The quality of teaching in higher education has been debated for years, and private universities have found it increasingly difficult to provide adequate academic staff for didactic purposes. Therefore the Department of Applied Economics at the Jagiellonian University financed an international study to investigate the issues affecting universities worldwide. The study found many similar problems among the universities and discovered pro quality management restructuring demands the implementation of Total Quality Management principles.

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.

"This book was a labor of love, and I hope my readers can share my pleasure in, once again, telling the stories of a place dear to us all." -Father "Monk" Malloy, from the introduction This wonderful collection of humorous, poignant, and revealing stories and anecdotes offers special insight into the university that Father Malloy has served so faithfully. Monk's Notre Dame has a story to tell about nearly every aspect of life at Notre Dame. Father Malloy intersperses fresh insight on traditional campus events, such as new students moving into the residence halls and the annual bookstore basketball tournament, with lesser-known stories, such as the mysterious disappearance and dramatic reappearance of a statue of Father Edward Sorin at the helm of a motorboat on St. Mary's Lake. Father Malloy also presents charming vignettes about the people who have made Notre Dame the place it is. He offers a personal tribute to the legendary Reverend Theodore M. Hesburgh and includes warm and witty stories about other C.S.C. priests and brothers, such as Charles Doremus ("Father Duck") and Brother Cosmas Guttly, who lived to be ninety-nine. Memorable anecdotes about professors, students, and "behind the scenes" workers are also captured in this book. Anyone who has studied, taught, or worked at the University of Notre Dame, and those otherwise interested in the university, will find Monk's Notre Dame delightful.

Higher education today is facing profound and unprecedented changes to which leaders must respond effectively. Offering a unique insider view of higher education, Ferris and Waldron skillfully showcase expert leadership, providing a rich and meaningful understanding of higher education leadership from across the nexus of existential, philosophical and practical concerns. Including pathways, insights and strategies developed from well-designed ethnographic research, this book incorporates twenty interviews with experienced leaders at a range of four year and doctoral granting institutions across the United States. The authors utilize phenomenological analysis to reveal nuanced elements of leadership that can help higher education leaders navigate challenges and opportunities, and respond skillfully even to the unforeseen challenges such as the Covid-19 pandemic. Bringing together a rich body of reflections, insights and experience from seasoned leaders across a wide range of applied scenarios and contexts, this book serves as a must-have reference for established and aspiring leaders who find themselves navigating new paths and challenges.

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.

COVID-19 has exposed and exacerbated entrenched inequities spawned by the historical and structural reality of bigotry, prejudice, discrimination, and inequity in all forms, and at institutional and individual levels. It is perceived that higher education institutions also perpetuates these inequities, which is fuelled by prevailing misconceptions, such as "college should be limited to the privileged few"; or that "community colleges are in some way 'inferior'." Recognizing Promise re-establishes the role community colleges can play in reversing centuries of racial and gender disparities in economic wealth, health, education, and life expectancy stemming from current and historical policies and practices that sustain structural racism. The result is a more civic-minded, educated citizenry and a stronger workforce of tomorrow. Educators in the community college space, in partnership with business, industry and philanthropic leaders, can lead the way in reasserting commitment toward eradicating racism and sustaining reform that advocates inclusive excellence, educational access and programmatic diversity, and the alignment of learning with opportunities in the workplace.

The world's leading international agencies are promoting and stimulating the intellectual debate towards incorporating sustainability in main stream education with the help of thought leaders. This volume highlights innovative pedagogy, discusses the learning methods which can help us to address the world's current sustainability challenges, and offers solutions to meet these. The case studies featured, offering international insight from Malaysia to Australia, discuss curriculum development and integrating sustainability within the core philosophy of the university. The authors explore how leadership education needs to innovate to effectively respond to current sustainability challenges. This topical volume contextualizes the heightened interest in sustainable education across the globe and will be of interest to researchers, university leaders, and students interested in a sustainable future for universities and society as a whole.

Completing the translation of Derrida's monumental work Right to Philosophy (the first part of which has already appeared under the title of Who's Afraid of Philosophy?), Eyes of the University brings together many of the philosopher's most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes' writing of the Discourse on Method in French, and of Kant's and Schelling's philosophies of the university, the volume reflects on the current state of research and teaching in philosophy and on the question of what Derrida calls a "university responsibility." Examining the political and institutional conditions of philosophy, the essays collected here question the growing tendency to orient research and teaching towards a programmable and profitable end. The volume is therefore invaluable for the light it throws upon an underappreciated aspect of Derrida's own engagement, both philosophical and political, in struggles against the stifling of philosophical research and teaching. As a founding member of the Research Group on the Teaching of Philosophy and as one of the conveners of the Estates General of Philosophy, Derrida was at the forefront of the struggle to preserve and extend the teaching of philosophy as a distinct discipline, in secondary education and beyond, in the face of conservative government education reforms in France. As one of the founders of the College International de Philosophie, he worked to provide a space for research in and around philosophy that was not accepted or legitimated in other institutions. Documenting and reflecting upon these engagements, Eyes of the University brings together some of the most important and incisive of Derrida's works.

How can a library engage students and pro-actively create information literacy? What impact might that have? These vital questions are addressed, at an international level, in this timely new book. Delving into various real-life case studies of interventions in colleges and universities from Canada to India, the chapters in this edited collection showcase relevant examples of efforts to improve engagement with library resources. The authors highlight instances of specifically designed student-centered workshops, a university partnership with a writing center, the role of a library in Africa as a source of socio-economic transformation, and many more examples of innovations and collaboration between libraries and students. The experiences shared by authors in this book are a valuable resource for librarians and researchers across the world interested in how their collaborative efforts can promote the value of information literacy and help create opportunities for students to build their library practice skills.

In their history of Cornell since 1940, Glenn C. Altschuler and Isaac Kramnick examine the institution in the context of the emergence of the modern research university. The book examines Cornell during the Cold War, the civil rights movement, Vietnam, antiapartheid protests, the ups and downs of varsity athletics, the women's movement, the opening of relations with China, and the creation of Cornell NYC Tech. It relates profound, fascinating, and little-known incidents involving the faculty, administration, and student life, connecting them to the "Cornell idea" of freedom and responsibility. The authors had access to all existing papers of the presidents of Cornell, which deeply informs their respectful but unvarnished portrait of the university.

Institutions, like individuals, develop narratives about themselves. Cornell constructed its sense of self, of how it was special and different, on the eve of World War II, when America defended democracy from fascist dictatorship. Cornell s fifth president, Edmund Ezra Day, and Carl Becker, its preeminent historian, discerned what they called a Cornell soul, a Cornell character, a Cornell personality, a Cornell tradition and they called it freedom.

The Cornell idea was tested and contested in Cornell s second seventy-five years. Cornellians used the ideals of freedom and responsibility as weapons for change and justifications for retaining the status quo; to protect academic freedom and to rein in radical professors; to end in loco parentis and parietal rules, to preempt panty raids, pornography, and pot parties, and to reintroduce regulations to protect and promote the physical and emotional well-being of students; to add nanofabrication, entrepreneurship, and genomics to the curriculum and to require language courses, freshmen writing, and physical education. In the name of freedom (and responsibility), black students occupied Willard Straight Hall, the anti Vietnam War SDS took over the Engineering Library, proponents of divestment from South Africa built campus shantytowns, and Latinos seized Day Hall. In the name of responsibility (and freedom), the university reclaimed them.

The history of Cornell since World War II, Altschuler and Kramnick believe, is in large part a set of variations on the narrative of freedom and its partner, responsibility, the obligation to others and to one s self to do what is right and useful, with a principled commitment to the Cornell community and to the world outside the Eddy Street gate."

Makerere University was first established as a colonial university and its challenge is to consolidate and improve on previous bold eforms. 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. Makerere University has shown tremendous resilience from its establishment as a colonial university, through the economic hardships, political instability and mismanagement that began in the 1970s. It has embarked on an impressive road to recovery involving numerous bold reforms. The challenge now is to harness, sustain, improve and consolidate these changes. In association with Partnership for Higher Education in Africa; Uganda: Fountain Publishers

Drawing on interviews with hundreds of university professors, co-curricular educators, administrators, and students from public and private colleges and universities across the United States, Douglas and Rhonda Hustedt Jacobsen demonstrate that religion is central to the work of higher education in the twenty-first century. Religion Matters begins with an examination of the history of religion in American society and higher education, from Protestant establishment to secular dominance to the much more complex and pluralistic dynamics of the culture today. The authors define religion carefully, identifying three different modes of faith: historic religion, public religion, and personal religion. The second half of the volume explores six educational topics where religion intersects with the core goals and purposes of college/university education: religious literacy, interfaith etiquette, framing knowledge, civic engagement, convictions, and character and vocation. The authors pose key questions: What should an educated person know about the world's religions? What does it mean to interact appropriately with members of other faiths? What assumptions and rationalities, secular or religious, shape the way we think? What values and practices, secular or religious, guide civic engagement? How do personal beliefs interact with the teaching and learning process? How might colleges and universities point students toward lives of purpose and meaning? This volume shows that by paying careful and nuanced attention to the role of religion, educators can enhance intellectual life in any college or university.

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

The United Nations Sustainable Development Goals challenges us all to promote sustainable development. Higher education is a key arena for educating students in sustainability and sustainable developments, and for producing research on these key issues.. This timely book explores the sustainable development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East explore how to achieve these targets in the face of shifting expectations.

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.

The wider conditions of society and our own personal circumstances do not simply disappear as we cross the threshold into the research world. The illusion of life in academic research as an abstract 'life of the mind' is unsustainable. Outside academia, wider social changes have come to have an increasingly profound influence on our working lives. Within the academy, changing employment conditions and funding for higher education in recent decades have led to an increasingly insecure existence for those undertaking PhDs and further research. Slow change is happening in response, with more focus being given to precarity within the academy, the mental health needs of early career researchers, and presenting a more honest and open picture of what it's like to build an academic career. The Affective Researcher confronts this challenge of defining a new relationship between researchers and their research. It sets out, simply and accessibly, how you can become a more rounded, authentic researcher. It does this not in terms of the risk management of a methods section, or by cordoning off subjectivity as a threat to supposed objectivity. Nor is it another book on being a more 'effective' researcher. Instead, it sets out a path of how to become a more affective researcher. The chapters draw together a variety of threads from a number of discourses to provide a roadmap, as well as accompanying concepts and tools, for researchers to assert their agency over the research process through the integration of the affective perspective.

Based on years of observation at a large state university, "Wannabe U" tracks the dispiriting consequences of trading in traditional educational values for loyalty to the market. Aping their boardroom idols, the new corporate administrators at such universities wander from job to job and reductively view the students there as future workers in need of training. Obsessed with measurable successes, they stress auditing and accountability, which leads to policies of surveillance and control dubiously cloaked in the guise of scientific administration. In this eye-opening expose of the modern university, Tuchman paints a candid portrait of the corporatization of higher education and its impact on students and faculty.

Like the best campus novelists, Tuchman entertains with her acidly witty observations of backstage power dynamics and faculty politics, but ultimately "Wannabe U" is a hard-hitting account of how higher education's misguided pursuit of success fails us all.

The "Rise and Decline of Faculty Governance" is the first history of shared governance in American higher education. Drawing on archival materials and extensive published sources, Larry G. Gerber shows how the professionalization of college teachers coincided with the rise of the modern university in the late nineteenth century and was the principal justification for granting teachers power in making educational decisions. In the twentieth century, the efforts of these governing faculties were directly responsible for molding American higher education into the finest academic system in the world.

In recent decades, however, the growing complexity of "multiversities" and the application of business strategies to manage these institutions threatened the concept of faculty governance. Faculty shifted from being autonomous professionals to being "employees." The casualization of the academic labor market, Gerber argues, threatens to erode the quality of universities. As more faculty become contingent employees, rather than tenured career professionals enjoying both job security and intellectual autonomy, universities become factories in the knowledge economy.

In addition to tracing the evolution of faculty decision making, this historical narrative provides readers with an important perspective on contemporary debates about the best way to manage America's colleges and universities. Gerber also reflects on whether American colleges and universities will be able to retain their position of global preeminence in an increasingly market-driven environment, given that the system of governance that helped make their success possible has been fundamentally altered.

Historically Black Colleges and Universities (HBCUs) face critical challenges of funding, accreditation, enrollment, recruitment, retention, and graduation rates, and these have become a staple of smaller colleges in the global competitive marketplace and current higher education system. Offering a comprehensive "what not to do" guide, this book puts forward the past mistakes which leaders must learn from in order to ensure their institution's future. Johnny D. Jones has written this book to arm stakeholders in the academic communities of HBCUs to future-proof how students learn, how faculty teach, and how campuses embrace innovation. Including descriptive case studies, this book empowers readers to navigate their own path to quality leadership. By equipping leaders to identify how future studies can be institutionalized at HCBUs in a way that also compliments historic campus culture, environment, climate, and ecology, Jones sets out a strategy to refine HBCU leadership, which accounts for the specific needs that exist across HBCUs. Serving up practical guidance and best practice advice, Johnny's book is essential reading for researchers and academic leaders across the US who wish to ensure that these exceptional schools not only survive, but thrive.

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.

This book is open access and discusses the re-imagining of the higher education sector. It exposes problems that relate to the way that universities have become over-managed business enterprises which may not reflect societal, national, or global educational needs. From there, it proposes some solutions, including three innovative programs, that make universities more responsive to needs, as well as reduce their impact on the environment. The central idea of this book is developing the 'Distributed University,' which distributes education to where it is needed, reducing local and global inequalities in access, and emphasizing local relevance in place of large centralized campuses, with a low impact on the environment. It emphasizes the distribution of trust in place of managerialism and collaboration in place of competition. By focusing on distributing education online, this book discusses how the higher education sector can be set up to adapt to the changes in the ways we work and learn today, and which will be required to adapt to and take advantage of the Fourth Industrial Revolution.

Art schools in our universities play a big role in many ways and not only within the institutions they are situated in. When considering that the act of engaging in arts and culture has a demonstrable but indirect effect on innovation, welfare, social cohesion, entrepreneurship, local identity and the knowledge economy, our universities can and do use arts to make themselves more permeable and to provide co-created spaces of learning. This book is a timely exploration of where creative practices and arts live in our higher education communities? How do creatives shape this creative education ecosystem? How does art provide an interface between what is within and outside of our knowledge institutions? And why should all of this matter for our communities, for the economy and for our society, specifically in a post pandemic recovery. Carola Boehm explores the delightful ways that art finds itself in every corner of academia, exploring questions of where art lives in the university sector and how it interacts with the outside, interfacing with the communities beyond its boundaries, and how it got where it is today. And with all that comes the advocacy of providing a strong justification that we need creative provisions in our universities, as there are few more powerful tools left to our disposal that can glue together and heal our divided society and our fragmented humanity.

This book studies Oxford University's transformation--and the political hazards for academics that ensued--when, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos.
Despite these changes, the author shows that Oxford has not been able to elude its long-standing "Brideshead Revisited" reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960's sought to expand educational opportunities to promote the cause of social justice. In the 1980's the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher's Conservative Party attempted to reverse Britain's economic decline.
The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advantage of huge increases in government funding to build departmental empires, while an informal alliance of reform-minded arts dons strove to renew Oxford's collegiate traditions of scholarly excellence and self-governance.
When the scientists and reformist dons revitalized the University in the light of changed social and economic conditions, they inadvertently eroded the foundations of its autonomy. During its transformation, Oxford lost its upper-class ties, its financial self-sufficiency, and its deferential friends in government. As a result, it was at its weakest when the Thatcher government sought to harness universities to the goals of economic competition. Consequently, Thatcherites successfully rewrote the compact between the state and universities, including the abolition of tenure for new faculty and the elimination of block grant funding. Thus, paradoxically, Oxford's internal renewal coincided with a surrender of its institutional independence.

In order to yield the expected benefits, sustainability initiatives need to be undertaken by means of a close cooperation between universities on the one hand, and societal partners on the others. The principle of co-creation and co-execution of sustainability initiatives increases the value for all by mutual learning, and the sharing of expertise and resources. But pursuing sustainability initiatives with a community and societal involvement is not simple. There is a perceived need for a better understanding of how universities can interact with society, in order to support the implementation of the UN Sustainable Development Goals. This book is an attempt to address this need, by a novel approach which focuses on current potentials and challenges, across a wide range of fields and expertise. The book focuses on how the theory and practice of sustainable development interact and shows the need for a continuation of the dialogue among sustainability academics and practitioners, so as to address the issues, matters and problems at hand. The spectrum of themes addressed on this book also entails how environmental values and ethics are applied and the relationship between social, biological and cultural diversity. It also includes a broad disciplinary approach to sustainability, including education, research and case studies, and the links with human-environment relations in a sustainable development context.