of 1787, twenty two participants in the Continental Congress, four Senators, seven Congressmen, and two Justices of the Supreme Court. This volume describes the lives of the 338 men who graduated from the College between 1748 and 1768. Their biographies are arranged by year of graduation, and an introduction provides the early history of the College and its role in colonial culture. In sharp contrast to the graduates of other colleges at the time, Princeton's early students were either born or found their later careers in every one of the thirteen states as well as in Tennessee, Kentucky, the West Indies, and Ireland. After graduation most became clergymen, lawyers, doctors, businessmen, and soldiers. While some served as national leaders, others rose to prominence in state and local government, becoming governors, state legislators, and participants in the drafting of state constitutions. This record of their lives is a mine of information about America during the Colonial, Revolutionary, and Early National periods. Originally published in 1977. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

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.

"This innovative and readable book is not something to be cherry-picked for quick hints and tips. It is a work to be read and re-read and savoured for its humanity, sagacity, practicality and reflection upon the all-important relationships between teaching and learning and the teacher and the learner." British Journal of Educational Technology"...a delightful and unusual reflective journey...the whole book is driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen." John Biggs, Honorary Professor of Psychology, University of Hong Kong "This is a unique book, written by a well-known figure in HE who has broad experience and a long track record as an exemplary and caring teacher...The book is unique because it is written in a very personal manner, with a sharing of the author's varied experiences and great enthusiasm for the processes of teaching and communication." Jenny Moon, Bournemouth Media Centre and Independent Consultant "[Cowan's] innovative approach to the authorship of a well researched and practical book is worthy of particular mention...Practitioners that are keen to allow spaces for innovative approaches to professional development in learners will find this text readable and thought provoking." Teaching in Higher EducationOn Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered.In the second edition of this popular book, Cowan maintains his relaxed and readable style, and the book features revised coverage to make it even more accessible and useful. The examples have been updated throughout and a new chapter looks at innovation and reflection in the context of contemporary higher education.This is key reading for all university teachers, whether new or experienced, who want to revitalise their teaching.

The Unruly PhD is a collection of first-person stories recounted by former graduate students who have successfully reached the other side of a PhD - and are willing to speak frankly about the challenges and decisions they faced along the way. Their stories reveal that many of the difficulties associated with graduate school are institutional rather than personal; that getting sidetracked, detoured and even derailed are the norm, not the exception; and that success is not necessarily tied to the tenure track - or even to completion. Ultimately, The Unruly PhD leaves no doubt that there are as many right ways to get through graduate school as there are students willing to forge their own paths.