There has been an explosion of interest in teaching excellence in higher education. Once labelled the 'poor relation' of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: policy initiatives research-led teaching teaching excellence and scholarship the significance of academic disciplines research into teaching excellence rewarding through promotion inclusive learning and ICT. Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.

Academic freedom rests on a shared belief that the production of knowledge advances the common good. In an era of education budget cuts, wealthy donors intervening in university decisions, and right-wing groups threatening dissenters, scholars cannot expect that those in power will value their work. Can academic freedom survive in this environment-and must we rearticulate what academic freedom is in order to defend it? This book presents a series of essays by the renowned historian Joan Wallach Scott that explore the history and theory of free inquiry and its value today. Scott considers the contradictions in the concept of academic freedom. She examines the relationship between state power and higher education; the differences between the First Amendment right of free speech and the guarantee of academic freedom; and, in response to recent campus controversies, the politics of civility. The book concludes with an interview conducted by Bill Moyers in which Scott discusses the personal experiences that have informed her views. Academic freedom is an aspiration, Scott holds: its implementation always falls short of its promise, but it is essential as an ideal of ethical practice. Knowledge, Power, and Academic Freedom is both a nuanced reflection on the tensions within a cherished concept and a strong defense of the importance of critical scholarship to safeguard democracy against the anti-intellectualism of figures from Joseph McCarthy to Donald Trump.

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 essential how-to guide to successful college teaching and learning The college classroom is a place where students have the opportunity to be transformed and inspired through learning-but teachers need to understand how students actually learn. Robert DiYanni and Anton Borst provide an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The Craft of College Teaching explains what to teach-emphasizing concepts and their relationships, not just isolated facts-as well as how to teach using active learning strategies that engage students through problems, case studies and scenarios, and practice reinforced by constructive feedback. The book tells how to motivate students, run productive discussions, create engaging lectures, use technology effectively, and much more. Interludes between chapters illustrate common challenges, including what to do on the first and last days of class and how to deal with student embarrassment, manage group work, and mentor students effectively. There are also plenty of questions and activities at the end of each chapter. Blending the latest research with practical techniques that really work, this easy-to-use guide draws on DiYanni and Borst's experience as professors, faculty consultants, and workshop leaders. Proven in the classroom and the workshop arena, The Craft of College Teaching is an essential resource for new instructors and seasoned pros alike.

Over the last several decades there has been a growing interest in the relationship between entrepreneurship and university-industry collaboration, namely how such cooperation can benefit entrepreneurship development at individual, national, and regional levels. While there are several refereed journal articles on different aspects of university-industry cooperation, most studies dwell primarily on instruments such as spin-offs, incubators and graduate entrepreneurs. This collection offers the first book-length compendium of international comparative perspectives on university-industry cooperation.

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Entrepreneurship and Knowledge Exchange" explores insights from a wide variety of countries of relevance to researchers as well as policy and decision makers, especially those working in developing economies. Seminal contributions from top academics in the field, such as Alan Gibb, Peter Scott, and Mary Walshok, are included. The issues of knowledge transfer, entrepreneurship, and regional/national economic regeneration have inspired countless programs and initiatives at national and regional levels, and the chapters in this book examine these initiatives, providing both a reference work and a record of practical experience.

Organizations constantly need to adapt themselves to stay aligned with an ever-changing and increasingly complex environment. Corporate Universities puts "smart learning" at the forefront, with strategies to secure alignment between organization and environment, which need both speed of learning and learning in the right direction. Across the globe, corporate universities have emerged as vehicles of such strategy-driven learning. Corporate Universities bridges the gap between the disciplines of strategic management and corporate learning, combining general strategy with the concept of corporate universities, which, to date, has predominantly been an HR topic. Readers will find new concepts, as well as generic corporate university strategies to link corporate strategy to organizational learning. In-depth cases show how corporate universities are used to renew, transform, and optimize strategy and include important lessons learned by corporate university executives, from both small and global companies, as well as governmental organizations across different industries. Written for academics in strategy, HRD, and organizational behaviour disciplines, as well as practicing managers alike, Corporate Universities is the first book that offers a consistent set of concepts, frameworks, and cases to integrate general strategy with organizational learning.

Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understanding and practice of assessment. The book uses an innovative model of learning-oriented assessment to analyze the practice of university teachers who have been recipients of teaching awards for excellence. It critically scrutinizes their methods in context in order to develop key insights into effective teaching, learning and assessment processes. Pivotal topics include: Competing priorities in assessment and ways of tackling them; The nature of quality assessment task design; The student experience of assessment; Promoting student engagement with feedback. An indispensable contribution to assessment in higher education, Excellence in University Assessment is a valuable guide for university leaders, middle managers, staff developers, teachers and researchers interested in the crucial topic of assessment.

Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understanding and practice of assessment. The book uses an innovative model of learning-oriented assessment to analyze the practice of university teachers who have been recipients of teaching awards for excellence. It critically scrutinizes their methods in context in order to develop key insights into effective teaching, learning and assessment processes. Pivotal topics include: Competing priorities in assessment and ways of tackling them; The nature of quality assessment task design; The student experience of assessment; Promoting student engagement with feedback. An indispensable contribution to assessment in higher education, Excellence in University Assessment is a valuable guide for university leaders, middle managers, staff developers, teachers and researchers interested in the crucial topic of assessment.

There is no book exactly like Fifty Years of Interdisciplinary Teaching in Academe: One Professor's Pedagogical Tips and Reflections. Very few professors have taught for half a century. Even fewer have written books on pedagogy from a personal narrative perspective and in plain English, without a particular cause to promote or axe to grind. Countless numbers of books have ruminated on the past, present, and future of higher education, but few authors have written their books as memoirs meant for both an academic and general audience. Few actually offer concrete tips drawn from years of personal experience for classroom teaching, mentoring, constructing curricula, courses, and programs, working with colleagues, and creating an interdisciplinary philosophy of educational theory and practice. Few of these books can be generalized to a number of helping professions. Teaching and learning happen in all the human service professions, not just in the American university. This book is grounded largely in author Robert J. Nash's experiences, both positive and negative. Nash is less interested in propounding or expounding and more concerned with narrating his always-evolving stories of being an interdisciplinary professor who has experienced both success and struggle but who has always emerged as inspired and rejuvenated by his work, and the work of his students, in higher education. This book is a personal-narrative celebration of all that is and can be wonderful about the American university, including students, colleagues, and administrators. Nash concentrates on possibility rather than on liability but strives always to present an honest picture of higher education (both its strengths and weaknesses) and his place in it throughout the decades. The result of Fifty Years of Interdisciplinary Teaching in Academe is a vote of confidence for faculty, staff, and students.

This practical guide provides college and university faculty with resources for supervising and advising graduate assistants, guiding doctoral students through the dissertation process, and preparing the next generation of scholars. Exploring common situations that faculty and their graduate students encounter, this book provides the theoretical foundation and best practices for faculty to improve their advising and supervising practices. Coverage Includes: Working with part-time, online, doctoral, and masters students Supervising assistantships, fellowships, internships, practicums, and residencies Chairing dissertations and theses Preparing students for conferences and presentations

The global economic crisis has required governments across the globe to reconsider their spending priorities. It is within this demanding economic context that higher education systems have been steadily restructured with in many ways the English model in the vanguard of change. This book focuses in particular upon the policy of removing almost entirely public support for the payment of student fees. This has emerged from a steady process of change, which has broad political support and is underwritten by the idea that higher education is now seen more as a private than a public, good. As this shift has occurred (not a new innovation but rather a return to what once prevailed as more of a market in English higher education) so the relationship between government and the higher education has evolved with the latter now attempting to steer the development of the system through a state-regulated market. The book has a strong comparative dimension that draws upon US higher education to illustrate both the possible advantages and potential hazards to the marketization strategy. It concludes that any such strategy needs to be accompanied by state regulation if it is to function effectively, particularly to stimulate price competition, encourage innovation from new entrants, and provide consumer protection for students paying high fees.

Focusing on research-related assignments, this book helps you navigate the potential pitfalls of academic writing through the experience of students who face the same challenges you do. Packed with hands-on exercises and insightful feedback, this workbook gives you the practice you need to fine tune your academic writing. Using their years of experience coaching students, the authors help you to: Develop and hone arguments Organise and interpret source material Write effective research proposals Follow academic conventions with confidence Complete collaborative writing projects. Perfect for anyone transitioning from undergraduate to postgraduate degrees, Mastering Academic Writing provides the skills, tips, and tricks you need to move beyond the basics of academic writing and meet the new expectations of further study. The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!

Many scholars have endured the struggle against rising anti-Israel sentiments on college and university campuses worldwide. This volume of personal essays documents and analyzes the deleterious impact of the Boycott, Divestment, and Sanctions (BDS) movement on the most cherished Western institutions. These essays illustrate how anti-Israelism corrodes the academy and its treasured ideals of free speech, civility, respectful discourse, and open research. Nearly every chapter attests to the blurred distinction between anti-Israelism and antisemitism, as well as to hostile learning climates where many Jewish students, staff, and faculty feel increasingly unwelcome and unsafe. Anti-Zionism on Campus provides a testament to the specific ways anti-Israelism manifests on campuses and considers how this chilling and disturbing trend can be combatted.

Volume XXVII/1 of History of Universities contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

The American Dream of success for many Asian Americans includes the highest levels of education. But what does it mean to live that success? In Straight A's Asian American students at Harvard reflect on their common experiences with discrimination, immigrant communities, their relationships to their Asian heritage, and their place in the university. They also explore the difficulties of living up to family expectations and the real-world effects of the "model minority" stereotype. While many of the issues they face are familiar to a wide swath of college students, their examinations of race, ethnicity, gender and sexuality, and culture directly speak to the Asian American experience in U.S. higher education. Unique and revealing, intimate and unreserved, Straight A's furthers the conversation about immigrant histories, racial and ethnic stereotypes, and multiculturalism in contemporary American society.

Written by two leading practitioners, this comprehesive and practical guide to the law of higher education in the UK provides extensive analysis of the complex legal framework in which universities work and the remedies which may be sought in the event of disputes. The Law of Higher Education has been fully updated to take account of the many legislative changes which have come into force since the publication of the first edition in 2006. The impact of new charity law; changes in governance structures; developments in the law of employment; academic freedom issues; and the increasing presence of academies and other private Higher Education Institutions are all dealt with in detail, with reference to and analysis of the relevent case law throughout. Although focussing on UK laws, the new edition includes expanded material on the international context, which has become particularly important as institutions are increasingly involved in international exchanges and collaborations, as well as being subject to the increasing globalisation of higher education. The text is linked to the updating service on the Oxford Centre for Higher Education Policy Studies website, ensuring that readers are kept up-to-date with developments, even after publication.

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as well as their own work at Penn's Netter Center for Community Partnerships-to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the "relief of man's estate"-an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition-and to realize Dewey's vision of an organic "Great Community" composed of participatory, democratic, collaborative, and interdependent societies.

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.

Following World War II the American government and philanthropic foundations fundamentally remade American universities into sites for producing knowledge about the world as a collection of distinct nation-states. As neoliberal reforms took hold in the 1980s, visions of the world made popular within area studies and international studies found themselves challenged by ideas and educational policies that originated in business schools and international financial institutions. Academics within these institutions reimagined the world instead as a single global market and higher education as a commodity to be bought and sold. By the 1990s, American universities embraced this language of globalization, and globalization eventually became the organizing logic of higher education. In Making the World Global Isaac A. Kamola examines how the relationships among universities, the American state, philanthropic organizations, and international financial institutions created the conditions that made it possible to imagine the world as global. Examining the Center for International Studies, Harvard Business School, the World Bank, the Social Science Research Council, and NYU, Kamola demonstrates that how we imagine the world is always symptomatic of the material relations within which knowledge is produced.

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.

Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed.
The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.

Apart from being absolutely invaluable for those seeking admission into the prized portals of Foreign Universities, this book will also be of immense benefit to students of various Management Courses. Competitive Exams for entry into professional colleges and other institutes of repute within the country. It will also help hone their analytical qualities and enhance their writing skills. In fact, one of the most important criteria for being successful in securing admission to top ranking and reputed Universities abroad, especially in the United States, is the high level of scores obtained in international tests such as GMAT, GRE, TOEFL, etc. These tests include the all-important component of analytical writing tasks on given issues. These apart, prospective students are also required to pen excellent essays on specific topics chosen by the Universities concerned. It is through a critical appraisal of these essays that the selection committee of the concerned College or University is able to effectively gauge the applicants and gain valuable insight into their academic standing and intellectual prowess. Therefore, the vital importance of clear and critical thinking, analytical abilities, and good essay writing cannot be over-emphasized. This book attempts to thoroughly familiarise the student with the art and skills involved in writing effective essays by exposing him to a wide variety of Model Essays on diverse topics. Also Model Responses to a wide spectrum of Analytical Issues with special reference to the requirements of the International Tests mentioned above are offered.