Higher education, tertiary education Books

Book SynopsisDoctorates awarded based on artefact and exegeses, and enabled through creative-led research, are a minority enrolment which suffer from wildly diverse examination expectations and assumptions about quality. Widening the disciplinary parameters and currency of this kind of doctorate, The Creative PhD is the first book that challenges the standards, structure and value of this research. The authors, themselves leading authorities on doctoral education, break fresh ground by demonstrating that rather than being intrinsically wedded to the creative arts or media studies, arts-based research practice doctorates can transcend traditional humanities subjects, becoming instead a model of organizing knowledge, developing methodologies and presenting research. Offering a critical reflection on the contemporary state of the PhD, the authors probe and reshape creative-led research to increase transparency for doctoral students, supervisors and examiners, inviting readers to access a new pathway to how original research is created, supervised and assessed.Table of ContentsChapter 1. The specificity of creative-led theses: Tara Brabazon Chapter 2. The Creative-Led PhD: Tiffany Lyndall-Knight Chapter 3. Strategies for students considering a creative-led doctorate: Tara Brabazon Chapter 4. Multimodality: Reflection, Connection and Reframing: Tara Brabazon Chapter 5. Creative-led examinations and the administrator’s perspective: Natalie Hills Conclusion: Why the creative doctorate matters: Tara Brabazon

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Book SynopsisThe economic and social impact of international education is substantial with many educational institutions now dependent on the recruitment of overseas students for their survival. The authors of The Global Market for Higher Education discuss this industry from a strategic and services marketing perspective and suggest a model to explain how to obtain and maintain a competitive advantage. The book draws on more than ten years of research with students and educational institutions in a number of countries, using both secondary and primary data to develop the model. The results presented suggest that an institution's internal resources are key determinants of its appropriate strategy. The authors also suggest that decision makers and education marketers take account of the appropriate market literature when developing international plans and considering new international markets.This book will prove a valuable contribution to the literature and resources for academics and students, university and college administrators, government officials and policy makers focused on higher education as well as recruitment and marketing offices of higher education institutions themselves.Trade Review'This clearly written book offers a sharp perspective on the global market for higher education. The focus on current providers and hosts enables the authors to provide practical and well informed advice on issues that are of importance for higher education administrators and the recruitment offices of universities.' -- James Porter, Higher Education Review'Mazzarol and Soutar's valuable book prompts us to think carefully about what makes for an internationally competitive university sector.' -- Christopher Pokarier, Policy'I have enjoyed reading your new book. This is an excellent application of strategic principles to the marketing of international education. It is a very insightful perspective on the future of global education. The strategic implications for universities competing in this rapidly changing and diverse landscape are highlighted and addressed with direct simplicity. I especially appreciated the theoretical foundations for the model of sustainable advantage backed up by empirical verification.' -- Bill Jolley, University of Western AustraliaTable of ContentsContents: Foreword by Don Smart 1. Education as a Marketable Service 2. Facing the Next Millennium 3. What Brings Success? 4. A Student’s Perspective 5. Developing a Sustainable Competitive Advantage 6. Global Marketing of Education Services 7. A Model of Competitive Advantage for Education Services 8. Implications of the Model 9. Developing Sustainable Strategies 10. Policy Prescriptions for Global Education Notes Index

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Book SynopsisWorking within the context of the evolutionary-institutional transformation of higher education, the authors trace the development of an economic model by which the behavioral tendencies of modern universities can be evaluated. That model is expanded to provide insights to the following questions: Why do universities compete and how do they develop and implement their competitive strategies? How do universities make critical institutional decisions about operational missions, academic policies, and internal resource allocation? Do universities efficiently and effectively pursue the special social functions assigned to them? Patrick Raines and Charles Leathers present an integrated, coherent theory to explain the behavior of universities and provide a realistic economic model that predicts how universities allocate their scarce educational resources. This alternative view is contrasted with the mainstream explanations of university behavior based on the maximization of student welfare or faculty influences. The authors extend the existing literature on the operation of universities by presenting a history of the evolution of the modern entrepreneurial universities as well as an explanation of academic capitalism.This absorbing volume will appeal to anyone interested in the history of economic thought or the history of education. Scholars of Veblen, Smith, and Malthus will be fascinated by their individual and comparative theories of the purpose and failures of higher education.Trade Review'This is an excellent book on the history of economic thought on higher education institutions. . . Written in a lucid style, the book should interest anyone interested in the development of higher education would find it indispensable, as it provides a rich critical synthesis of valuable writings and opinions of a long array of economists on universities. The book also has a lot of relevance for the policymakers engaged in university reforms.' -- Jandhyala B.G. Tilak, Journal of Educational Planning and Administration'. . . this is a book that can confidently be recommended to anyone with a serious interest in higher education policy or management as well as to any undergraduate or postgraduate students of the economics of higher education.' -- Gareth Williams, Higher Education ReviewTable of ContentsContents: 1. Introduction 2. Historical Development of Universities 3. Adam Smith on Failures of English Universities 4. John Stuart Mill on Universities 5. Veblen on Failures of American Universities 6. Veblen’s Economic ‘Model’ of University Behavior 7. Riesman on Veblen and Modern Universities 8. The Buchanan–Devletoglou Economic Model of Universities 9. Recent Economic Models of Higher Education 10. Meeting the Challenge: Explaining the Emergence of ‘Entrepreneurial Universities’ and ‘Academic Capitalism’ Bibliography Index

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Book SynopsisHigher education is beginning to play an increasingly important role in the process of globalization, which promotes information technologies, development and diffusion of innovations and the ability of economies to benefit from rapid shifts in the production of goods, services, and ideas. In this volume the editors have brought together some of the most significant previously published academic papers describing how highly skilled graduate labour impacts on the economy. Topics covered include the economic benefits of higher education, student choice of subject and university, the technology of higher education, empirical research on the cost functions faced by universities, the funding and financing of university education, the market for higher education and how universities compete.In their scholarly introduction, the editors provide an overview of the volume and offer suggestions for future research in this field.Trade Review'The volume is well structured and will provide a good starting point for economists coming to the subject. . . the selection of papers is a good one for a showcase volume and the volume is a very good addition to the International Library of Critical Writings series.' -- Robert McNabb, Education Economics'The volume is indeed very rich with theoretical and analytical contributions made by as many as 64 front-line economists to various economic aspects of higher education. . . The Economics of Higher Education stands as a major contribution to the literature on economics of education, that one would desire to have in their bookshelf as a handy valuable reference volume. . .' -- Jandhyala B.G. Tilak, Journal of Educational Planning and Administration'. . . the authors have performed a very useful service for the academic community and for policymakers in bringing together such a comprehensive collection of papers; papers that either have or probably will stand the test of time.' -- John Mace, Higher Education Review'This book does pretty much what it says on the tin. It claims to be "an essential reference source for students, researchers and lecturers', and that is what it will be for anyone interested in current thinking on the economics of higher education. This is the one hundred and sixty-fifth volume in the International Library of Critical Writings in Economics: other disciplines and subject areas must jealously wish they were so well provided for. . . There is much of interest, and much to learn from, here.' -- Malcolm Tight, Studies in Higher EducationTable of ContentsContents: Acknowledgements Introduction Clive R. Belfield and Henry M. Levin PART I ECONOMIC BENEFITS OF HIGHER EDUCATION 1. Elchanan Cohn and John T. Addison (1998), ‘The Economic Returns to Lifelong Learning in OECD Countries’ 2. Mårten O. Palme and Robert E. Wright (1998), ‘Changes in the Rate of Return to Education in Sweden: 1968–1991’ 3. Russell W. Rumberger and Scott L. Thomas (1993), ‘The Economic Returns to College Major, Quality and Performance: A Multilevel Analysis of Recent Graduates’ 4. Dominic J. Brewer, Eric R. Eide and Ronald G. Ehrenberg (1999), ‘Does it Pay to Attend an Elite Private College? Cross-Cohort Evidence on the Effects of College Type on Earnings’ 5. Linda Datcher Loury (1997), ‘The Gender Earnings Gap Among College-Educated Workers’ 6. Kenneth J. Arrow (1973), ‘Higher Education as a Filter’ 7. David A. Jaeger and Marianne E. Page (1996), ‘Degrees Matter: New Evidence on Sheepskin Effects in the Returns to Education’ 8. Joop Hartog and Hessel Oosterbeek (1998), ‘Health, Wealth and Happiness: Why Pursue a Higher Education?’ 9. Charles I. Jones (1995), ‘R&D-Based Models of Economic Growth’ 10. Rebecca Henderson, Adam B. Jaffe and Manuel Trajtenberg (1998), ‘Universities as a Source of Commercial Technology: A Detailed Analysis of University Patenting, 1965–1988’ 11. Nancy Birdsall (1996), ‘Public Spending on Higher Education in Developing Countries: Too Much or Too Little?’ PART II STUDENT DEMAND AND STUDENT PREFERENCES 12. Donald E. Heller (1997), ‘Student Price Response in Higher Education: An Update to Leslie and Brinkman’ 13. Thomas J. Kane (1994), ‘College Entry by Blacks since 1970: The Role of College Costs, Family Background, and the Returns to Education’ PART III TECHNOLOGY AND PRODUCTION OF HIGHER EDUCATION 14. Michael Rothschild and Lawrence J. White (1995), ‘The Analytics of the Pricing of Higher Education and Other Services in Which the Customers are Inputs’ 15. Robert C. Dolan, Clarence R. Jung, Jr. and Robert M. Schmidt (1985), ‘Evaluating Educational Inputs in Undergraduate Education’ 16. Julian R. Betts and Darlene Morell (1999), ‘The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects’ 17. Audrey Light and Wayne Strayer (2000), ‘Determinants of College Completion: School Quality or Student Ability?’ 18. William E. Becker, Jr. (1974), ‘The University Professor as a Utility Maximizer and Producer of Learning, Research, and Income’ 19. Marcia L. Bellas and Robert K. Toutkoushian (1999), ‘Faculty Time Allocations and Research Productivity: Gender, Race and Family Effects’ 20. Ronald G. Ehrenberg (1991), ‘Projections of Shortages’ 21. Michael R. Ransom (1993), ‘Seniority and Monopsony in the Academic Labor Market’ 22. Geraint Johnes (1999), ‘The Management of Universities: President’s Lecture Delivered at Annual General Meeting of the Scottish Economic Society 6-8th April 1999’ PART IV COSTS 23. John Robst (2001), ‘Cost Efficiency in Public Higher Education Institutions’ 24. Hooshang Izadi, Geraint Johnes, Reza Oskrochi and Robert Crouchley (2002), ‘Stochastic Frontier Estimation of a CES Cost Function: The Case of Higher Education in Britain’ 25. Elchanan Cohn, Sherrie L.W. Rhine and Maria C. Santos (1989), ‘Institutions of Higher Education as Multi-Product Firms: Economies of Scale and Scope’ 26. Halil Dundar and Darrell R. Lewis (1995), ‘Departmental Productivity in American Universities: Economies of Scale and Scope’ PART V FINANCING HIGHER EDUCATION 27. George Psacharopoulos (1982), ‘The Economics of Higher Education in Developing Countries’ 28. Nicholas Barr (1993), ‘Alternative Funding Resources for Higher Education’ 29. Cecilia García-Peñalosa and Klaus Wälde (2000), ‘Efficiency and Equity Effects of Subsidies to Higher Education’ 30. Ronald G. Ehrenberg and Daniel R. Sherman (1984), ‘Optimal Financial Aid Policies for a Selective University’ 31. Bruce Chapman (1997), ‘Conceptual Issues and the Australian Experience with Income Contingent Charges for Higher Education’ 32. Martin Feldstein (1995), ‘College Scholarship Rules and Private Saving’ 33. Claudia Goldin and Lawrence F. Katz (1998), ‘The Origins of State-Level Differences in the Public Provision of Higher Education: 1890–1940’ 34. John Creedy and Patrick Francois (1993), ‘Financing Higher Education: A General Equilibrium Public Choice Approach’ 35. Richard Jensen and Marie Thursby (2001), ‘Proofs and Prototypes for Sale: The Licensing of University Inventions’ PART VI MARKETS AND COMPETITION 36. Michael Rothschild and Lawrence J. White (1990), ‘The University in the Marketplace: Some Insights and Some Puzzles’ 37. Gordon C. Winston (1999), ‘Subsidies, Hierarchy and Peers: The Awkward Economics of Higher Education’ Name Index

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Book SynopsisFinancial incentives play an important role in the behaviour of public institutions of higher education. Incentive-Based Budgeting Systems in Public Universities examines alternative uses of these financial incentives, and reviews the consequences of their implementation.The contributors to the book explore diverse areas including: faculty behaviour in an incentive-based environment effects on teaching, evaluation of decentralized approaches to budgeting efficiency implications at the state level the ramifications of revenue flux on institutional behaviour. Case studies from the University of Toronto, the University of Michigan and Indiana University are also presented, and the volume concludes with recommendations regarding possible implementation strategies. The first to analyse the implementation of various permutations of incentive based budgeting in public institutions of higher education, this book will be of enormous interest to policy makers, trustees, administrators and faculty members of these institutions. It will also appeal to those involved in higher education programmes offering courses in the economics and finance of colleges and universities.Trade Review'The collection of papers in Incentive-Based Budgeting Systems in Public Universities is sure to warm the hearts of university presidents, budget directors, department chairs, faculty, and others who have long suspected that budgeting and education, research and service must somehow be related. It will also serve as a reference for those who have their doubts. . . The benefit of a volume such as Incentive-Based Budgeting Systems in Public Universities is that it provides the reader with the background and basis for thinking about alternatives to the status quo as applied to higher education finance. When the issues are as complex as budgeting in higher education, and when much of the potential audience is likely to be dubious that change might be effective, the discussion must be comprehensive enough to encourage further investigation while keeping an open mind. Incentive-Based Budgeting Systems in Public Universities meets these criteria.' -- Stephen Chaikind, Journal of Education Finance'This book provides an excellent set of stories on the trials, tribulations and successes of this inevitable university adjustment.' -- Stephen P. Heyneman, International Journal of Educational Development'Incentive-based budgeting in higher education comes in many guises: and this edited collection, Incentive-Based Budgeting Systems in Public Universities, does a good job in reviewing the theory, describing case studies, and offering analysis of this multifaceted practice. The book is well written, sufficiently rigorous, and insightful of how such budgeting systems work in higher education; it describes a sensible alternative to the more common practices of formula funding, activity-based costing, and incremental budgeting. . . Incentive-Based Budgeting Systems in Public Universities serves as an up-to-date, interesting, and useful treatment of funding systems within US universities. The case studies in particular are useful evidence that, even for complex enterprises such as colleges, incentives can be made to count.' -- Clive R. Belfield, The Economic Journal'As public universities are facing severe financial pressures due to rising costs and declining revenues, innovations in budgeting formats provide the best hope of coping with the problem. The advantages and limitations of public universities adopting the incentive-based budgeting approach that has been used in private universities are expertly and articulately examined in this book. It is a 'must read' for all university administrators, members of governing boards, legislators, and policy analysts who are seriously searching for innovative ways to increase universities' efficiency in their use of increasingly scarce resources.' -- Charles G. Leathers, University of Alabama, USTable of ContentsContents: 1. Why Incentive-Based Budgeting Systems in the Public Sector and Why Now? Part I: Overview 2. The Case, if Any, for Responsibility Center Budgeting 3. The Efficiency of Responsibility Center Management within State Universities 4. Revenue Flux and University Behavior Part II: Case Studies 5. Responsibility Center Budgeting and Management at Indiana University 6. Responsibility Center Budgeting at the University of Toronto 7. Activity-Based Budgeting at the University of Michigan Part III: Effects and Lessons 8. Budget Incentive Structures and the Improvement of College Teaching 9. Reward Structures and Faculty Behavior Under Responsibility Center Management 10. Using Performance Indicators to Evaluate Decentralized Budgeting Systems and Institutional Performance 11. Incentive-Based Budgeting: An Evolving Approach Index

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Book SynopsisQuality has never been more important for the future of higher education and the economy than it is today. Unfortunately, the decline in student quality is accompanied by costs that are out of control, a governance system that will not permit any reallocation of resources, and a society that expects higher education to address problems that are well beyond its core competencies. In this timely volume, Robert E. Martin presents a thorough treatment of the social contract between those who fund higher education and those who benefit from it.In-depth discussions include: the institution's role as steward of the higher education social contract the role of transaction costs, risk bearing, production technology, and asset ownership in determining the internal structure of the institution the market for academic charities price, quality, and advertising competition in higher education. Formal models of production and cost, optimal fundraising, the maximization of academic reputation, agency behavior, and the student's enrollment decision are also presented and analyzed.Cost Control, College Access, and Competition in Higher Education will be of great interest to higher education researchers and administrators, economists, and public policymakers.Trade Review'This book is much more interesting, and more important, than its technical-sounding title might suggest. It combines rigorous economic analysis with thoughtful conclusions as to the public purposes and organisational priorities of higher education.' -- Paul Temple, Institute of Education, UK'The book provides an interesting blend of conceptual, theoretical, methodological and empirical aspects on costs of higher education that are key to understanding how higher education institutions operate. The author examines in detail the complexities involved in the application of principles of firms to academic institutions, such as pricing, cost functions, product functions, quality, product differentiation, subsidies, competition, technology, risk bearing, etc. The examination of how charity market works, the economic forces that explain the demand for and supply of endowment funds is quite insightful. By emphasizing the public good nature of higher education, the social purpose it serves, the principle of equality in higher education, the principle of social contract, erosion of public trust, etc., while addressing a broad set of standard issues in economics of higher education relating to costs and quality of higher education, the book indeed forms a special reading on the subject.' -- Jandhyala B.G. Tilak, Journal of Educational Planning and AdministrationTable of ContentsContents: Foreword 1. The Social Contract 2. Foundations 3. Production and Cost 4. The Charity Market 5. An Enterprise Model 6. Price and Product Differentiation 7. College Access 8. Overview References Index

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Book SynopsisFully annotated edition of a Cambridge student's notebook from the seventeenth century sheds important light on developments in philosophy during the period, as well as on the structure and content of a university education. The Palfrey Notebook is a unique survival from the early seventeenth century. Compiled in around 1623 by George Palfrey of Sidney Sussex College, Cambridge, probably as a record of his studies for his Master's degree, it covers many of the widely-used texts of the period. Although primarily devoted to a detailed evaluation of Aristotelian natural philosophy, it includes an extended survey of the literature on Natural Magic, records of orations and disputations (including Palfrey's own) delivered in college or at the Schools, notes on logic and ethics, personal notes, and anti-papal diatribe. Since the Master of the college at the time was the renowned, moderate-Calvinist scholar Samuel Ward, Palfrey's views, as reflected in the Notebook, can be taken to represent this aspect of Anglicanism, although most of the sources are Roman Catholic, specifically Jesuit texts. A full transcript of the Notebook ispresented here, with detailed commentary and extensive notes which illuminate Palfrey's material and explain its relationship to contemporary texts. A substantial introduction places the Notebook in its historical, educational andphilosophical contexts, examines the apparent contradictions between Palfrey's Aristotelianism and interest in magic, his Calvinism and use of Jesuit material, and suggests that the notebook represents a coherent response to thesocial and intellectual challenges of the times. C. J. Cook holds a Doctorate in the History of Philosophy from Cambridge University.Trade ReviewBoydell Press is to be commended for undertaking the substantial work of publishing this volume. * SEVENTEENTH-CENTURY NEWS *Table of ContentsPart I: Introduction The Notebook, its Author and the Seventeenth-Century Context The Content of the Notebook and its Place in the Curriculum The Curriculum of the Notebook and the Development of Method Part II: The Notebook Appendix 1: Contents of Jacobus Zabarella, De rebus naturalibus, Frankfurt 1607 Appendix 2: Names: Latin and/or vernacular Bibliography

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Book SynopsisThe Entrepreneur in Youth offers one of the most comprehensive assessments to date of African American, Latino, and white high school students' aspirations, knowledge, opinions and educational views related to entrepreneurship and philanthropy. A key strength is its longitudinal approach to analysis and interpretations, made possible by extensive surveys of over 11,000 respondents from high school youth and other groups, including adults and business owners. The key findings exhibit an extraordinarily high level of interest in entrepreneurship among youth as well as a strong desire to give back to their communities. However, they lack the knowledge and experience to achieve their aspirations.The book's major recommendations and guidelines include challenges to education and other policymakers to expand and enhance opportunities to access entrepreneurship education and early entrepreneurship mentoring shadowing experiences - especially for those who demand it the most: African Americans and Latinos. Meeting these challenges not only will contribute to economic growth and social reform initiatives but also will increase economic and social mobility and access to opportunity for a still largely untapped pool of future entrepreneurs.This book will appeal to academics in entrepreneurship, economics, business and education, as well as policymakers, educators and business leaders.Trade Review'This readable and modestly priced text will appeal to academics researching and teaching entrepreneurship, policy-makers, and students studying entrepreneurship at all levels in higher education, especially those studying final year specialist electives or at Master's level.' -- David W. Taylor, International Journal of Entrepreneurial Behaviour and Research'. . . a book such as this authored by Professors Kourilsky and Walstad is significant. . . When the book is also well written, based on recent and relevant empirical data, and of interest to educators, policymakers and researchers it makes a significant contribution. . . The book clearly highlights the notable gap between the intentions of students and the ability of current educational systems to provide skills and knowledge that are appropriate an in-depth enough to enable students to move from intention to action. This is a critical finding that deserves attention from educators, policymakers and researchers alike. . . This is a rich contribution to the small, but growing, body of knowledge on youth entrepreneurship. It is a pointer to the potential for the young to be entrepreneurially different to previous generations, and throws out a challenge to researchers to do more work to better understand what other differences might exist in this new breed of entrepreneur. The book is thorough and thought provoking.' -- Kate Lewis, International Small Business Journal'The importance of the research reported in this book cannot be overemphasized. . . This seminal book reveals through the voices of our youth their desire for education that may lead to. . . opportunities for enacting social change and achieving meaningful recognition.' -- From the foreword by Sandy Gooch, Founder of Gooch Enterprises, USTable of ContentsContents: Foreword 1. Finding the Entrepreneur in Youth 2. Interest in Entrepreneurship 3. Giving Back to the Community 4. Entrepreneurial Knowledge 5. Markets and Government 6. Entrepreneurship Education 7. A Longitudinal Perspective and the Major Findings 8. Implications and Extrapolations References Index

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Book SynopsisThis volume is concerned with the different schools within the discipline of economics (theoretical pluralism) and the relationship of economics to other disciplines, such as sociology, political science and philosophy (interdisciplinarity). It addresses the important implications of pluralism and interdisciplinarity for teaching economics at both undergraduate and graduate level and argues that the economics curriculum should pay equal attention to these new perspectives rather than concentrate on the traditional neoclassical mainstream. The distinguished contributors highlight the inherent challenges of presenting a combination of mainstream economics with more heterodox approaches in such a way that the student is not confused, but better understands the possibilities and limitations of different schools in economics. They go on to demonstrate how to apply these different approaches and show how a more inter-disciplinary approach can be followed once the boundaries of the economics discipline have been reached. The volume attempts to offer insights into the content of such a revised curriculum and the process of how to achieve this.This book will be required reading for every serious teacher and student of economics. It will also be invaluable to anyone who questions the validity of current economic orthodoxy.Trade Review'At once visionary and pragmatic, its 11 essays address how and why economic education ought to be pluralistic, and the pedagogical and institutional challenges of making it pluralistic. . . this collection lays valuable groundwork for conversation among economic educators, orthodox and heterodox, about the ends and means of graduate and undergraduate education.' -- Robert Garnett, Eastern Economic Journal'This book succeeds in its goal: teaching pluralism in economics. Read it as a call for multiple approaches and perspectives in economics. Its contributions are not only refreshing but also critical and insightful. If anyone wonders what pluralism in economics is all about, this is the book to reach for.' -- Arjo Klamer, Erasmus University, The Netherlands'A number of rival schools of thought exist in economics today. Even mainstream economics has fragmented into different approaches. Multiple connections exist between economics and other disciplines. Not only is this story complicated, but also it has major implications for any well-rounded education in economics. This book faces up to these problems squarely, combining insights on the current fragmentation of economics with useful discussions of the implications for the economics curriculum in universities. Only the blinkered and the narrow-minded will fail to see the enormous value of this discussion.' -- Geoffrey M. Hodgson, University of Hertfordshire, UKTable of ContentsContents: 1. On Pluralism and Interdisciplinarity in Economics John Groenewegen 2. Pluralism in Economics Sheila C. Dow 3. Pluralism in Economics: A Public Good or a Public Bad? Hendrik P. van Dalen 4. In Praise of Moderate Plurality Jack Vromen 5. Preaching to the Econ-verted: Why History also Matters Albert Jolink 6. The Impact of the Economics Benchmarking Statement on Pluralism in Economics Teaching in the UK Roberto Simonetti 7. The Principles of Economics: An American’s Experience Daniel Underwood 8. A Practitioner’s Perspective on Interdisciplinarity in Education: The MBT Case Wolter Lemstra 9. Interdisciplinarity and Problem-based Learning in Economics Education: The Case of Infonomics Rifka Weehuizen 10. Heterodox Economics and its Integration in Pluralist Teaching: A German Case Wolfram Elsner 11. On the Relevancy of Institutional Economics for International Economics Ruud Knaack and Henk Jager Index

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Book SynopsisEntrepreneurship education is expanding rapidly around the world with growth evident in terms of the number of courses, endowed chairs, and programs. Business schools have approached their participation in entrepreneurship education with a variety of pace, practice and policy.This authoritative collection is targeted towards business educators, educators interested in entrepreneurial approaches, and educational administrators. The volume's main aims are to provide the groundwork for any organized discussion of entrepreneurship education; and to take stock of where we are in the educational field as a means of identifying the big questions, issues, and trends that will direct the future of the discipline.The book is organized around content and pedagogy and includes chapters from leading experts. Emerging themes include the underlying assumptions built into the field, the importance of the interdisciplinary approach, concern with who is teaching entrepreneurship, and a call to make the approach more global.Trade Review'This book provides an excellent history of the field of entrepreneurship and a thought-provoking analysis of its future directions. Entrepreneurship Education is a useful tool for academics who are creating, refreshing, or reviewing their entrepreneurship curriculum.' -- Myra M. Hart, Harvard Business School, US'This is a great collection of articles on entrepreneurial education, a timely and challenging topic. Assembled by two leading researchers and educators, the collection covers the most current thinking on this multi-faceted issue. Our understanding of entrepreneurs and entrepreneurship has changed and, as this outstanding collection would suggest, we need to explore and apply innovative techniques and methods in preparting tomorrow's entrepreneurs. Rich in insight and broad in its scope, this collection of articles is a must read. I compliment Greene and Rice on a job well done.' -- Shaker A. Zahra, University of Minnesota, USTable of ContentsContents: Acknowledgements Introduction Entrepreneurship Education: Moving from “Whether” to “What”, “How” and “Why” Patricia G. Greene and Mark P. Rice PART I PERSPECTIVES ON ENTREPRENEURSHIP EDUCATION 1. Jerome A. Katz (2003), ‘The Chronology and Intellectual Trajectory of American Entrepreneurship Education 1876–1999’ 2. Gary Gorman, Dennis Hanlon and Wayne King (1997), ‘Some Research Perspectives on Entrepreneurship Education, Enterprise Education and Education for Small Business Management: A Ten-year Literature Review’ 3. Candida G. Brush, Irene M. Duhaime, William B. Gartner, Alex Stewart, Jerome A. Katz, Michael A. Hitt, Sharon A. Alvarez, G. Dale Meyer and S. Venkataraman (2003), ‘Doctoral Education in the Field of Entrepreneurship’ 4. Jean-Pierre Béchard and Denis Grégoire (2005), ‘Entrepreneurship Education Research Revisited: The Case of Higher Education’ 5. George Gendron and Patricia Greene (2004), ‘Practitioners’ Perspectives on Entrepreneurship Education: An Interview With Steve Case, Matt Goldman, Tom Golisano, Geraldine Laybourne, Jeff Taylor, and Alan Webber’ 6. Terri Standish-Kuon and Mark P. Rice (2002), ‘Introducing Engineering and Science Students to Entrepreneurship: Models and Influential Factors at Six American Universities’ 7. Fred O. Ede, Bhagaban Panigrahi and Stephen E. Calcich (1998), ‘African American Students’ Attitudes Toward Entrepreneurship Education’ 8. Donald F. Kuratko (2005), ‘The Emergence of Entrepreneurship Education: Development, Trends, and Challenges’ 9. Kevin Hindle (2006), ‘Teaching Entrepreneurship at University: From the Wrong Building to the Right Philosophy’ PART II WHAT IS TAUGHT: KNOWLEDGE, SKILLS, AND ATTITUDES 10. James O. Fiet (2001), ‘The Theoretical Side of Teaching Entrepreneurship’ 11. Sarah L. Jack and Alistair R. Anderson (1999), ‘Entrepreneurship Education Within the Enterprise Culture: Producing Reflective Practitioners’ 12. Calvin Kent and Lorraine P. Anderson (2003/2004), ‘Social Capital, Social Entrepreneurship and Entrepreneurship Education’ 13. B.J. Bird (2003/2004), ‘Learning Entrepreneurship Competencies: The Self-directed Learning Approach’ 14. Richard T. Harrison and Claire M. Leitch (1994), ‘Entrepreneurship and Leadership: The Implications for Education and Development’ 15. Dean A. Shepherd (2004), ‘Educating Entrepreneurship Students About Emotion and Learning From Failure’ PART III HOW IT IS TAUGHT: PEDAGOGY 16. George T. Solomon, K. Mark Weaver and Lloyd W. Fernald, Jr (1994), ‘A Historical Examination of Small Business Management and Entrepreneurship Pedagogy’ 17. James O. Fiet (2001), ‘The Pedagogical Side of Entrepreneurship Theory’ 18. David Rae and Mary Carswell (2000), ‘Using a Life-story Approach in Researching Entrepreneurial Learning: The Development of a Conceptual Model and its Implications in the Design of Learning Experiences’ 19. Benson Honig (2004), ‘Entrepreneurship Education: Toward a Model of Contingency-Based Business Planning’ 20. Dawn R. DeTienne and Gaylen N. Chandler (2004), ‘Opportunity Identification and Its Role in the Entrepreneurial Classroom: A Pedagogical Approach and Empirical Test’ 21. Ronald K. Mitchell and Susan A. Chesteen (1995), ‘Enhancing Entrepreneurial Expertise: Experiential Pedagogy and the New Venture Expert Script’ 22. Bengt Johannisson, Hans Handström and Jessica Rosenberg (1998), ‘University Training for Entrepreneurship – An Action Frame of Reference’ 23. Sue Birley (2003), ‘Universities, Academics, and Spinout Companies: Lessons from Imperial’ PART IV ASSESSMENT 24. Zenas Block and Stephen A. Stumpf (1992), ‘Entrepreneurship Education Research: Experience and Challenge’ 25. Thomas N. Garavan and Barra O’Cinneide (1994), ’Entrepreneurship Education and Training Programmes: A Review and Evaluation – Part 1’ 26. Thomas N. Garavan and Barra O’Cinneide (1994), ’Entrepreneurship Education and Training Programmes: A Review and Evaluation – Part 2’ 27. Alberta H. Charney and Gary D. Libecap (2002/03), ‘The Contribution of Entrepreneurship Education: An Analysis of the Berger Program’ 28. Mauri Laukkanen (2000), ‘Exploring Alternative Approaches in High-level Entrepreneurship Education: Creating Micro-mechanisms for Endogenous Regional Growth’ 29. Karl H. Vesper and William B. Gartner (1997), ‘Measuring Progress in Entrepreneurship Education’ Name Index

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Book SynopsisThis book advances our understanding of university spin-off creation and development in environments outside the high-tech clusters of the US. While there has been substantial university spin-off activity internationally in recent years, a number of major aspects are little understood. The authors argue that the nature of universities is changing as reduced public funding reflects a public debate on their role in society. An important aspect of this international phenomenon is an increased emphasis on the commercialization of university research and on academic entrepreneurship. These new ventures therefore involve the spinning-off of technology and knowledge generated by universities. The authors adopt a multi-level approach in their examination of university spin-offs. European case studies are specifically selected to reflect the diversity of the institutional environment. In particular, units of analysis involving universities, technology transfer offices, spin-off firms, finance providers and individual entrepreneurs and teams are extensively analysed in quantitative and qualitative studies. To conclude, policy implications for the future successful development of spin-offs are identified.This fascinating book will appeal to a wide-ranging audience including academics, policy makers, researchers and practitioners with an interest in academic entrepreneurship and university spin-offs, and, more generally, in business and management and entrepreneurship.Trade Review'The structure of the book and the organisation of material within chapters are well thought out with the authors skilfully weaving empirical material from diverse sources into an easily readable holistic account of the university spin-off phenomenon. . . Many of the lessons learned and conclusions drawn from this work are applicable to academic entrepreneurs in whichever faculty or subject area they work.' -- David Woollard, International Journal of Entrepreneurial Behaviour and Research'This timely book fills a gap in the knowledge market. . . The authors should be applauded for taking the time to write and share their knowledge with us. This book will be welcomed by practising researchers. . . It will also be welcomed by busy lecturers, policymakers, students and chief executive officers.' -- Robert Smith, Entrepreneurship and InnovationTable of ContentsContents: Preface 1. Introduction 2. Public Policies to Foster Academic Spin-Offs 3. Types of Spin-Offs 4. Processes at the Institutional Level: Incubation Models 5. Processes at the Firm Level: Phases and Models of Development 6. Entrepreneurial Teams in Spin-Offs 7. Financial Constraints and Access to Finance 8: Conclusions and Policy Implications References Index

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Book SynopsisThis volume, part of the TIAA-CREF Institute Series on Higher Education, is based on a national conference, The New Balancing Act in the Business of Higher Education, which was convened by the TIAA-CREF Institute in November 2005. Managing institutions of higher education has always been a balancing act as campus leaders address business issues while staying true to their institutions' academic missions. What makes it increasingly challenging are emerging internal and external factors - including changes in federal and state funding levels, rapidly evolving demographics on campuses and in the workforce, and higher expectations and changing demands from a wide and diverse group of stakeholders. In this volume, higher education leaders explore the challenges facing colleges and universities operating in today's environment with constrained budgets and discuss a variety of strategies and solutions being employed to help ensure the ongoing vitality of America's colleges and universities.Trade Review'. . . the stature of the authors, who include prominent university presidents and chancellors as well as leading researchers on the business of higher education, makes this a worthwhile read. Not to be missed are the chapters on how three Virginia universities are redefining what it means to be a public university, and an interesting and provocative look at the looming financial crisis in higher education and how it can best be addressed. Highly recommended.' -- F. Galloway, Choice'The New Balancing Act in the Business of Higher Education is a must read for higher education leaders. It captures the major challenges of balancing enhancement of revenues to sustain mission and core values with containing costs to keep tuition for students affordable. At the same time, given the changing nature of the faculty, colleges and universities must respond by developing more flexibility within faculty careers. And presidents must lead their institutions through transformative changes that require trust and credibility among the stakeholders. Now is the time for strong, collaborative and decisive leadership.' -- Claire Van Ummersen, Vice President and Director, American Council on Education, US'This volume is an important read for those responsible for working through an environment in which change is the one true constant.' -- Richard D. Legon, President, State Higher Education Executive Officers, US'The New Balancing Act in the Business of Higher Education clearly indicates the 'world's finest system of higher education' (as we have so long claimed) is undergoing an identity crisis. Stan Ikenberry begins by pointing with alarm to an eroding "social compact", the once well-understood reciprocal responsibilities between higher education and society. Then other leaders, in a series of thoughtful essays, outline the dimensions of our situation. They warn of the risks of pursuing new revenues without a firm grasp on core values, and explore the challenges of rebuilding trust, the centrality (and growing marginalization) of faculty academic leadership, the pernicious effects of inertia, the urgency of innovation and change, and the evidence of successful leadership and adaptation. Global forces have made success in higher education indispensable to almost all of the American people. Without compromising on quality, the nation needs substantially more widespread educational attainment. We are in a crisis; "business as usual" is entirely unacceptable. The New Balancing Act in the Business of Higher Education is a step beyond denial, toward essential change.' -- Paul E. Lingenfelter, State Higher Education Executive Officers, USTable of ContentsContents: Foreword Herbert M. Allison, Jr. INTRODUCTION 1. Walking the Financial Tightrope: Balancing Costs and Revenues with Commitment to Mission Robert L. Clark and Madeleine B. d’Ambrosio 2. American Higher Education: The New Balancing Act Stanley O. Ikenberry PART I: ENHANCING REVENUES AT COLLEGES AND UNIVERSITIES 3. Enhancing Institutional Revenues: Constraints, Possibilities and the Question of Values James C. Hearn 4. Higher Education: Meeting Today’s Challenges and Regaining the Public’s Trust William E. Kirwan 5. Negotiating a New Relationship with the State: The Virginia Experience David W. Breneman and H. Lane Kneedler 6. Money for Something – But What? David A. Longanecker 7. Regaining the Trust in Higher Education Benjamin F. Quillian PART II: CHANGING FACULTY EMPLOYMENT PRACTICES 8. The Changing Nature of the Faculty and Faculty Employment Practices Ronald G. Ehrenberg 9. The Faculty of Tomorrow’s Research Universities John Edward Sexton 10. Of Canaries, Storms and Dickens: Finding Balance for Faculty in Public Higher Education Kermit L. Hall and Robert W. Wagner 11. Socrates, Thoreau and the Status Quo Cathy A. Trower PART III: IMPLEMENTING CHANGE AT COLLEGES AND UNIVERSITIES 12. Institutional Change: The Why and the How Kenneth A. Shaw 13. Effecting Institutional Change through Innovative Capital Financing Michael F. Adams 14. Implementing Renewal and Change Robert H. Bruininks 15. Observations and Reflections on Organizational Change Allan R. Cohen Index

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Book SynopsisHigher education, especially that which is publicly funded, is under increasing scrutiny from politicians and the public as competition in this sector increases. Susanne Warning provides a comprehensive analysis of the strategic positioning of public universities as service providers in a competitive sector.The author develops two distinct theoretical approaches to the analysis of public universities. The first is the concept of strategic groups, originating in management theory. It implies that due to different returns on investment in teaching quality and research quality, heterogeneity will exist in the university sector. The second approach involves a three-stage duopoly game of competition between universities, and is underpinned by the industrial economics literature. Universities in this formal equilibrium model of differentiation position themselves in terms of teaching and research quality in order to attract students. Although the analysis is based on data for German publicly funded universities, however, the author's conclusions offer important insights for all countries where publicly funded universities play a role, particularly in the current climate of shifts towards more competitive university systems.With an exclusive combination of economic analysis and institutional data, this book will prove invaluable for anyone with a particular interest in the economics of higher education.Trade Review'. . . the book offers some interesting insights into the specific position of public universities within an increasingly differentiated higher education system. . . The book addresses interesting research questions with strong relevance to higher education policies.' -- Vincent Carpentier, London Review of Education'The ideas, arguments and the theoretical and empirical tools developed in this book will be useful for further research in the higher education sector not only in Germany but also in rest of the world. Hence, with an exclusive combination of economic analysis and institutional data, this book will prove invaluable for anyone with a particular interest in the area of economics of higher education.' -- Pradeep Kumar Choudhury, Journal of Educational Planning and Administration'A reader not only learns about Germany's system of higher education, but also is provoked into thinking about how product differentiation and strategic positioning increasingly affect the performance of colleges and universities worldwide.' -- John Siegfried, Vanderbilt University, USTable of ContentsContents: Preface 1. Introduction 2. German Higher Education – Facts and Figures 3. A Review of the Literature 4. Strategic Groups in Higher Education 5. A Model of Competition: Positioning in the University Sector 6. Performance of German Universities: A DEA Approach 7. Teaching and Research as Strategic Variables of German Universities 8. Concluding Remarks Bibliography Appendices Index

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Book SynopsisThe transfer of new, economically useful knowledge from universities to the regional economy has recently attracted the attention of academics, professionals and policymakers alike. This book focuses on three issues at the centre of current research: the geography of academic knowledge transfers, the mechanisms of these transfers with regard to academic entrepreneurship and graduate mobility, and policy experience in university-based regional economic development. The expert contributors provide state-of-the-art overviews of the field, reviewing and outlining important advancements in theory, empirics and policy analysis. Importantly, the book includes unique case studies of university-based development in three lagging regions of Asia, Europe and North America to illustrate individual experiences. This timely and highly original book will be warmly welcomed by academics, students and researchers focusing on regional science, the economics of innovation, economic growth and technological change. Policymakers involved with regional development and innovation will also find much to interest them in this book.Trade Review'. . . this book contains a number of excellent chapters worthwhile reading. Therefore we would like to warmly recommend it to scholars as well as to students with an interest in this promising research field.' -- Roland Andersson and Mats Wilhelmsson, Papers in Regional Science'This is a valuable book for those interested in understanding the university's interactions with national and regional economic life; and many of the ideas it presents are capable of further, and productive, development.' -- Paul Temple, London Review of Education'. . . the studies of these experienced and well-known authors highlight almost all of the important parts of the themes indicated by the title.' -- Acta OeconomicaTable of ContentsContents: 1. Introduction Attila Varga PART I: SETTING THE SCENE: ANALYTICAL FRAMEWORK AND KNOWLEDGE INVENTORY IN THEORY, EMPIRICS AND POLICY 2. What We Know and What We Don’t Know About the Regional Economic Impacts of Universities Harvey A. Goldstein 3. Jaffe-Feldman-Varga: The Search for Knowledge Spillovers Zoltán J. Ács 4. Detecting University-Industry Synergies: A Comparison of Two Approaches in Applied Cluster Analysis Edward Feser PART II: THE GEOGRAPHY OF ACADEMIC KNOWLEDGE TRANSFERS: RECENT DEVELOPMENTS 5. The Role of Higher Education and University R&D for Industrial R&D Location Martin Andersson, Urban Gråsjö and Charlie Karlsson 6. Internationalization and Regional Embedding of Scientific Research in the Netherlands Roderik Ponds, Frank van Oort and Koen Frenken 7. Academic Knowledge Transfers and the Structure of International Research Networks Attila Varga and Andrea Parag PART III: KNOWLEDGE TRANSFER MECHANISMS: ACADEMIC ENTREPRENEURSHIP AND GRADUATE MOBILITY 8. Academic Entrepreneurs: Critical Issues and Lessons for Europe Chiara Franzoni and Francesco Lissoni 9. Firm Formation and Economic Development: What Drives Academic Spin-offs to Success or Failure? Knut Koschatzky and Joachim Hemer 10. On the Economics of University Ranking Lists: Intuitive Remarks on Intuitive Comparisons Ádám Török 11. Product Differentiation or Spatial Monopoly? The Market Areas of Austrian Universities in Business Education Gunther Maier 12. Higher Education, Graduate Migration and Regional Dynamism in Great Britain Alessandra Faggian, Philip McCann and Stephen Sheppard PART IV: UNIVERSITY-BASED REGIONAL DEVELOPMENT: THE EXPERIENCE OF LAGGING AREAS IN ASIA, EUROPE AND NORTH AMERICA 13. Barriers Against the Transfer of Knowledge between Universities and Industry in Newly-Industrialised Countries: An Analysis of University-Industry Linkages in Thailand Daniel Schiller, Björn Mildahn and Javier Revilla Diez 14. Knowledge-based Local Economic Development for Enhancing Competitiveness in Lagging Areas of Europe: The Case of the University of Szeged Imre Lengyel 15. The Care and Feeding of High-growth Businesses in Rural Areas: The Role of Universities Hugh D. Sherman, William B. Lamb and Kevin Aspegren Index

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Book SynopsisEvery writing teacher needs a toolkit of good lesson plans and inspiring assignments. "The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing" is just such a practical resource, offering practical tools for both new and experienced teachers seeking to expand their professional repertoire. The Toolkit provides a collection of tried and tested methods and techniques for eliciting and working on students' writing in a college or university environment. Contributors from all over the world reflect on best practices for teaching writing and for generating writing assignments that help college or university students to learn and to express themselves with confidence, clarity, and originality and in a range of genres. Each contribution is written in a format specifying the theoretical and conceptual framework of the pedagogical activity, its purpose, audience, and intended outcomes. Contributors also describe the situations in which the activity has been tried, what the results have been, and how the activity has been modified accordingly. An important aspect of the descriptions is the contributors' reflections on the value of the activity and their recommendations for applying it for best results in the same and different types of contexts, such as for different types of institutions and audiences of students. Those who incorporate the practices of the Toolkit in their own teaching can therefore benefit from another practitioner's understanding and experience gained from refining an activity over time to enhance its effectiveness. College and university writing teachers can use and creatively adapt these activities to help their students improve their writing process, use writing as a mode of thought and reflection, master writing genres, and write effectively in their course assignments. The Toolkit is a resource for both novice and experienced writing teachers looking to try something different or new in their classes with a knowledge of a previous context in which it has been successful. By using the practical tools in "The College Writing Toolkit", college/university writing teachers can expand their repertoire while gaining experience that connects them to the practices of others in the field in the ongoing expansion and refinement of the tools of the writing trade.Table of ContentsIntroduction 1. Tools of the Trade: The College Writing Teacher in a New Age Pauline Burton and Martha C. Pennington Part 1. Writing from Personal Experience 2. The Personal Essay as a Tool to Teach Academic Writing Olivia Archibald, St. Martin's University (USA) 3. Snapshots of Our Literacies Michelle Cox, Bridgewater State College (USA) Katherine E. Tirabassi, Keene State College (USA) 4. Empowering Basic Writers Through This I BelieveA" Essays Molly Hurley Moran, University of Georgia (USA) 5. Local Heroes, Local Voices Pauline Burton 6. A Funny Thing Happened To Me: Introducing Oneself Through Humor Martha C. Pennington Part 2. Argumentation and Writing from Sources 7. The Delayed ThesisA" Essay: Enhancing Rhetorical Sensitivity by Exploring Doubts and Refutations Sara Pace, Lamar University (USA) 8. Literature-with-Exposition: A Critical Thinking and Writing Assignment Gita DasBender, Seton Hall University (USA) 9. Paraphrase Integration Task: Increasing Authenticity of Practice in Using Academic Sources Zuzana TomaA', University of Utah (USA) 10. Teaching Critique Writing: A Scaffolded Approach Nahla Nola Bacha, Lebanese American University (Lebanon) Part 3. Writing for Specific Contexts 11. Academic Discourse Community Mini-Ethnography Dan Melzer (California State University, Sacramento (USA) 12. Using Writing Across the Curriculum Exercises to Teach Critical Thinking and Writing Robert Smart, Quinnipiac University (USA) Suzanne Hudd, Quinnipiac University (USA) Andrew Delohery, Quinnipiac University (USA) 13. Writing the ProfessionalA": A Model for Teaching Project Management in a Writing Course Sky Marsen (Victoria University of Wellington (NZ) 14. Writing for an Authentic Audience Kate Kessler, James Madison University (USA) Part 4. Interactive and Self Assessment of Writing 15. The Write Path: Guiding Writers to Self-Reliance Lisa Nazarenko, University of Vienna (Austria) Gillian Schwarz, University of Vienna (Austria) 16. Conference-based Writing Assessment and Grading Robert T. Koch, Jr., University of North Alabama (USA) Part 5. Working With Technology in the Writing Class 17. Scavenger Hunt: A Model for Digital Composing Processes Sally Chandler, Kean University (USA) Mark Sutton, Kean University (USA) 18. Virtual Mediation: Audio-Enhanced Feedback for Student Writing Carter Winkle, Barry University (USA) 19. Academic Writing in the Foreign Language Class: Wikis and Chats at Work Ana Oskoz, University of Maryland, Baltimore County (USA) Idoia Elola, Texas Tech University (USA)

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Book SynopsisImprovement is fundamental to the competitiveness of networks and requires the participating firms to collaborate in identifying and introducing changes. This book presents collaborative strategic improvement as a cycle of activities in which firms in a network can engage together. Drawing on actual cases, authors link this cycle with disciplined action learning as a means of building upon experience generated through collaborative action. They describe how a network can learn from experience and deploy that learning in the marketplace. This unique book brings together the domains of operations management, organizational learning and action learning. From an operations management perspective, the work extends the established concept of strategic improvement in operations to the network within which firms collaborate to improve and to compete. From an action learning perspective, it draws on the emerging literature on network learning, re-frames the established concept of action learning as a learning mechanism and extends action learning into the network setting. Here, it values the inter-organizational insights that emerge through collaboration. Finally, the study articulates a philosophy and a framework for action learning research, extending the reach of action learning beyond practice to knowledge generation. Directed to researchers engaged in active intervention in improvement initiatives in organizations, this insightful book will prove to be a must-have resource. Also, it will appeal strongly to practitioners, including managers and action learning facilitators.Contents: 1. Overture; Part I: The Domains; Introduction to Part I; 2. Collaborative Strategic Improvement; 3. Learning in and Between Organizations; 4. Action Learning in and Between Organizations; 5. Intermission - The State of Our Understanding; Part II: Learning in Action; Introduction to Part II; 6. Collaborative Strategic Improvement Action Learning Programme Design; 7. Effecting Collaborative Operational Strategic Improvement in a Non-Contractual Setting; 8. Effecting Collaborative Operational Strategic Improvement in the Contractual Setting of an Extended Manufacturing Enterprise; Part III: Consolidation; Introduction to Part III; 9. Realizing Strategic Improvement; 10. Guidelines for Realizing Sustainable Strategic Improvement; 11. Action Learning Research in Inter-organizational Settings; 12. Finale; Appendices; Appendix I: National Action Learning Programme (NALP): Background and Overview; Appendix II: CO-IMPROVE: Background and Overview; Appendix III: Introductory Workshop on Action LearningTrade Review’Coughlan and Coghlan has advanced the field of action learning to an even higher and more powerful level in this great book. The authors provide clear guidance on how to strategically and systemically improve an organization through network action learning. The book is filled with examples of how a disciplined approach to action learning that both learning and action focused, with cognitive, structural and procedural dimensions, can lead to successful learning organizations.’ -- Michael Marquardt, George Washington UniversityTable of ContentsContents: 1. Overture Part I: The Domains 2. Collaborative Strategic Improvement 3. Learning in and Between Organizations 4. Action Learning in and Between Organizations 5. Intermission: The State of Our Understanding Part II: Learning in Action 6. Collaborative Strategic Improvement Action Learning Programme Design 7. Effecting Collaborative Operational Strategic Improvement through Network Action Learning in a Non-Contractual Setting 8. Effecting Collaborative Strategic Improvement in the Contractual Setting of an Extended Manufacturing Enterprise Part III: Consolidation 9. Realizing Sustainable Strategic Improvement 10. Guidelines for Realizing Sustainable Strategic Improvement 11. Action Learning Research in Inter-organizational Settings 12. Finale References Appendices Index

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Book SynopsisAlthough the role of universities in the knowledge society is increasingly significant, there remains a severe lack of systematic quantitative evidence at the micro-level, with virtually all policy discussion based on country level statistics or case studies. This book redresses the balance by examining original data from universities in six European countries - Italy, Norway, Portugal, Spain, Switzerland and the UK. The authors provide micro-based evidence on the evolution of the strategic profile of universities in terms of scientific research, contract research, education and the third mission. The result is a highly innovative book that combines detailed national case studies and comparative institutional analyses with state-of-the-art quantitative techniques.Applying for the first time new generations of nonparametric efficiency measures on a large scale, Universities and Strategic Knowledge Creation will be of great interest to researchers and postgraduate students in higher education, economics of science and technology, and innovation studies. It will also appeal to policymakers and administrators in governments, ministries and universities.Trade Review'. . . my opinion is that this book not only presents a wide and complete report of an extensive research effort, but also opens new directions for future research advancements in this field, that is very relevant both from theoretical considerations and policy-making implications.' -- Education Economics'This book is the first work that brings together comprehensive evidence on research and education activities conducted in European universities. The volume is both timely (current discussion on the European Research Area is based on very poor quality comparative evidence) and important for scholars, practitioners, policymakers and students. It provides a critical assessment of the availability and use of input-output data and indicators to measure and map European higher education systems. At a time when universities are being asked to play an increasing number of roles, this book represents a foundation on which scholars and policymakers can start to develop the harmonised statistical infrastructure needed to evaluate, assess and support European universities in their changing roles.' -- Aldo Geuna, University of Sussex, UKTable of ContentsContents: PART I: INTRODUCTION 1. Theoretical Perspectives on University Strategy Andrea Bonaccorsi and Cinzia Daraio 2. Universities as Strategic Knowledge Creators: Some Preliminary Evidence Andrea Bonaccorsi and Cinzia Daraio PART II: TRANSVERSAL TOPICS 3. Changing Models and Patterns of Higher Education Funding: Some Empirical Evidence Benedetto Lepori, Martin Benninghoff, Ben Jongbloed, Carlo Salerno and Stig Slipersæter 4. The Third Mission and the Entrepreneurial University Model Magnus Gulbrandsen and Stig Slipersæter 5. Efficiency and Productivity in European Universities: Exploring Trade-offs in the Strategic Profile Andrea Bonaccorsi, Cinzia Daraio and Léopold Simar PART III: NATIONAL PATTERNS 6. Patterns of Diversity in the Swiss Higher Education System Benedetto Lepori 7. University Autonomy and Structural Constraints in the Italian System Andrea Bonaccorsi and Cinzia Daraio 8. Cost Structure, Economies of Capacity Utilization and Scope in Swiss Higher Education Institutions Massimo Filippini and Benedetto Lepori 9. The UK Knowledge Production Function Gustavo Crespi 10. The Portuguese Public University System: On the Road to Improvement? Pedro Teixeira, Margarida F. Cardoso, Cláudia S. Sarrico and Maria João Rosa 11. Expansion and Reorganization in the Spanish Higher Education System Adela García-Aracil PART IV: METHODOLOGICAL ISSUES, TOOLS AND DATA PLATFORM 12. Indicators for the Analysis of Higher Education Systems: Some Methodological Reflections Andrea Bonaccorsi, Cinzia Daraio and Benedetto Lepori 13. Variables for Analysing Higher Education Institutions in Europe Stig Slipersæter 14. The University Benchmarker: An Interactive Computer Approach Peter Bogetoft, Harold O. Fried and Philippe Vanden Eeckaut Index

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Book SynopsisThe volume, part of the TIAA-CREF Institute Series on Higher Education, is based on a national conference, Transformational Change in Higher Education: Positioning Your Institution for Future Success, which was convened by the TIAA-CREF Institute in November 2006. This unique volume discusses the management of transformational change in higher education as a key element of success. With input from researchers, presidents, provosts, and other senior leaders of the higher education community, this edited volume explores transformational change in a range of institutions from small teaching and community colleges to large comprehensive research universities. The role of entrepreneurial leaders and their interactions with trustees, policymakers and the public, are discussed, as are strategic issues such as financing college and university operations and student access, as related to pricing. The editors maintain that managing change in these areas impacts both an institution's balance sheet and ultimate success in realizing its vision.In this book, higher education presidents, chancellors, provosts, CFOs and governing boards will find new and actionable information to enhance decision-making and inform strategic planning. Association leadership will be provided with a deeper understanding of the challenges faced by their membership - and possible responses. Researchers and practitioners in education, public policy, business, management and entrepreneurship interested in the business of higher education will find much of value.Trade Review'This is a compelling and important text that presents both the complexity and the barriers confronting higher education in this global moment. Solutions will prize innovation, resilient leadership unifying diverse campus subcultures, and most certainly intellectual and academic integrity. This text begins to outline the new agenda.' -- Richard Guarasci, Wagner College, US'In Transformational Change in Higher Education, the TIAA-CREF Institute has brought together some of today's best minds to address the issues that every educational leader and policy maker should be thinking about. The topics range from financing - to competition - to financial aid - to costs and pricing - to faculty turnover - to accountability - to the roles presidents and boards must play. Lessons in transformation are provided by respected leaders from all segments of higher education.' -- George R. Boggs, American Association of Community Colleges, US'This is essential reading for everyone who cares about the future of higher education and is a priceless reference for those who are its leaders. The conversations not only cover each issue from a national perspective but also consider the specific strategies that have been employed by individual institutions to address it. Thus the volume is at the same time both reflective and practical.' -- Sharon P. Smith, University of Pittsburgh at Greensburg, US'This volume delves into the financing of institutional operations with entrepreneurial leaders and is a useful addition to any university administrator's reading list if they are struggling with modern financial challenges.' -- David W. Pershing, University of Utah, USTable of ContentsContents: Foreword Herbert M. Allison Jr. Introduction Ronald G. Ehrenberg and Madeleine B. d’Ambrosio 1. Balancing the Challenges of Today with the Promise of Tomorrow: A Presidential Perspective F. King Alexander 2. Strengthening the Academic Presidency: Recommendations for Presidents and Governing Boards Robert M. O’Neil 3. Aligning Institutional Vision with Policymakers’ and the Public’s Interest Patrick M. Callan 4. Financing Institutional Operations: The Entrepreneurial Leader James C. Hearn 5. Changing Student Access Through Strategic Pricing Initiatives Donald E. Heller 6. Perspectives on Transformational Change from the TIAA-CREFF Experience Herbert M. Allison Jr. Index

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Book SynopsisThese essays offer fresh insights on the question of the paucity of women in higher education and together form a thoughtful and contemporary response to Lawrence Summers and the 'Woman Question' in the twenty-first century.This uniquely interdisciplinary study offers a provocative, contemporary look at the 'Woman Question' in relation to higher education at the dawn of the twenty-first century. Leading feminist scholars from a wide variety of perspectives and disciplines — including history, philosophy, education, psychology, sociology, and economics — evaluate the role of biology, discrimination, and choice in rationalizing women's exclusion from fully participating in the process of knowledge production, as well as examining institutional impediments. Contextualizing arguments against women's inclusion and including contemporary perspectives on gender, this book offers a rich, multi-layered examination and critical insights into understanding the near universal difficulties that women encounter as they seek to participate fully in the process of knowledge production.This book addresses one of the most compelling topics of our time and speaks to our need to understand the long struggle of women to gain an authoritative voice in higher education and the factors that underlie that struggle. Scholars and researchers of women's studies, higher education, and a range of humanities and social sciences will find this book a welcome addition to the literature.Trade Review'The interdisciplinary mix of sharp commentary and scholarship has the potential to invigorate and reawaken debate on why women aren't advancing faster in academia and the role of theoretical, social, and institutional bias in perpetuating this inequity. . . Undergraduate and graduate students of educational and workplace inequality, women's studies, and neoclassical theory will benefit from engaging in the dialogues raised in this book.' -- Lois Joy, Feminist Economics'. . . this book offers a contribution to debates and is a timely reminder that the "woman question" remains a compelling issue. The critical insights offered by scholars from across the disciplines of history, philosophy, psychology, sociology and economics is a unique aspect of this text. This is a thoughtful and scholarly contribution to the knowledge base.' -- Tanya Fitzgerald, Journal of Educational Administration and History'Detractors will find all the supporting data that they might fear to see, as the authors have done their homework/housework and it is spotless. The opening statement of the acknowledgements can stand for the remainder of us - that in encouraging our academic interests, as a stimulus to creative energy, in making us laugh and in reminding us to hold on to that which we value most for women (and men) in higher education, there cannot be much improvement on this book.' -- Julia Swindells, Times Higher Education'. . . a particularly readable and interesting set of complementary essays.' -- Education EconomicsTable of ContentsContents: Foreword Alice Kessler-Harris Introduction Ann Mari May PART I 1. The Body in the Library Helen Lefkowitz Horowitz 2. Gender, Biology, and the Incontrovertible Logic of Choice Ann Mari May 3. Gender, Professional Knowledge, and Institutional Power: Women Social Scientists and the Research University Mary Ann Dzuback PART II 4. The Missing Women in Higher Education: A Case Study of Culture Crossing Jane Roland Martin 5. Women in Science – and Elsewhere Virginia Valian 6. Are Smart Men Smarter than Smart Women? The Epistemology of Ignorance, Women, and the Production of Knowledge Carla Fehr PART III 7. Re-framing the Discussion: How White Male Supremacy Continues to Obscure the Reality of Gender in Higher Education Elizabeth Higginbotham 8. The Faculty Time Divide Jerry A. Jacobs References Index

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Book SynopsisThis Handbook explores the current state of university-wide entrepreneurship education programs and provides a comprehensive reference guide for the planning and implementation of an entrepreneurship curriculum beyond the business school environment. A variety of authors spanning five countries and multiple disciplines discuss the opportunities and universal challenges in extending entrepreneurship education to the sciences, performing arts, social sciences, humanities, and liberal arts environments. The Handbook is designed to assist educators in developing new programs and pedagogical approaches based upon the previous experiences of others who have forged this exciting new path.Sections of the Handbook are devoted to philosophies and theory that provide a legitimate intellectual foundation for the fusion of entrepreneurship education with other traditional disciplines of the university, the politics and process of implementing entrepreneurship initiatives outside business schools, and examples of approaches to implementing entrepreneurship education outside business schools. The book identifies expected problems and solutions for new entrepreneurship curriculum development. It offers theory on education pedagogy that is critical to addressing concerns of non-business educators, and provides examples of successful efforts in a variety of non-business departments.Entrepreneurship faculty across disciplines and graduate students seeking ways to broaden involvement in entrepreneurship curriculum will find this volume invaluable, as will school administrators both in business and in the arts and sciences.Trade Review'. . . this Handbook is inspiring. It is designed to assist educators in developing new programmes and pedagogical approaches based upon the previous experiences of others who have forged this exciting new path. I recommend it highly for the inspired as well as for the disillusioned entrepreneurship educator.' -- Howard H. Frederick, Journal of Educational Administration and HistoryTable of ContentsContents: 1. Legitimacy Across the University: Yet Another Entrepreneurial Challenge G. Page West III, Elizabeth J. Gatewood, Kelly G. Shaver PART I: PHILOSOPHY AND THEORY 2. From Commerce to Culture: Entrepreneurship in the Mainstream William Scott Green 3. Advancing the Authentic: Intellectual Entrepreneurship and the Role of the Business School in Fine Arts Entrepreneurship Curriculum Design Gary D. Beckman and Richard A. Cherwitz 4. The Microfoundations of Entrepreneurial Learning and … Education: The Experiential Essence of Entrepreneurial Cognition Norris F. Krueger, Jr 5. Entrepreneurship as a Liberal Art Jerry Gustafson PART II: PLANNING AND IMPLEMENTATION 6. Academic Entrepreneurship: Possibilities and Pitfalls Anthony Mendes and Cynthia Kehoe 7. Entrepreneurship Education: Meeting the Skills Needs of Graduates in Ireland Briga Hynes, Michele O’Dwyer and Naomi Birdthistle 8. Building an Entrepreneurial University: A Case Study Using a New Venture Development Approach K. Mark Weaver, Robert D’Intino, DeMond Miller and Edward J. Schoen 9. Teaching Entrepreneurship Through Science-Oriented Teams and Projects: Three Case Studies Jed C. Macosko, A. Daniel Johnson and Sarah M. Yocum PART III: INTERSECTIONS AND PRACTICE 10. Balsamic Vinaigrette: Entrepreneurship in the Arts and Sciences Kelly G. Shaver 11. Interdisciplinarity in Cross-Campus Entrepreneurship Education Frank Janssen, Valérie Eeckhout, Benoît Gailly and Sophie Bacq 12. Lights, Camera, Action: Advancing Liberal Arts Values…Entrepreneurially Lynnette Claire 13. Entrepreneurship Simulation Game Seminars: Perceived Learning Effects on Natural Science, Liberal Arts and Business School Students Christian Lendner and Jutta Huebscher 14. Intersecting Entrepreneurship and Law: An Experiential Learning Exchange Matthew M. Mars and Sherry Hoskinson 15. Assessing the Impact of Entrepreneurship Education: A Methodology and Three Experiments from French Engineering Schools Alain Fayolle and Benoît Gailly 16. Leadership Studies, Civic Engagement and Entrepreneurship: Exploring Synergies on the Practical Side of Liberal Education Samuel M. Hines, Jr. Index

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Book SynopsisRoger King examines how universities, as increasingly autonomous organizations, are subject to forms of global governance that rely particularly on private and peer-processes rather than legal command and compliance.The book explores the growing influence of global regulatory governance - governmental and private - on universities and national higher education systems. It considers processes of purposeful standardization, normative internalization and markets as solutions for coordination and collective action problems, as well as hierarchical command. A range of university systems, world models and organizations, particularly those associated with Europe and the OECD are examined, with particular emphasis on the growth of national and global league tables and similar rankings of higher education institutions as a form of regulation. Governance globally is found to operate through 'steerage', networks, deliberation and communities of the knowledgeable and the expert.The comprehensive coverage of global university governance includes conceptual, theoretical and empirical analyses that will be invaluable to higher education researchers and students, and to public policy academics, students and practitioners. Global governance analysts, global business and management postgraduates, as well as regulation theorists and practitioners will also find this book to be of great interest.Trade Review‘Governing Universities Globally demonstrates a range of pressures, normative internationalisation, powerful networked concepts and "soft" regulation which do more to shape our higher education system than the professionals who work in the system realise. So this is a timely book. . . We should be grateful to Professor King for showing us that there is so powerful an alternative source of policy drivers for the higher education system than simply being left to our own devices.' -- Michael Shattock, London Review of Education'Governing Universities Globally provides a comprehensive account of higher education in the world today and successfully demonstrates how the study of universities now needs to acknowledge to the global environment.' -- Andrew Steven Gunn, Political StudiesTable of ContentsContents: Introduction Part I: Globalization and Regulatory Governance 1. Universities in the Globalizing World 2. World Models of University Governance 3. Global Regulatory Governance 4. Transnational Governance in Higher Education Systems: Europe and the OECD Part II: Standards, Models and Rankings 5. University League Tables 6. The Impact of Rankings on Institutional Behaviour and Policies 7. Global Rankings and Regulating the World-class University 8. Conclusion: Global Regulatory Futures Bibliography Index

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Book SynopsisThis timely and important book provides a critical analysis of the changes and challenges that currently affect European universities. Using both theoretical contributions and applied case studies, leading experts argue that universities as institutions are in need of change - although the routes that the process may take are heterogeneous. The authors debate whether the reform of universities suffers from the undue influence of generalisations that do not stand up to scrutiny. It is simply too narrow to focus on strategies such as imitating a 'university model', hoping that best practices will solve the inefficiencies of the organisation as a whole, or relying on the presence of few external individuals on the universities' board to save the difficult relationships between the university and the surrounding economy and society. These ideas ignore the diversity of universities geographically and historically. Above all, they underestimate the power that such diversity holds in making universities survive across centuries. Researchers with an interest in university reform will appreciate this important contribution to the debate, whilst policymakers and university administrators will find this book invaluable in understanding the changes and problems facing European universities and gaining insights on possible solutions.Trade Review'This attractively presented edited collection is a welcome analysis of issues facing universities. It consists of 14 chapters by experts who work in university management and economics' departments. . . this is an excellent collection. Its value stems from the fact that it enables comparisons to be made and to see that globally the traditional university system is being seriously challenged. The authors in this collection provide a range of perspectives on how the universities in their various locations can begin to respond to these challenges.' -- Anthony Potts, Journal of Educational Administration and History'The future of the university, this old European institution, is of utmost interest not only to university students and teachers, but to whole societies; not only in Europe, but in the whole world, as the institution has become global. Nobody can predict it, but the editors of this volume were able to ask incisive questions and collected thoughtful and provocative answers, which can contribute to the debate on the fate of universities in a significant way.' -- Barbara Czarniawska, University of Gothenburg, Sweden'While acknowledging the value of better university management, this book resists the idea that an externally imposed standardization and a more homogenous European system of higher education adds up to a desiderata. On the contrary the book editors argue that the persistence of the university and its survival in the future is aided by differences between universities. European Universities in Transition is must reading for students of higher education reform.' -- Francisco O. Ramirez, Stanford University, USTable of ContentsContents: Foreword: University Reform – A Prerequisite for Success of Knowledge-based Economy? Kari Raivio Introduction: Found In Translation? The Persistence of the University as Institution Carmelo Mazza, Paolo Quattrone and Angelo Riccaboni PART I: ISSUES 1. University Reforms: The Tension between Form and Substance Nigel Thrift 2. Minerva and the Media: Universities Protecting and Promoting Themselves Lars Engwall 3. PhD Education – Challenges and Opportunities of Europeanization Marie-Laure Djelic 4. The Role of Business Schools in the Process of University Reform Anthony G. Hopwood PART II: MODELS 5. Bologna and Business Education: Far from a Model, Just a Process for a While… Nicolas Mottis 6. New Modes of Governance: The Re-Regulation of European Higher Education and Research Tina Hedmo, Linda Wedlin 7. Combining the Production and the Valorization of Academic Research: A Qualitative Investigation of Enacted Mechanisms Julie Callaert, Bart Van Looy, Dominique Foray and Koenraad Debackere 8. The University is not an Institute of Technology Gilles Van Wijk PART III: CASES i) Governance and Performance Measurement 9. Australian Higher Education Transformed: From Central Coordination to Control Suzanne Ryan, James Guthrie and Ruth Neumann 10. Managing Modernization: Introducing Performance Management in British Universities Tom Keenoy and Michael I. Reed 11. Higher Education Governance, Leadership and Management Reform: Systemic Corporate Governance Reform at City University, London Ian Creagh and Richard Verrall 12. The Structure and Significance of the Italian Research Assessment Exercise (VTR) Eliana Minelli, Gianfranco Rebora and Matteo Turri ii) Innovation and Regional Economies 13. Education and Training for Innovation in SMEs: A Tale of Exploitation Stuart Macdonald, Pat Anderson and Dimitris Assimakopoulos 14. European and Regional Disparities in Human Capital: The Case of Italy Paolo Emilio Signorini Afterword Pasquale Gagliardi Index

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Book SynopsisThis volume, part of the TIAA-CREF Institute Series on Higher Education, is based on a national conference convened by the Institute in November 2007. The generational issues that were the focus of the conference raise both risks and opportunities with the potential to profoundly affect our cultural environment, both inside and outside academe. Baby Boomers, in their roles as students, parents, professors and administrators, transformed the American higher education system. As Boomers near retirement, Generation X and the Millennials are building on those contributions and making their own impacts. This volume sheds light on a current front-burner issue in higher education: managing the melding of generations, each with its unique needs and approaches to teaching and learning. The result of discussions among presidents, provosts, and other senior-level leaders from the higher education community, as well as the scholarship of leading academics, this lucid and engaging volume addresses intergenerational shifts and their wide-ranging implications for higher education including relevant risks and opportunities for consideration by campus leaders.The type of institution represented in these discussions ranges from small teaching-focused institutions to community colleges and large comprehensive research institutions. The authors offer senior leadership a deeper understanding of these generational challenges and opportunities and provide them with new and actionable information to enhance decision-making and inform strategic planning. They offer scholars new research questions to examine and provide insights to enhance effective reporting on higher education issues. Higher education presidents, chancellors, provosts, CFOs, faculty, researchers and policymakers will find this volume to be of significant value.Trade Review'. . . this is an impressive volume with a great deal of information about generational shifts in higher education and the policies and procedures needed to support the next generation of students, administrators, and faculty. It is a helpful resource for administrators who are interested in examining intergenerational best practices on their campuses and can serve as a springboard for conversations about the importance of programs, services, and HR benefits to support both students and faculty of different generations.' -- Reynol Junco, Review of Higher Education'This volume works because it has caught a theme about which the consensus is that is it both important and insufficiently understood.' -- David Watson, London Review of Education'This is a fascinating book.' -- Higher Education Review'The Baby Boom generation did much to drive the transformation of American higher education that occurred in the 1960s. That extraordinary impact has invited many to think about how succeeding generations have challenged and will continue to challenge the assumptions and practices of educational institutions. This volume explores the significance of this "generational perspective" through observations from a variety of practitioners and observers of higher education. With stances ranging from unbridled enthusiasm to measured skepticism about the significance of generational change, these authors are sure to provide new insights to any thoughtful reader.' -- Michael S. McPherson, President, The Spencer Foundation, USTable of ContentsContents: Foreword Herbert M. Allison, Jr. Introduction Donald E. Heller 1. Generations of Americans: A Big Picture Look at the Future of Higher Education Neil Howe, William Strauss and Reena Nadler 2. Perspectives from the Presidency D. Bruce Johnstone 3. Generation X: Redefining the Norms of the Academy Ronald G. Ehrenberg 4. Young Faculty and their Impact on Academe Cathy A. Trower 5. The Impact of the Millennials on Higher Education Donald W. Harward 6. Attracting and Retaining Students: Challenges and Opportunities for Today and Tomorrow Kenneth E. Redd 7. Recruiting and Retaining the Next Generation of College Faculty: Negotiating the New Playing Field Martin Finkelstein 8. Baby Boomers Carol A. Cartwright 9. The ‘Boom’ Heard Round the Campus: How the Retirement of the Baby Boomers Will Affect Colleges and Universities Karen Steinberg, Phyllis Snyder and Rebecca Klein-Collins 10. As Baby Boomers Retire Valerie Martin Conley 11. Generational Impacts – The Views of Symposium Participants Mark Heckler, Virginia Michelich, and Teresa A. Sullivan 12. Public Policy Reform and Expanding Societal Expectations F. King Alexander Index

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Book SynopsisThis book advances our understanding of university spin-off creation and development in environments outside the high-tech clusters of the US. While there has been substantial university spin-off activity internationally in recent years, a number of major aspects are little understood. The authors argue that the nature of universities is changing as reduced public funding reflects a public debate on their role in society. An important aspect of this international phenomenon is an increased emphasis on the commercialization of university research and on academic entrepreneurship. These new ventures therefore involve the spinning-off of technology and knowledge generated by universities. The authors adopt a multi-level approach in their examination of university spin-offs. European case studies are specifically selected to reflect the diversity of the institutional environment. In particular, units of analysis involving universities, technology transfer offices, spin-off firms, finance providers and individual entrepreneurs and teams are extensively analysed in quantitative and qualitative studies. To conclude, policy implications for the future successful development of spin-offs are identified.This fascinating book will appeal to a wide-ranging audience including academics, policy makers, researchers and practitioners with an interest in academic entrepreneurship and university spin-offs, and, more generally, in business and management and entrepreneurship.Trade Review'The structure of the book and the organisation of material within chapters are well thought out with the authors skilfully weaving empirical material from diverse sources into an easily readable holistic account of the university spin-off phenomenon. . . Many of the lessons learned and conclusions drawn from this work are applicable to academic entrepreneurs in whichever faculty or subject area they work.' -- David Woollard, International Journal of Entrepreneurial Behaviour and Research'This timely book fills a gap in the knowledge market. . . The authors should be applauded for taking the time to write and share their knowledge with us. This book will be welcomed by practising researchers. . . It will also be welcomed by busy lecturers, policymakers, students and chief executive officers.' -- Robert Smith, Entrepreneurship and InnovationTable of ContentsContents: Preface 1. Introduction 2. Public Policies to Foster Academic Spin-Offs 3. Types of Spin-Offs 4. Processes at the Institutional Level: Incubation Models 5. Processes at the Firm Level: Phases and Models of Development 6. Entrepreneurial Teams in Spin-Offs 7. Financial Constraints and Access to Finance 8: Conclusions and Policy Implications References Index

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Book SynopsisThis book demonstrates that universities are subject to fundamental change, evolving from science-based, monodisciplinary institutions into transfunctional, 'international know-how hubs' named 'third generation universities' or 3GUs. J.G. Wissema explores the combination of forces that propel this dramatic change, tracing the historic development of universities, and exploring the technology-based enterprises, technostarters and financiers for start-ups and young enterprises that are the main partners of these 3GUs. He goes on to illustrate that universities play a new role as incubators of new science- or technology-based enterprises and take an active role in the exploitation of the knowledge they create. The book concludes with suggestions regarding the way in which changes in the university's mission should be reflected in subsequent organisational changes.Offering practical advice on the route forward for universities, and elucidating the role of education in entrepreneurship, this unique book will prove invaluable to academics and practitioners who seek to implement and facilitate changes for 3GU status. It will also appeal to students and researchers with an interest in business and management, education, entrepreneurship and public policy on education.Trade Review'The book is very well-structured. . . [It] provides a timely contribution to a conversation with a long history, and debates over the nature and purpose of the university seem certain to figure prominently in educational discourse for many years to come.' -- Peter Roberts, Journal of Educational Administrative and History'Drawing from experience as a professor in innovation and entrepreneurship and as a consultant to universities, Wissema offers deep insights into management of the modern universities. The book is well-written and all those university administrators who wish to transform their universities into entrepreneurial universities would find the book very useful.' -- Jandhyala B.G. Tilak, Journal of Educational Planning and Administration'In Central and Eastern Europe, universities are struggling to adapt to the new economic and institutional situations. The concept of the Third Generation University is powerful in giving direction. In addition, the book offers much practical advice, taken from the author's experience as a consultant to universities.' -- Marjan Bojadzhiev, University American College Skopje, Macedonia'Although the quality of university management makes or breaks the effectiveness and efficiency of a university, most university managers come unprepared to the job while only few books and courses in the subject are available. This book offers, amongst other things, welcome insights into the issue of university management. In Wageningen, the concept of the Third Generation University has proven to be inspiring, challenging and operational. It enabled us to develop science for Impact for a variety of new stakeholders.' -- M. Kropff, Wageningen University and Research Centre, the NetherlandsTable of ContentsContents: Introduction Part I: Towards the Third Generation University 1. From the Medieval and Humboldt University to the Third Generation University 2. Contours of the Third Generation University 3. Two Case Studies Part II: Know-How Creation and Exploitation 4. Creation of Knowledge and Value in Industry 5. Technostarters 6. Financing Technostarters and Spinouts Part III: Organising the Third Generation University 7. Organisational Structure and Management Style 8. The Know-How Commercialisation Function 9. Implementation and Assessment of 3GU Appendices Bibliography Index

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Book SynopsisThese essays offer fresh insights on the question of the paucity of women in higher education and together form a thoughtful and contemporary response to Lawrence Summers and the 'Woman Question' in the twenty-first century.This uniquely interdisciplinary study offers a provocative, contemporary look at the 'Woman Question' in relation to higher education at the dawn of the twenty-first century. Leading feminist scholars from a wide variety of perspectives and disciplines — including history, philosophy, education, psychology, sociology, and economics — evaluate the role of biology, discrimination, and choice in rationalizing women's exclusion from fully participating in the process of knowledge production, as well as examining institutional impediments. Contextualizing arguments against women's inclusion and including contemporary perspectives on gender, this book offers a rich, multi-layered examination and critical insights into understanding the near universal difficulties that women encounter as they seek to participate fully in the process of knowledge production.This book addresses one of the most compelling topics of our time and speaks to our need to understand the long struggle of women to gain an authoritative voice in higher education and the factors that underlie that struggle. Scholars and researchers of women's studies, higher education, and a range of humanities and social sciences will find this book a welcome addition to the literature.Trade Review'The interdisciplinary mix of sharp commentary and scholarship has the potential to invigorate and reawaken debate on why women aren't advancing faster in academia and the role of theoretical, social, and institutional bias in perpetuating this inequity. . . Undergraduate and graduate students of educational and workplace inequality, women's studies, and neoclassical theory will benefit from engaging in the dialogues raised in this book.' -- Lois Joy, Feminist Economics'. . . this book offers a contribution to debates and is a timely reminder that the "woman question" remains a compelling issue. The critical insights offered by scholars from across the disciplines of history, philosophy, psychology, sociology and economics is a unique aspect of this text. This is a thoughtful and scholarly contribution to the knowledge base.' -- Tanya Fitzgerald, Journal of Educational Administration and History'Detractors will find all the supporting data that they might fear to see, as the authors have done their homework/housework and it is spotless. The opening statement of the acknowledgements can stand for the remainder of us - that in encouraging our academic interests, as a stimulus to creative energy, in making us laugh and in reminding us to hold on to that which we value most for women (and men) in higher education, there cannot be much improvement on this book.' -- Julia Swindells, Times Higher Education'. . . a particularly readable and interesting set of complementary essays.' -- Education EconomicsTable of ContentsContents: Foreword Alice Kessler-Harris Introduction Ann Mari May PART I 1. The Body in the Library Helen Lefkowitz Horowitz 2. Gender, Biology, and the Incontrovertible Logic of Choice Ann Mari May 3. Gender, Professional Knowledge, and Institutional Power: Women Social Scientists and the Research University Mary Ann Dzuback PART II 4. The Missing Women in Higher Education: A Case Study of Culture Crossing Jane Roland Martin 5. Women in Science – and Elsewhere Virginia Valian 6. Are Smart Men Smarter than Smart Women? The Epistemology of Ignorance, Women, and the Production of Knowledge Carla Fehr PART III 7. Re-framing the Discussion: How White Male Supremacy Continues to Obscure the Reality of Gender in Higher Education Elizabeth Higginbotham 8. The Faculty Time Divide Jerry A. Jacobs References Index

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Book SynopsisThe economics major is a central part of a college education. But is that economics major doing what it is meant to do? And if not, how should it be changed? This book raises a set of provocative questions that encourage readers to look at the economics major in a different light than it is typically considered and provides a series of recommendations for change.Responding to a Teagle Foundation initiative on the role of majors in higher education, the contributors - eminent economists and administrators - consider the relationship between the goals and objectives of the economics major and those of a liberal education. They address questions such as: What is the appropriate training for a person who will be teaching in a liberal arts school? What incentives would motivate the creation of institutional value through teaching and not simply research? They also explore whether the disciplinary nature of undergraduate education is squeezing out the 'big-think' questions, and replacing them with 'little-think' questions, and whether we should change graduate training of economists to better prepare them to be teachers, rather than researchers. Providing a stimulating discussion of the economics major by many of the leaders in US economic education, this book will prove a thought provoking read for those with a special interest in economics and economics education, particularly academics, lecturers, course administrators, students and researchers.Trade Review'The volume, full of thoughtful ideas by academic economists and administrators, is the outgrowth of a 2006 Teagle Foundation grant to help enrich undergraduate education. . . I recommend that this book be shared among colleagues in undergraduate liberal arts colleges with economics majors to initiate or further discussions on the appropriate goals and objectives of the major vis-a-vis liberal education. Doctoral and Master's comprehensive universities with undergraduate economics majors and accredited business schools would still find the discussions in Educating Economists useful in thinking creatively about appropriate undergraduate and graduate economics skills and content, especially to train future undergraduate professors.' -- Deborah M. Figart, Eastern Economic Journal'This volume is an excellent outcome of an American Economic Association Committee for Economic Education project aimed at advancing the teaching of economics within a liberal arts context. Dave Colander and KimMarie McGoldrick assembled a most able panel of contributors for this effort that includes dialogue on what should be taught, how it should be taught, and how that teaching and learning should be assessed and rewarded. To the editors' credit, they have not attempted to dictate policy but to stimulate debate on the topics. This volume is a must read for anyone seriously interested in the teaching of economics at the tertiary level.' -- William E. Becker, Indiana University, Bloomington, USTable of ContentsContents: Preface Michael Watts Introduction: A Discussion, Not a Report David Colander and KimMarie McGoldrick PART I: THE TEAGLE REPORT 1. The Teagle Foundation Report: The Economics Major as Part of a Liberal Education David Colander and KimMarie McGoldrick PART II: CHALLENGING THE CONTENT: WHAT DO WE TEACH? 2. Teaching Students to ‘Think About the Economy’ Joseph Persky 3. The Economics Major as Illiberal Education Stephen A. Marglin 4. Moral Reasoning in Economics Jonathan B. Wight 5. Thinking for Yourself, Like an Economist Robert F. Garnett 6. Teaching Economics Students as if they are Geniuses James Wible 7. The Role for Depth in a Liberal Education Benjamin M. Friedman PART III: CHANGING THE WAY WE TEACH ECONOMICS 8. Using Pedagogical Change to Improve Student Learning in the Economics Major Scott Simkins and Mark Maier 9. Providing Incentives for Change: Evaluating Teaching Ann L. Owen 10. Reflections on Introductory Course Structures Paul W. Grimes 11. Economics and Liberal Education: Why, Where, and How Michael K. Salemi 12. Reinvigorating Liberal Education with an Expected Proficiencies Approach to the Academic Major W. Lee Hansen PART IV: STRUCTURAL PROBLEMS AND THE INTERDISCIPLINARY NATURE OF ECONOMICS 13. The Integrative Nature of the Economics Major Jessica Holmes 14. The Availability of Interdisciplinary Economics Educators and the Actions of Deans: Explaining the Small Contribution of Economics to a Liberal Education Arthur H. Goldsmith 15. The Economics Major at a Crossroads David Kennett 16. Crafting the Economics Major as an Exercise in Property Rights Neil T. Skaggs 17. Preserving Liberal Arts Education: A Futile Endeavor Brendan O’Flaherty PART V: VIEWS FROM THE ADMINISTRATION 18. Good Researchers Make Good Teachers Catharine Hill 19. Overstating the Challenges, Underestimating the Solutions George Daly 20. How the Shifting Landscape Affects our Students David W. Breneman 21. The Role of Incentives (and Culture) in Rebalancing the Economics Major Bradley W. Bateman PART VI: VIEWS FROM THE STUDENTS 22. What Economics Majors Think of the Economics Major Steven Jones, Eric Hoest, Richie Fuld, Mahesh Dahal and David Colander PART VII: CONCLUSION 23. Really Thinking Like an Economist John J. Siegfried References Index

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Book SynopsisThe economics major is a central part of a college education. But is that economics major doing what it is meant to do? And if not, how should it be changed? This book raises a set of provocative questions that encourage readers to look at the economics major in a different light than it is typically considered and provides a series of recommendations for change.Responding to a Teagle Foundation initiative on the role of majors in higher education, the contributors - eminent economists and administrators - consider the relationship between the goals and objectives of the economics major and those of a liberal education. They address questions such as: What is the appropriate training for a person who will be teaching in a liberal arts school? What incentives would motivate the creation of institutional value through teaching and not simply research? They also explore whether the disciplinary nature of undergraduate education is squeezing out the 'big-think' questions, and replacing them with 'little-think' questions, and whether we should change graduate training of economists to better prepare them to be teachers, rather than researchers. Providing a stimulating discussion of the economics major by many of the leaders in US economic education, this book will prove a thought provoking read for those with a special interest in economics and economics education, particularly academics, lecturers, course administrators, students and researchers.Trade Review'The volume, full of thoughtful ideas by academic economists and administrators, is the outgrowth of a 2006 Teagle Foundation grant to help enrich undergraduate education. . . I recommend that this book be shared among colleagues in undergraduate liberal arts colleges with economics majors to initiate or further discussions on the appropriate goals and objectives of the major vis-a-vis liberal education. Doctoral and Master's comprehensive universities with undergraduate economics majors and accredited business schools would still find the discussions in Educating Economists useful in thinking creatively about appropriate undergraduate and graduate economics skills and content, especially to train future undergraduate professors.' -- Deborah M. Figart, Eastern Economic Journal'This volume is an excellent outcome of an American Economic Association Committee for Economic Education project aimed at advancing the teaching of economics within a liberal arts context. Dave Colander and KimMarie McGoldrick assembled a most able panel of contributors for this effort that includes dialogue on what should be taught, how it should be taught, and how that teaching and learning should be assessed and rewarded. To the editors' credit, they have not attempted to dictate policy but to stimulate debate on the topics. This volume is a must read for anyone seriously interested in the teaching of economics at the tertiary level.' -- William E. Becker, Indiana University, Bloomington, USTable of ContentsContents: Preface Michael Watts Introduction: A Discussion, Not a Report David Colander and KimMarie McGoldrick PART I: THE TEAGLE REPORT 1. The Teagle Foundation Report: The Economics Major as Part of a Liberal Education David Colander and KimMarie McGoldrick PART II: CHALLENGING THE CONTENT: WHAT DO WE TEACH? 2. Teaching Students to ‘Think About the Economy’ Joseph Persky 3. The Economics Major as Illiberal Education Stephen A. Marglin 4. Moral Reasoning in Economics Jonathan B. Wight 5. Thinking for Yourself, Like an Economist Robert F. Garnett 6. Teaching Economics Students as if they are Geniuses James Wible 7. The Role for Depth in a Liberal Education Benjamin M. Friedman PART III: CHANGING THE WAY WE TEACH ECONOMICS 8. Using Pedagogical Change to Improve Student Learning in the Economics Major Scott Simkins and Mark Maier 9. Providing Incentives for Change: Evaluating Teaching Ann L. Owen 10. Reflections on Introductory Course Structures Paul W. Grimes 11. Economics and Liberal Education: Why, Where, and How Michael K. Salemi 12. Reinvigorating Liberal Education with an Expected Proficiencies Approach to the Academic Major W. Lee Hansen PART IV: STRUCTURAL PROBLEMS AND THE INTERDISCIPLINARY NATURE OF ECONOMICS 13. The Integrative Nature of the Economics Major Jessica Holmes 14. The Availability of Interdisciplinary Economics Educators and the Actions of Deans: Explaining the Small Contribution of Economics to a Liberal Education Arthur H. Goldsmith 15. The Economics Major at a Crossroads David Kennett 16. Crafting the Economics Major as an Exercise in Property Rights Neil T. Skaggs 17. Preserving Liberal Arts Education: A Futile Endeavor Brendan O’Flaherty PART V: VIEWS FROM THE ADMINISTRATION 18. Good Researchers Make Good Teachers Catharine Hill 19. Overstating the Challenges, Underestimating the Solutions George Daly 20. How the Shifting Landscape Affects our Students David W. Breneman 21. The Role of Incentives (and Culture) in Rebalancing the Economics Major Bradley W. Bateman PART VI: VIEWS FROM THE STUDENTS 22. What Economics Majors Think of the Economics Major Steven Jones, Eric Hoest, Richie Fuld, Mahesh Dahal and David Colander PART VII: CONCLUSION 23. Really Thinking Like an Economist John J. Siegfried References Index

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Book SynopsisHigher education has entered center-stage in the context of the knowledge economy and has been deployed in the search for economic competitiveness and social development. Against this backdrop, this highly illuminating Handbook explores worldwide convergences and divergences in national higher education systems resulting from increased global co-operation and competition. The expert contributors reveal the strategies, practices and governance mechanisms developed by international and regional organizations, national governments and by higher education institutions themselves. They analyze local responses to dominant global templates of higher education and the consequences for knowledge generation, social equity, economic development and the public good. This comprehensive and accessible Handbook will prove an invaluable reference tool for researchers, academics and students with an interest in higher education from economics, international studies and public policy perspectives, as well as for higher education policy makers, and funding and governance bodies. Contributors include: P. Brown, V. Carpentier, Q. Chen, D.D. Dill, J. Enders, E. Hazelkorn, G.A. Jones, S.G. Kamat, T. Kim, R. King, H. Lauder, Y. Lebeau, M. Li, A. Maldonado-Maldonado, S. Marginson, K.H. Mok, M. Mollis, C. Musselin, R. Naidoo, M. Olssen, M.A. Peters, E. Sall, M. Singh, W.G. Tierney, E. Unterhalter, J. Valimaa, M. van der Wende, J. Weinrib, D. Westerheijden, C. ZigurasTrade Review‘With 29 well-researched articles written by 31 erudite scholars of high repute drawn from various parts of the world, specifically for the book, the Handbook filled with intellectual ammunition provides an excellent reading on a multiplicity of issues relating to globalisation and higher education. The volume provides diversity of interpretation of several trends. Unlike many other books, the issues are studied not just from the point of view of a few advanced countries; the Handbook includes experiences of many developing countries. . . The Handbook would certainly be a great resource material for students, teachers and policy makers engaged in higher education.’ -- Jandhyala B.G. Tilak, Journal of Educational Planning and Administration‘. . . the Handbook constitutes an essential reference source for everyone interested in studying the current meaning, scope and implications of globalization. Strongly recommended.’ -- Higher Education ReviewTable of ContentsContents: Preface PART I: GENERIC 1. Introduction to Part I Simon Marginson 2. Imagining the Global Simon Marginson 3. Rethinking Development: Higher Education and the New Imperialism Rajani Naidoo 4. The University as a Global Institution Peter Scott 5. Three Forms of the Knowledge Economy: Learning, Creativity and Openness Michael A. Peters 6. Global Institutions: The Organization for Economic Co-operation and Development Marijk van der Wende 7. Extra-national Provision Christopher Ziguras 8. Global Institutions, Higher Education and Development Yann Lebeau and Ebrima Sall 9. Globalization, Higher Education and Inequalities: Problems and Prospects Vincent Carpentier and Elaine Unterhalter PART II: CASE STUDIES 10. Introduction to Part II Rajani Naidoo 11. Regional Responses to Globalization Challenges: The Assertion of Soft Power and Changing University Governance in Singapore, Hong Kong and Malaysia Ka Ho Mok 12. Global ‘Toolboxes’, Local ‘Toolmaking’: The Contradictions of External Evaluation in South African Higher Education Reform Mala Singh 13. Globalization and Higher Education in Canada Glen A. Jones and Julian Weinrib 14. Globalization, Internationalization and the World-class University Movement: The China Experience Mei Li and Qiongqiong Chen 15. European Higher Education and the Process of Integration Jussi Välimaa 16. Neoliberal Globalization and Higher Education Policy in India Sangeeta G. Kamat 17. Globalization and Higher Education in South Korea: Towards Ethnocentric Internationalization or Global Commercialization of Higher Education? Terri Kim 18. The Invisible Topics on the Public Agenda for Higher Education in Argentina Marcela Mollis 19. Globalization, a Knowledge-based Regime and Higher Education: Where do Mexican Universities Stand? Alma Maldonado-Maldonado 20. Globalization in the USA: The Case of California William G. Tierney 21. The Strange Death of the Liberal University: Research Assessments and the Impact of Research Mark Olssen PART III: GLOBAL GOVERNANCE 22. Introduction to Part III Roger King 23. Strategizing and Ordering the Global Simon Marginson 24. Governing Knowledge Globally: Science, Structuration and the Open Society Roger King 25. Governing Quality David A. Dill 26. Convergences and Divergences in Steering Higher Education Systems Christine Musselin 27. The Bologna Process: From the National to the Regional to the Global, and Back Jürgen Enders and Don F. Westerheijden 28. The Standardization of Higher Education, Positional Competition and the Global Labor Market Hugh Lauder and Phillip Brown 29. Measuring World-class Excellence and the Global Obsession with Rankings Ellen Hazelkorn Index

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Book SynopsisHigher education functions in a global environment of consumers, employees, competitors, and partners. It has been a force for globalization and a model for adaptation, but nonetheless faces challenges. This volume of essays examines emerging issues and opportunities for advancing education across borders.The demands upon and need for higher education have never been greater at both the individual and societal levels, and the avenues for pursuing the mission of higher education have greatly expanded due to globalization. This volume examines how strategically minded institutions can better fulfill their mission in a global environment while promoting international collaboration and strengthening the world economy. Chapter authors include prominent senior administrators from higher education and leading researchers on higher education and globalization. They provide new and actionable information to enhance decision making and inform strategic planning as well as a contemporary examination of the business of higher education and areas of potential new research.This book is an excellent resource for academic administrators, as well as for researchers and students in business, management, economics, education, and public sector economics.Trade Review‘The book serves as a practical guide on how to go with certain modes of internationalisation of higher education. However, this is more than a mere practical guide. . . though written from a distinctively US perspective, the insights provided by the scholars will be found useful by higher education administrators in other countries as well.’ -- Jandhyala B.G. Tilak, Journal of Educational Planning and Administration‘Higher Education in a Global Society delves deeply into the compelling challenges and opportunities facing higher education in cultivating world citizens. An exceptional range of scholars offers insights providing direction and guidance for colleges ready to respond to globalization – from institutions crossing borders to creating international experiences at home, from students studying abroad to international students journeying to the United States, and from the critical demands on administrators to the vital contributions of faculty.’ -- J. Michael Adams, Fairleigh Dickinson University and International Association of University Presidents, US‘Higher Education in a Global Society should be of tremendous practical value to deans and provosts contemplating an international partnership or program. Written in a most accessible style by a combination of higher education scholars and veteran academic administrators, it provides a nuanced understanding of both the pitfalls and unanticipated benefits from such programs.’‘Preparing students for the 21st century labor force requires exposure to other cultures and societies. This volume discusses ways to build richer campus experiences for achieving this requirement. Different chapters explore research connections, international visitors and students, campuses abroad, study abroad programs, and curriculum changes. By presenting case studies from different types of institutions, the editors and authors offer ideas that can be useful throughout higher education. -- Teresa A. Sullivan, President, University of Virginia, USTable of ContentsContents: Foreword Roger W. Ferguson, Jr. Introduction Paul J. Yakoboski 1. The Significance of Globalization to American Higher Education D. Bruce Johnstone 2. The Realities of Mass Higher Education in a Globalized World Phillip G. Altbach 3. Higher Education Crossing Borders: Programs and Providers on the Move Jane Knight 4. International Research Collaborations Elizabeth D. Capaldi 5. Offering Domestic Degrees Outside the United States: One University’s Experiences Over the Past Decade Mark S. Kamlet 6. Creating Successful Study Abroad Experiences M. Peter McPherson and Margaret Heisel 7. Creating an International Experience on the Domestic Campus Kathleen M. Waldron 8. The Centrality of Faculty to a More Globally Oriented Campus Patti McGill Peterson 9. Internationalizing the Scholarly Experience of Faculty Diana Bartelli Carlin 10. Bringing International Students to Campus: Who, What, When, Where, Why and How? Charles E. Phelps 11. Reinventing Higher Education in a Global Society: A Perspective from Abroad Gowher Rizvi and Peter S. Horn 12. American Higher Education in an Increasingly Globalized World: The Way Ahead D. Bruce Johnstone Index

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Book SynopsisThis unique monograph comprises a collection of interviews conducted face-to-face with leading economists at universities throughout the United States. Presented with the singular opportunity to reflect on and share their wisdom and experience, the 21 interviewees discuss how they interpret, understand and practice their role as teachers. In addition to providing lessons that will inform the way others teach, the interviews shatter the illusion that teaching and research are strictly independent and competing activities.The Heart of Teaching Economics serves not only as a welcome resource for scholars and students of economics, but as a guidebook - and inspiration - for those who will help to shape the minds of future economists.With Contributions from: Simon W. Bowmaker, Luis Cabral, David Cutler, William Easterly, Barry Eichengreen, Nancy Folbre, Robert Frank, David Friedman, Edward Glaeser, Robert J. Gordon, William Greene, Shoshana Grossbard, Gene Grossman, Daniel Hamermesh, Caroline Hoxby, David Laibson, Steven Landsburg, John List, Steven Medema, Frederic Mishkin, Benjamin Polak, John B. TaylorTrade Review‘The Heart of Teaching Economics is a marvellously entertaining and lively book. All who read it cannot help but come away from the experience with a richly enhanced understanding of the power, virtue and importance of teaching.’ -- Wayne Geerling, The Business Economist‘These interviews will prove illuminating for anybody who teaches economics, novice or old hand alike. They show that it takes deep knowledge of the subject, empathy and hard work to be a good teacher - and also that the greatest teachers bring tremendous energy and creativity to the task of inspiring students with that passion to understand and improve the world that defines economics at its best. An inspiring book for those of us who care about the next generation of economists.’ -- Diane Coyle, author of The Soulful Science: What Economists Really Do and Why It Matters‘Everyone remembers their favourite teacher. The testimonies recorded here provide a great insight into the minds of some of the most popular and successful to have graced a lecture hall. The range of styles is wide, but the theme of inspiration is common to all. This book will be of tremendous interest to any aspiring teacher. It will also appeal to anyone who wonders why their inspiration to understand economics still burns brightly so many years after their last lecture.’ -- Mervyn King, Governor of the Bank of England‘Are you a freshly minted economics PhD, dumped clueless in front of your first class? Or are you an experienced and good teacher, trying to raise your game to the next level? In either case, this book offers you a whole course of master classes. Simon Bowmaker deserves the economics profession’s thanks for bringing together these gems of ideas and suggestions from our best practitioners of the art of teaching.’ -- Avinash Dixit, Princeton University, USTable of ContentsContents: Foreword Robert M. Solow Introduction Simon W. Bowmaker PART I: FUNDAMENTALS 1. Principles of Microeconomics Robert Frank 2. Principles of Macroeconomics John B. Taylor 3. Intermediate Microeconomics Steven Landsburg 4. Intermediate Macroeconomics Robert J. Gordon PART II: TOOLS 5. Game Theory Benjamin Polak, 6. Econometrics William Greene 7. Behavioral Economics David Laibson PART III: APPLICATIONS History 8. History of Economic Thought Steven Medema 9. Economic History Barry Eichengreen Microeconomics 10. Public Economics Caroline Hoxby 11. Labor Economics Daniel Hamermesh 12. Urban Economics Edward Glaeser 13. Industrial Organization Luís Cabral 14. Family Economics Shoshana Grossbard 15. Health Economics David Cutler 16. Race and Gender Nancy Folbre 17. Environmental Economics John List 18. Law and Economics David Friedman International Economics and Macroeconomics 19. International Trade Gene Grossman 20. Development Economics William Easterly 21. Money and Banking Frederic Mishkin Bibliography Index

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Book SynopsisTeaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation. The six-year project engaged economics professors in the use of interactive teaching in undergraduate economics courses. Each chapter offers an insightful explanation of an innovative teaching strategy and provides a description and examples of its effective use in undergraduate economics courses. The book?s conclusion assesses the results from an evaluation of the program that reports detailed findings on how TIP fundamentals have contributed to faculty development and successful outcomes. The first three chapters of the book describe the results of TIP?s three phases: (1) workshops on teaching for college and university economics instructors that introduced them to a variety of interactive teaching strategies; (2) follow-on instructional modules that provided mentoring from interactive strategy experts and gave participants an opportunity to adapt and apply these strategies to their undergraduate economics courses; and (3) opportunities to contribute to the scholarship of teaching and learning in economics, which involves sharing and discussing teaching innovations with other faculty members in presentations, papers, and other forums. The chapters following describe the seven interactive strategies featured in the project: cooperative learning, classroom experiments, interpretive discussion, formative assessment, context-rich problem solving, teaching with cases, and active learning in large-enrollment courses. These seven chapters were each written by a team of four economists, consisting of a strategy expert and three TIP participants who used the teaching strategy in their classrooms with students. Written by economists and for economists, this is a valuable resource for all undergraduate economics instructors who seek to enrich their teaching and engage their students in employing economics theory and practice in the classroom and beyond.Table of ContentsContents: Foreword John J. Siegfried Preface 1. Developing Teacher Expertise for Economists through a Workshop Experience Michael K. Salemi 2. Online Faculty Instruction to Improve Interactive Teaching of Economics Mark Maier and Tisha L.N. Emerson 3. Advancing the Scholarship of Teaching and Learning in Economics KimMarie McGoldrick 4. Making Cooperative Learning Effective for Economics KimMarie McGoldrick, Robert Rebelein, Jennifer K. Rhoads and Sue Stockly 5. Conducting Experiments in the Economics Classroom Denise Hazlett, Kathy A. Paulson Gjerde, José J. Vazquez-Cognet and Judith A. Smrha 6. Classroom Discussion Michael K. Salemi, Kirsten Madden, Roisin O’Sullivan and Prathibha Joshi 7. Formative Assessment in Economics Courses William B. Walstad, Michael Curme, Katherine Silz Carson and Indradeep Ghosh 8. Context-rich Problems in Economics Mark Maier, Joann Bangs, Niels-Hugo Blunch and Brian Peterson 9. Case Use in Economics Instruction Patrick Conway, Derek Stimel, Ann E. Davis and Monica Hartmann 10. Interactive Large Enrollment Economics Courses Gail Hoyt, Mary Kassis, David Vera and Jennifer Imazeki 11. Findings from a Teaching Innovation Program for Economics Faculty William B. Walstad Index

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Book Synopsis'In the age of the 'global village' this book will enable its future citizens to understand how they can improve their learning experience as they travel to and learn in different countries, contexts and environments. The authors have produced a rigorous yet easy to read book that is full of information, advice and practical tips for the International student. Reading and using this book will improve the quality of the experience for both the student and their teacher.'- Roger Palmer, Henley Business School, UK'This book provides an excellent insight into the means of gaining the most out of an international education. It is simple in language, invaluable in cross-cultural behaviour guidance, meaningful in challenging stereotypes, and useful in self-reflection. Quotes from students bring cultural differences to life.- Ayse Saka-Helmhout, University of Surrey, UK'Learning in the Global Classroom is an excellent reference for both university students and for academics who take their responsibilities seriously. This book makes study in another county more do-able, and is very timely given the increasing push for internationalization in universities. What could be an overwhelming challenge for the potential international student is tackled in a logical, reassuring way, with practical strategies that cover personal, social and academic issues. For most students, this text will be an 'ongoing' reference, to be referred to as situations arise. Issues that academics often complain about with regard to non-Western students are addressed, such as learning how to speak up in class discussions, critical thinking and punctuality. The text also offers sage advice that would be valuable to students who are returning to study after a prolonged absence. I will certainly recommend this book to both colleagues and students.'- Paddy O'Toole, Monash University, AustraliaThis unique and fascinating book is written for tertiary level students in the multi-cultural classroom, whether studying abroad or at home alongside international students. It relates a genuine understanding of the student perspective of learning in a multi-cultural classroom, highlighting how students possess different learning styles and attitudes to teaching and learning and demonstrating that students not only face language issues, but also numerous other unanticipated challenges. The contributors present both theoretical and practical examples of various teaching and learning strategies that international students will encounter, and reveal how to maximize the benefit of these different approaches. They provide invaluable guidance on how to overcome many of the often-unexpected factors that arise when students are faced by a different cultural environment or people who have different cultural expectations and behavior patterns. Students arrive in the tertiary classroom with a set of behaviors, characteristics and expectations derived from the educational practices of their home-country communities. With these in mind, the book asserts the importance of the student considering what they hope to learn, why they chose the particular institution enrolled with, and whether they will use their newly acquired skills in their own country, the country in which they are studying or somewhere else entirely. It illustrates that understanding exactly what a student wishes to achieve can greatly help get the best out of the international experience both inside and outside of the classroom. This highly original and insightful book will prove invaluable to all tertiary level students who move abroad to study, or who are studying in an international classroom at home.Trade Review'In the age of the 'global village' this book will enable its future citizens to understand how they can improve their learning experience as they travel to and learn in different countries, contexts and environments. The authors have produced a rigorous yet easy to read book that is full of information, advice and practical tips for the International student. Reading and using this book will improve the quality of the experience for both the student and their teacher.'- Roger Palmer, Henley Business School, UK 'This book provides an excellent insight into the means of gaining the most out of an international education. It is simple in language, invaluable in cross-cultural behaviour guidance, meaningful in challenging stereotypes, and useful in self-reflection. Quotes from students bring cultural differences to life.' - Ayse Saka-Helmhout, University of Surrey, UK 'Learning in the Global Classroom is an excellent reference for both university students and for academics who take their responsibilities seriously. This book makes study in another county more do-able, and is very timely given the increasing push for internationalization in universities. What could be an overwhelming challenge for the potential international student is tackled in a logical, reassuring way, with practical strategies that cover personal, social and academic issues. For most students, this text will be an ongoing reference, to be referred to as situations arise. Issues that academics often complain about with regard to non-Western students are addressed, such as learning how to speak up in class discussions, critical thinking and punctuality. The text also offers sage advice that would be valuable to students who are returning to study after a prolonged absence. I will certainly recommend this book to both colleagues and students.' ---Paddy O'Toole, Monash University, AustraliaTable of ContentsContents: 1. Introduction 2. The Global Classroom 3. Exchange and Study Abroad 4. Studying in a Foreign Culture 5. Benefiting from Lectures 6. The Challenges and Skills of Participation 7. Working in Groups and Teams 8. The Case Method: ‘Learning by Doing’ 9. Communication: Writing in the Global Classroom 10. Communication: Speaking in the Global Classroom 11. Success with Assessment and Examinations 12. Research Students in the Global Classroom Index

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Book SynopsisThe International Handbook on Teaching and Learning Economics provides a comprehensive resource for instructors and researchers in economics, both new and experienced. This wide-ranging collection is designed to enhance student learning by helping economic educators learn more about course content, pedagogic techniques, and the scholarship of the teaching enterprise. The internationally renowned contributors present an exhaustive compilation of accessible insights into major research in economic education across a wide range of topic areas including: Pedagogic practice - teaching techniques, technology use, assessment, contextual techniques, and K-12 practices. Research findings - principles courses, measurement, factors influencing student performance, evaluation, and the scholarship of teaching and learning. Institutional/administrative issues - faculty development, the undergraduate and graduate student, and international perspectives. Teaching enhancement initiatives - foundations, organizations, and workshops. Grounded in research, and covering past and present knowledge as well as future challenges, this detailed compendium of economics education will prove an invaluable reference tool for all involved in the teaching of economics: graduate students, new teachers, lecturers, faculty, researchers, chairs, deans and directors.Trade Review‘The International Handbook on Teaching and Learning Economics is a power packed resource for anyone interested in investing time into the effective improvement of their personal teaching methods, and for those who desire to teach students how to think like an economist. It sets guidelines for the successful integration of economics into a wide variety of traditional and non-traditional settings in college and graduate courses with some attention paid to primary and secondary classrooms. . . The International Handbook on Teaching and Learning Economics is highly recommended for all economics instructors and individuals supporting economic education in courses in and outside of the major. This Handbook provides a multitude of rich resources that make it easy for new and veteran instructors to improve their instruction in ways promising to excite an increasing number of students about learning economics. This Handbook should be on every instructor’s desk and referenced regularly.’ -- Tawni Hunt Ferrarini,,i> The American Economist‘In delightfully readable short chapters by leaders in the sub-fields who are also committed teachers, this encyclopedia of how and what in teaching economics covers everything. There is nothing else like it, and it should be required reading for anyone starting a teaching career - and for anyone who has been teaching for fewer than 50 years!’ -- Daniel S. Hamermesh, University of Texas, Austin, USTable of ContentsContents: Preface Foreword William Walstad PART I: A HISTORY OF ECONOMIC EDUCATION 1. Phillip Saunders PART II: TEACHING Section A – Techniques 2. Case Use in Economics Instruction Patrick Conway 3. Teaching with Context-Rich Problems Joann Bangs 4. Using Cooperative Learning Exercises in Economics KimMarie McGoldrick 5. Improving Classroom Discussion in Economics Courses W. Lee Hansen and Michael K. Salemi 6. Let Experience be the Guide: Experiential Education in Economics KimMarie McGoldrick and Andrea L. Ziegert 7. Classroom Experiments Tisha Emerson and Denise Hazlett 8. Interactive Lecture Demonstrations: Adapting a Physics Education Pedagogy for Use in the Economics Classroom Mark Maier 9. Using Just-in-Time Teaching to Promote Student Learning in Economics Scott Simkins 10. Making the Large-Enrollment Course Interactive and Engaging Stephen Buckles, Gail M. Hoyt and Jennifer Imazeki 11. Teaching Economics Socratically Kenneth G. Elzinga 12. Writing for Learning in Economics Elizabeth Perry-Sizemore and Steven A. Greenlaw Section B – Technology 13. Incorporating Media and Response Systems in the Economics Classroom Joseph Calhoun and Dirk Mateer 14. Distance Education: Course Development and Strategies for Success Mary Mathewes Kassis 15. Economics Blogs and Economic Education Timothy C. Haab, Aaron Schiff, John C. Whitehead Section C – Assessment 16. Methods of Assessment in the College Economics Course Ken Rebeck and Carlos Asarta 17. An Expected Proficiencies Approach to the Economics Major W. Lee Hansen Section D – Contextual Techniques 18. Ethics and Critical Thinking Jonathan B. Wight 19. Feminist Pedagogy and Economics Jean Shackelford 20. Integrating Race, Gender and Class Robin L. Bartlett 21. Economics and Literature: The Gains from Trade Cecil E. Bohanon and Michelle Albert Vachris 22. The Interdisciplinary Approach to Teaching Economics Arthur H. Goldsmith and James F. Casey 23. Pluralism in Economics Education Robert F. Garnett, Jr. and Jack Reardon 24. Threshold Concepts in Economics Education Peter Davies Section E – Elementary, Secondary Economic Education 25. Economic Education in American Elementary and Secondary Schools Paul W. Grimes 26. Organizations Focused on Economic Education Sue Lynn Sasser and Helen Meyers PART III: RESEARCH Section A – Principles Courses 27. The Purpose, Structure and Content of the Principles of Economics Course Geoffrey Schneider 28. The Principles of Economics Textbook: Content Coverage and Usage Jane S. Lopus and Lynn Paringer Section B – Measurement Techniques of Student Performance and Literacy: College and High School 29. Measurement Techniques of Student Performance and Literacy: College and High School Carlos Asarta and Ken Rebeck Section C – Factors Influencing Student Performance in Economics 30. Research on the Effectiveness of Non-Traditional Pedagogies Joshua D. Miller and Robert P. Rebelein 31. Factors Influencing Performance in Economics: Graphs and Quantitative Usage Mary Ellen Benedict and John Hoag 32. Student Characteristics, Behavior, and Performance in Economics Classes Ann L. Owen 33. Factors Influencing Student Performance in Economics: Class and Instructor Characteristics Wayne A. Grove and Stephen Wu Section D – What Every Economist Should Know About the Evaluation of Teaching: A Review of Literature 34. What Every Economist Should Know About the Evaluation of Teaching: A Review of the Literature Stephen B. DeLoach Section E – Scholarship of Teaching and Learning 35. Data Resources and Econometric Techniques William Bosshardt and Peter E. Kennedy 36. Lessons from Physics Education Research: Lessons for Economics Education Mark Maier and Scott Simkins 37. Journals and Beyond: Publishing Economics Education Research Peter Davies and William L. Goffe PART IV: CONTENT 38. Less is More: The Perils of Trying to Cover too Much in Microeconomic Principles Robert H. Frank 39. Macroeconomic Principles are Still Relevant and Still Important William A. McEachern 40. Teaching Non-Majors Deborah M. Figart 41. Intermediate Microeconomics Walter Nicholson 42. Intermediate Macroeconomics Christopher L. Foote 43. Teaching Undergraduate Econometrics Jeffrey M. Wooldridge 44. An Interdisciplinary Approach to Teaching Antitrust Economics Roger D. Blair and Christine Piette Durrance 45. The Economics of Education: Applying Economic Theory and Empirical Tools to Public Policy Jessica S. Howell 46. Environmental and Natural Resource Economics: Teaching the Non-Major and Major Simultaneously Lynne Y. Lewis 47. Teaching Experimental Economics: Reinforcing Paradigms and Bringing Research into the Undergraduate Classroom Charles A. Holt 48. Game Theory in a Liberal Arts Education Joseph E. Harrington, Jr. 49. Teaching a Research-Inspired Course on Growth and Development Marla Ripoll 50. Teaching American Economic History Price Fishback and Pamela Nickless 51. The Economic History of European Growth Daniel Barbezat 52. Why and How to Teach the History of Economic Thought: Economics as Historically Produced Knowledge Avi J. Cohen and Ross B. Emmett 53. Health Economics – Methods for a New Field Allen C. Goodman 54. Teaching Undergraduate Industrial Organization Economics Elizabeth J. Jensen 55. Teaching International Finance, Adapting to Globalization Stefan C. Norrbin and Onsurang Norrbin 56. Teaching International Trade by Bridging the Gap between Theory and Practice Raymond Robertson 57. Building Human Capital in the Labor Economics Course Barry T. Hirsch 58. The Challenges and Pleasures of Teaching Law and Economics Thomas S. Ulen 59. Teaching Managerial Economics with Problems Instead of Models Luke M. Froeb and James C. Ward 60. Using Real-World Applications to Policy and Everyday Life to Teach Money and Banking Dean Croushore 61. Teaching Political Economy to Undergraduate Students William Waller 62. Some Reflections on Teaching the Economics of Poverty James P. Ziliak 63. Public Economics Edgar O. Olsen 64. Sports Economics as Applied Microeconomics Peter von Allmen, Michael A. Leeds and Brad R. Humphreys 65. Using Location, Agglomeration, and Policy Issues to Teach Urban Economics Daniel P. McMillen 66. Women and Men in the Economy Francine D. Blau and Anne E. Winkler PART V: INSTITUTIONAL / ADMINISTRATIVE Section A – Faculty Development: Mentoring, Evaluation, Documentation and Resources 67. Faculty Development: Mentoring, Evaluation, Documentation and Resources Rae Jean B. Goodman Section B – Undergraduate Education 68. The Economics Major in the United States John J. Siegfried 69. Curricular and Co-curricular Aspects of the Economics Major at Highly Ranked Schools David H. Dean and Robert C. Dolan Section C – The Characteristics of Economics Graduate Students 70. The Characteristics of Economics Graduate Students Wendy A. Stock Section D – International Economic Education 71. Supporting Economics Higher Education in the United Kingdom John Sloman and Inna Pomorina 72. Economics Education in Australia Alan Duhs and Ross Guest 73. Ordonomics and the Current State of Economic Education in Germany Ewald Mittelstaedt and Claudia Wiepcke PART VI: INITIATIVES FOR TEACHING ENHANCEMENT Section A – Private, Corporate and Government Funding for Economic Education 74. Private, Corporate and Government Funding for Economic Education William T. Alpert and Michael A. MacDowell Section B – An Introduction to Economic Organizations in the US and Beyond 75. Near and Far – An Introduction to Economic Education Organizations in the US and Beyond Franklin G. Mixon, Jr Section C – Economics Teaching Workshops: Past, Present, Future 76. Economics Teaching Workshops: Past, Present, and Future Joab N. Corey, James D. Gwartney and Gail M. Hoyt Index

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Book SynopsisEntrepreneurship and innovation are increasingly viewed as key contributors to global economic and social development. University-based entrepreneurship ecosystems (U-BEEs) provide a supportive context in which entrepreneurship and innovation can thrive. In that vein, this book provides critical insight based on cutting-edge analyses of how to frame, design, launch, and sustain efforts in the area of entrepreneurship.Seven success factors were derived from an in-depth analysis of six leading, and very different, university-based entrepreneurship ecosystems in North America, Latin America, Europe, and Asia. These seven success factors are: (1) senior leadership vision, engagement and sponsorship; (2) strong programmatic and faculty leadership; (3) sustained commitment over a long period of time; (4) commitment of substantial financial resources; (5) commitment to continuing innovation in curriculum and programs; (6) an appropriate organizational infrastructure; and (7) commitment to building the extended enterprise and achieving critical mass. Based on these success factors, the authors provide a series of recommendations for the development of a comprehensive university-based entrepreneurship ecosystem.This major assessment of how best to drive university-based entrepreneurship ecosystems is essential reading for anyone involved in higher education (particularly provosts, deans, and professors), government agencies concerned with socio-economic development, and all those concerned with helping entrepreneurship ecosystems to flourish.Contributors: J.M. Aguirre Guillén, K. Allen, J.S. Butler, J. Byrne, A. Fayolle, M.L. Fetters, A.T. García, K. Giordano, P.G. Greene, Y.-P. Ho, M. Lieberman, M.P. Rice, A. Singh, P.-K. WongTrade Review'[T]his volume is worthy of the attention of senior managers in universities that aspire to be entrepreneurial, which for better or worse means nearly all universities on the globe.' --Gareth Williams, London Review of Education'A book of this magnitude, usefulness and complexity can hardly be framed within one direction of contribution to entrepreneurship education, it is many voices, responses and pathways of academic institutions clustered in an admirable collection of university-based entrepreneurship ecosystems.' --Silvia Florea, Management of Sustainable Development Table of ContentsContents: 1. University-based Entrepreneurship Ecosystems: Framing the Discussion Patricia G. Greene, Mark P. Rice and Michael L. Fetters PART I: ENTREPRENEURSHIP ECOSYSTEMS: OPPORTUNITY-DRIVEN BUSINESS DEVELOPMENT 2. Babson College Michael L. Fetters, Patricia G. Greene and Mark P. Rice 3. EM Lyon Business School Alain Fayolle and Janice Byrne 4. University of Southern California Kathleen Allen and Mark Lieberman PART II: ENTREPRENEURSHIP ECOSYSTEMS: TECHNOLOGY TRANSFER AND COMMERCIALIZATION 5. The University of Texas at Austin John Sibley Butler 6. Tecnológico de Monterrey Jose Manuel Aguirre Guillén, Arturo Torres García and Karla Giordano 7. National University of Singapore Yuen-Ping Ho, Annette Singh and Poh-Kam Wong 8. University-based Entrepreneurship Ecosystems: Key Success Factors and Recommendations Mark P. Rice, Michael L. Fetters and Patricia G. Greene Index

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Book SynopsisAs the US economy emerges from the severest recession in a generation, large questions regarding its long-term ramifications for higher education remain unanswered. In fact, the harshest effects of the economic downturn are likely ahead as campus leadership focuses on enrollment, affordability and fundraising. This volume of essays examines the challenges and opportunities for advancing higher education's core missions of education, research and service in a resource-constrained environment. Many parties will wish to return to the old normal, but fulfilling the mission of higher education will require implementing change in the face of opposition, gaining support from key stakeholders, and maintaining morale in the process. The new normal entails innovating to meet the needs for higher education among a growing population of potential students from disadvantaged socioeconomic backgrounds, many of whom are ill-prepared for a college education and unaware of how to access it, and a population of mid-career students seeking to retool or reinvent themselves for the labor market. The economic success of both individuals and the US economy are directly dependent upon increasing the share of the population receiving a higher education. Chapter authors include college and university presidents and chancellors, and other senior administrators and thought leaders from the higher education community. They provide new and actionable information to enhance decision-making and inform strategic planning as well as a contemporary examination of the business of higher education and areas of potential new research.This book is an excellent resource for academic administrators, as well as for researchers and students in business, management, economics, education and public sector economics.Trade Review‘In an era of sound bites, Smart Leadership for Higher Education in Difficult Times provides an outstanding analysis of the context in which today’s colleges and universities operate. The essays are thought provoking, insightful and valuable for preparing our institutions for an uncertain future. Through case studies and personal experience, contributors challenge readers to reflect on our own institutions and re-imagine higher education.’ -- Graham B. Spanier, The Pennsylvania State University, US‘Smart Leadership for Higher Education in Difficult Times makes the case that bridging the time from recession to recovery with typical belt-tightening tactics, without a strategy for fundamental change in the higher education business model, is a formula for failure. Globalization, changing demographics, evolving technology and jobs of the future are only beginning to impact the business of higher education. These trends, combined with the lingering effects of constrained revenue, are the building blocks of a new business environment. Reading this book will jump-start your thinking about how innovation, reorganization, prioritization and strategic investing are necessary for institutional success.’ -- John Walda, National Association of College and University Business Officers, US‘In response to falling state support, limited returns from endowments and increasing costs, colleges and universities have turned to examinations of the mission of higher education and new ways in which its missions can be achieved. Two of the many provocative insights described in this series of papers concern the permanent nature of change in the economic, demographic and competitive environment, and the need for more creativity and innovation.’ -- Risa Palm, Georgia State University, US‘Smart Leadership for Higher Education in Difficult Times offers positive ideas and encouragement from some of the leading thinkers and doers in higher education about how to lead proactively in response to the sobering challenges now facing colleges and universities - economic stagnation; the completion imperative; rapid demographic changes; global competition; the stunning pace of technological change; and the tensions among affordability and the stubborn growth in college unit costs.’ -- William Zumeta, University of Washington and Association for the Study of Higher Education, USTable of ContentsContents: Foreword Roger W. Ferguson, Jr. Introduction Paul J. Yakoboski 1. Is the Business Model of Higher Education Broken? David W. Breneman 2. Macro-challenges of the National Imperative Facing Higher Education William E. Kirwan 3. Expanded Access to Public Higher Education: Challenges for the Twenty-first Century Charles B. Reed 4. Beyond the ‘New Normal’ in American Higher Education: Toward Perpetual Innovation Michael M. Crow 5. Higher Education’s Mandate: Planning for a New Generation Eduardo J. Padrón 6. Southern Oregon University: A Case Study for Change in the ‘New Normal’ Mary Cullinan 7. Don’t Mourn, Reorganize! Robert C. Holub 8. Opportunities and Obstacles: The Imperative of Global Citizenship J. Michael Adams 9. Leading in a Changing Environment Kent John Chabotar 10. The ‘New Normal’: Prospects for Postsecondary Education in the Twenty-first Century Bobby Fong 11. Enhancing Faculty Vitality and Institutional Commitment: Smart Leadership in Difficult Times Devorah Lieberman 12. Where is the Money? Leading in a Changing Environment Jane Wellman 13. Ten Potential Lessons from Investor-owned Higher Education Gregory M. St. L. O’Brien, Craig Swenson and Geoffrey Bannister 14. Cold Comforts: Questioning the Habits of Higher Education Stephen Joel Trachtenberg Index

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Book SynopsisThis timely book examines the rising phenomenon of academic entrepreneurship and technology commercialization among leading universities in Asia, by presenting in-depth analysis of thirteen leading universities from nine Asian economies, including Tokyo University in Japan, Tsinghua in China, IIT Bombay in India, and the National University of Singapore. Written by scholars with deep institutional knowledge of the respective universities, they provide an authoritative account of the distinctive features of academic entrepreneurship at these universities and offer insights on policy implications. The comparative findings will prove highly relevant and informative for both entrepreneurship scholars and university administrators. Contributors: E. Baark, Z.-T. Bae, R. Carraz, N. Chandra, D.-Z. Chen, M.-Y. Cheng, J.-D. Chiou, Y. Dai, Y.-P. Ho, R. Kneller, V.V. Krishna, P.C.B. Liu, S. Park, H. Sasaki, N. Sharif, A. Singh, M. Takahashi, M. Takata, T. Tanigawa, T. Virasa, P.-K. Wong, L. XueTable of ContentsContents: 1. Contribution of Universities to National Innovation Systems in Asia: Technology Commercialization and Academic Entrepreneurship Poh-Kam Wong, Yuen-Ping Ho and Annette Singh 2. The Role and Impact of Universities in National and Regional Innovation Systems: Kyushu University’s Experience Toru Tanigawa, Hiromi Sasaki and Megumi Takata 3. Invention Management in Japanese Universities and its Implications for Innovation: Insights from the University of Tokyo Robert Kneller 4. Academic Patenting in Japan: Illustration from a Leading Japanese University Makiko Takahashi and René Carraz 5. University Technology Commercialization and Academic Entrepreneurship in Korea: The KAIST Experience Zong-Tae Bae and Sangmoon Park 6. The Hong Kong University of Science and Technology: A Case Study in Entrepreneurial University-led Knowledge-based Economic Development Naubahar Sharif and Erik Baark 7. Towards a ‘Global Knowledge Enterprise’: The Entrepreneurial University Model of the National University of Singapore Poh-Kam Wong, Yuen-Ping Ho and Annette Singh 8. University Technology Commercialization in Taiwan: National Taiwan University (NTU) and National Taiwan University of Science and Technology (NTUST) Paul C.B. Liu, Dar-Zen Chen and Jen-Diann Chiou 9. University Technology Transfer and Commercialization in China: Using Tsinghua University as a Case Yixin Dai and Lan Xue 10. Knowledge Production and Knowledge Transfer: A Study of Two Indian Institutes of Technology (IIT Madras and IIT Bombay) V.V. Krishna and Nimesh Chandra 11. University Technology Transfer and Commercialization: The Case of Multimedia University, Malaysia Ming-Yu Cheng 12. University Technology Transfer and Commercialization: The Case of Mahidol University, Thailand Thanaphol Virasa Index

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Book SynopsisThis major volume sheds light on the changing relationship between higher education and the economy in the major European nations. It is the outcome of extensive comparative research on higher education institutions and the economy in six European regions that were specifically chosen due to their similarities in terms of economic development: the English North West, Hesse in Germany, Rhone-Alpes in France, Lombardy in Italy, Catalunyia in Spain and the Netherlands. This unique comparative nature allows the authors to draw out the variations between regions and identify institutional differences.Trade Review‘. . . there is a useful assemblage of information about the state of higher education systems in six major European countries and some interesting analyses of similarities and differences between them. I have benefited from reading it and would recommend it as introductory reading for masters and research students.’ -- Gareth Williams, London Review of Education‘This book offers an analysis of the increasing influence of external demands on the dynamics of European higher education systems and institutions. It focuses on the growing openness of higher education to its external environment and suggests that a “market logic” has emerged in higher education institutions. In addition, the book addresses a number of crucial “drivers of change”, like the massification of higher education, the emergence of the “knowledge economy” and the Bologna Process. And it studies the roles and interests of various stakeholders. This book should be of interest to all those who are involved in higher education, whether as internal actors in institutions of higher education, or as its external clients and policy makers. It provides a relevant perspective on the current developments in European higher education and at the same time offers the conceptual tools to critically analyze these developments.’ -- Frans van Vught, President of the European Center for Strategic Management of Universities (Esmu) and former president of the University of Twente, the Netherlands‘The book presents exciting comparative perspectives: how Italian scholars perceive and assess links between higher education and the economy. In-depth information is provided on issues not well documented in the past, e.g. the involvement of external actors in curriculum design, career services for students and links between governance and funding. The Milano-based team of scholars convincingly interpret the opportunities and problems of higher education reforms aiming to position higher education in the knowledge society.’ -- Ulrich Teichler, University of Kassel, Germany‘European Universities and the Challenge of the Market by Marino Regini offers a timely, refreshing and well-researched account of one of the most important changes in European (and other) higher education - the rise of competition and the market as key policy drivers. This is a global template whose diffusion and domestications are hugely important for higher education policy research and Regini’s book begins lucidly and insightfully to fill in longstanding gaps for us. Just as crucially the book provides valuable material on both the convergences and divergences we find increasingly between globally-situated higher education states.’ -- Roger King, Open University and London School of Economics, UKTable of ContentsContents: Introduction: European Universities Meet the Market Marino Regini PART I: COMPARATIVE ANALYSES 1. Redesigning Curricula: The Involvement of Economic Actors Gabriele Ballarino 2. The Reorganization of Research Sabrina Colombo 3. Student Services and the Labour Market Renata Semenza 4. Funding, Assessment and Governance Loris Perotti 5. The Challenge of the Market Marino Regini PART II: COUNTRY STUDIES 6. UK: The University as Economic Actor Sabrina Colombo 7. The Netherlands: A Difficult Marketization Loris Perotti 8. Germany: Change through Continuity Gabriele Ballarino 9. Investing in Change: The Uneven Outcomes of French Higher Education Renata Semenza 10. Italy: Gradual Changes and an Uncertain Autonomy Gabriele Ballarino and Loris Perotti 11. Spain: Major Reforms and Mixed Performance Loris Perotti Conclusions: Where are European Universities Going? Marino Regini References Index

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Book Synopsis'In this timely book, Professor Gordon Rausser explores the changing landscape of university-industry relations, informed by his unusual background as a pioneer in Public Private Research Partnerships (PPRPs) while serving as Dean of the College of Natural Resources at UC Berkeley. Scholars, administrators, and industry executives who are interested in industry/university partnerships will find a treasure of information and insights in this beautifully written book.'- Steve P. Briggs, University of California, San Diego'As public/private partnerships have become increasingly important to the funding of academic research, it is essential not only to learn from past institutional experience of such partnerships, but to create templates that optimize their structure for both partners. In his important book, Structuring Public-Private Research Partnerships for Success, Gordon Rausser has set himself to both tasks. All those who think about such partnerships will learn from this book.'- Carol Christ, University of California, BerkeleyUniversity research has played an essential role in economic growth by generating public good outputs that have not readily lent themselves to private market development. As funding for universities and governmental research units has declined, these institutions have turned to the private sector to augment their research and development budgets. This book presents a framework for structuring public-private research partnerships that protect both these institutions' academic freedom and the private firm's corporate interests. The authors present a four-stage framework that recognizes the critical role of 'control rights' and reveals how these rights can be effectively identified, valued, and allocated between research partners. The book provides a number of template designs for a variety of research partnerships, including tactics and strategies for implementing successful public-private research partnerships. It further provides case studies with examples of both successful and unsuccessful research partnerships. The book demonstrates that universities are empowered when they pursue private partners actively and when contracts preserve academic freedom, address confidentiality, specify intellectual property rights, define access to proprietary data, clarify the conflict resolution process, and address potential publication delays.This book is an essential and illuminating resource for academic researchers in economics and public policy departments, technology transfer offices, as well as others involved in university and public administration.Trade Review'The landscape for financing research has changed, and continues to change. Universities and other public enterprises are increasingly reliant on support from the private sector through grants, contracts, agreements, and other forms of public-private partnerships, many of which involve some shared interest in the outcome. Navigating this evolving landscape is challenging for participants in the private and public sector alike. Economists and others have written on various aspects, but piecemeal. Structuring Public-Private Research Partnerships for Success is the first comprehensive analysis of the incentive issues that arise in the formation and management of public-private research partnerships (PPRPs). It presents a framework for analyzing the structure of contracts for PPRPs and devising appropriately designed research agreements, supported by in-depth analytical treatment of many of the real-world challenges that arise in this context. This book is an invaluable reference for economists and others who are grappling with how to design research funding institutions that will succeed and enable public research enterprises to continue to flourish and achieve their public purposes in an era of ever-tighter government purse-strings.' --Julian M. Alston, University of California, Davis'Professor Rausser's book is unique in its focus on university efforts to negotiate research funding from the private sector, a crucial concern in this era of vanishing federal funding for basic research. It is especially noteworthy for its rigorous but accessible analyses of the tradeoff between basic and applied research in universities, and the process of bargaining between universities and businesses over research focus and funding. The lessons learned from the case studies analyzed are important to, and should be required reading for, all university administrators concerned about funding research.' --Richard Jensen, University of Notre Dame'Over the last 50 years, we have seen the emergence of an educational-industrial complex where university innovation and knowledge provide the foundation for cutting-edge industrial development. This new book is a must-read to understand the most exciting and controversial chapter in the evolution of the educational-industrial complex, namely, university/industry partnerships. The book provides an insightful conceptual framework for the design of such partnerships and analyzes the implications of actual contracts. The sound use of economic principles in institutional design will help to identify the pitfalls of bad design. The highlights of the book are the fascinating case studies of such arrangements, in particular, the Berkeley/Novartis arrangement. Since university/industry partnerships are likely to proliferate, this book provides essential reading for properly designing these partnerships. The book will be of much interest to both applied and theoretical economists and to practitioners and scholars of research and development and institutional design.' --David Zilberman, University of California, BerkeleyTable of ContentsContents: 1. Public Research Enterprises: The Changing Landscape 2. The Scientific Research Process 3. Public Good Versus Private Good Research: The Empirical Evidence 4. Crowding-in Versus Crowding-out of Public Good Research 5. Knowledge Creation and the Research and Development Process 6. PPRPs: The Benefits and Risks of the Bargain 7. Governance Structures and Collective Decision Making 8. Incomplete Contracts and Control Premiums 9. Impure Goods and the Structure of Contracts 10. The Structural Setting: The Stages of Research and Development 11. Lessons and Recommendations Index

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Book SynopsisCollege cost per student has been on the rise at a pace that matches ? or exceeds ? healthcare costs. Unlike healthcare, though, teaching quality has declined, and rapidly rising costs and declining quality are not trends easily forgiven by society. The College Cost Disease addresses these problems, providing a behavioral framework for the chronic cost/quality consequences with which higher education is fraught. Providing many compelling insights into the issues plaguing higher education, Robert Martin expounds upon H.R. Bowen?s revenue theory of cost by detailing experience good theory, the principal/agent problem, and non-profit status. Reputation competition dominates higher education. Students and their parents, and public opinion in general, associate higher tuition with higher quality and greater accolades; price is used as a proxy for quality only when consumers are uncertain about quality prior to purchase. Higher education services are the most complex types of ?experience goods?; a service whose quality can only be determined after a purchase has been made. Applying formal economic theory to higher education, Robert Martin examines how and why attempts to control costs are controversial and the damaging effects these controversies have on institutions? reputations. Arguing that the college access problem cannot be solved until colleges and universities find a way to control their costs, this book brings to the fore the leading ideas that will bring about much-needed budgetary reform in higher education.Governing boards, administrators and faculty members should find much to think on and learn from here; parents, students, alumni and taxpayers will find the research and conclusions alarming, though eye-opening.Trade Review‘The College Cost Disease is indeed a useful reading, not only for the students of economics of education, but also for others interested in quality and also that the costs of higher education would immensely benefit from.’ -- Jandhyala B.G. Tilak, Journal of Educational Planning and AdministrationTable of ContentsContents: Preface 1. Cost, Quality, and Anomalies in Higher Education 2. Statistical Measures: Teaching Productivity, Cost, Financial Burden, and Quality 3. Reputations and the Chivas Regal Effect 4. The Principal/Agent Problem in Higher Education 5. Commercialization: The Devil Made Me Do It! 6. The Gresham Effect, Lemons, and Teaching 7. Inside the Black Box Glossary Bibliography Index

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Book SynopsisRoger King examines how universities, as increasingly autonomous organizations, are subject to forms of global governance that rely particularly on private and peer-processes rather than legal command and compliance.The book explores the growing influence of global regulatory governance - governmental and private - on universities and national higher education systems. It considers processes of purposeful standardization, normative internalization and markets as solutions for coordination and collective action problems, as well as hierarchical command. A range of university systems, world models and organizations, particularly those associated with Europe and the OECD are examined, with particular emphasis on the growth of national and global league tables and similar rankings of higher education institutions as a form of regulation. Governance globally is found to operate through 'steerage', networks, deliberation and communities of the knowledgeable and the expert.The comprehensive coverage of global university governance includes conceptual, theoretical and empirical analyses that will be invaluable to higher education researchers and students, and to public policy academics, students and practitioners. Global governance analysts, global business and management postgraduates, as well as regulation theorists and practitioners will also find this book to be of great interest.Trade Review‘Governing Universities Globally demonstrates a range of pressures, normative internationalisation, powerful networked concepts and "soft" regulation which do more to shape our higher education system than the professionals who work in the system realise. So this is a timely book. . . We should be grateful to Professor King for showing us that there is so powerful an alternative source of policy drivers for the higher education system than simply being left to our own devices.' -- Michael Shattock, London Review of Education'Governing Universities Globally provides a comprehensive account of higher education in the world today and successfully demonstrates how the study of universities now needs to acknowledge to the global environment.' -- Andrew Steven Gunn, Political StudiesTable of ContentsContents: Introduction Part I: Globalization and Regulatory Governance 1. Universities in the Globalizing World 2. World Models of University Governance 3. Global Regulatory Governance 4. Transnational Governance in Higher Education Systems: Europe and the OECD Part II: Standards, Models and Rankings 5. University League Tables 6. The Impact of Rankings on Institutional Behaviour and Policies 7. Global Rankings and Regulating the World-class University 8. Conclusion: Global Regulatory Futures Bibliography Index

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Book SynopsisThis book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion. The authors present the results of a series of qualitative and quantitative studies which investigate the coping, adjustment and perceptions of students with dylsexia, and the attitudes, perceptions and support strategies of academic and support staff. The book gives important information and advice and also food for thought for academic and support staff within the University sector who are concerned to improve the educational experience of all students. It should also be of interest to teachers in secondary and further education who are preparing students for higher education. Researchers in dyslexia as well as dyslexic students themselves will also find much to increase their understanding of this complex aspect of individual development.Table of ContentsPreface. Chapter 1 Identifying studes with dyslexia. Chapter 2 Approaches to assessment. Chapter 3 Investigating and assessing the writing of students with dyslexia. Chapter 4 Assessing and supporting numeracy. Chapter 5 Assessment and support relating to emotional adjustment and mental health. Chapter 6 Evaluating university students' experiences of assessment and support. Chapter 7 Profiling the student's course: which aspects of the course cause difficulty with students with dyslexia. Chapter 8 Views of academic staff on support for students with dyslexia. Chapter 9 The perspectives of student support staff. Chapter 10 Conclusion. References. Index.

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Book SynopsisMany universities in South Africa have acquired new works of art for key spaces on their campuses. These works convey messages about the advantages of cultural diversity, but recently acquired sculptures, paintings and tapestries also critically engage with histories of racial intolerance and conflict. A current concern among tertiary South African institutions is the influence of British imperialism or Afrikaner nationalism on aspects of their inherited visual culture. Discussions from within the art world around the curatorship of art, memorials, insignia and regalia has shed light on these outmoded colonial value systems which universities now wish to distance themselves from. In Picturing Change, Brenda Schmahmann explores the implications of deploying the visual domain in the service of transformative agendas. In other words, how do universities reflect, through the visual objects on their campuses, on their revisionist aims and endorsements of cultural diversity? While most new commissions are innovative, there have been instances in which universities in South Africa have acquired works of art with potentially traditionalist – even backward-looking – implications. And while imperatives to remove inherited imagery may be underpinned by a wish to unsettle white privilege, there have in fact been occasions in which such actions have served to maintain the status quo. Further, while many expected that a post-apartheid era would have freed artists from censorship, some images produced or shown under the auspices of universities have in fact been susceptible to proscription for supposedly articulating hate speech. Schmahmann identifies and analyses a range of approaches taken by universities and commissioned artists towards these ‘troublesome’ visual objects .This study is the first to consider imagery at a range of tertiary institutions in the country, and it is unique in its exploration of a transformative ethos in the visual domain at universities. It will be invaluable to readers interested in public art and the politics of curating and collecting, and also to those concerned with the challenges involved in transforming contemporary universities into spaces welcoming of diversity in South Africa.Table of ContentsNegotiating sculptures and memorials from the early twentieth century; Rethinking university insignia; New art acquisitions; Portraits of university officers; Controversies.

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Book Synopsis#FeesMustFall, the student revolt that began in October 2015, was an uprising against lack of access to, and financial exclusion from, higher education in South Africa. More broadly, it radically questioned the socio-political dispensation resulting from the 1994 social pact between big business, the ruling elite and the liberation movement.The 2015 revolt links to national and international youth struggles of the recent past and is informed by Black Consciousness politics and social movements of the international Left. Yet, its objectives are more complex than those of earlier struggles. The student movement has challenged the hierarchical, top-down leadership system of university management and it’s ‘double speak’ of professing to act in workers’ and students’ interests yet enforce a regressive system for control and governance. University managements, while one one level amenable to change, have also co-opted students into their ranks to create co-responsibility for the highly bureaucratised university fi nancial aid that stand in the way of their social revolution.This book maps the contours of student discontent a year after the start of the #FeesMustFall revolt. Student voices dissect coloniality, improper compromises by the founders of democratic South Africa, feminism, worker rights and meaningful education. In-depth assessments by prominent scholars refl ect on the complexities of student activism, its impact on national and university governance, and offer provocative analyses of the power of the revolt.Trade Review"This book, one of the first on the topic, gives a good sense of the excitement of the 2015 movements, their portentous language and heady ideas, and will be welcomed by those sympathetic to the students. More sober academic or technical discussions provide background to the history of student protest in Africa and the dilemmas of university funding." -William Beinart, professor of Race Relations, African Studies Centre, St Antony's College, University of OxfordTable of ContentsAcknowledgements; Introduction; Power redefined - 'what happened to governance?'; Two weeks in October - changing governance in South Africa Susan Booysen; Primary voices - 'the roots of the revolution'; The roots of the revolution Gillian Godsell, Rekgotsofetse Chikane; The game's the same: #MustFall; moves to Euro-America Sizwe Mpofu-Walsh; #OutsourcingMustFall through the eyes of workers Omhle Ntshingila, with workers; Documenting the revolution Gillian Godsell, Refiloe Lepere, Swankie Mofoko, Ayabonga Nase; The revolt - 'rising against the liberators', South Africa in Africa; Standing on the shoulders of giants? Successive generations of youth sacrifice in South Africa David Everatt; Learning from student protest in Sub-Saharan Africa Lynn Hewlett, Gugu Mukadah, Horacio Zandamela, Koffi Kouakou; Unfinished revolutions: The North African uprisings and notes on South Africa William Gumede; Power and class redefined - 'sit down and listen to us'; To win free education, fossilised neoliberalism must fall Patrick Bond; Bringing class back in: Against outsourcing during #FeesMustFall at Wits Vishwas Satgar; Between a rock and a hard place: University management and the #FeesMustFall campaign Patrick Fitzgerald, Oliver Seale Financing universities: Promoting equity or reinforcing inequality Pundy Pillay; Justice, identity, force and rights - 'we came for the refund'; Excavating the vernacular - 'ugly feminists', generational blues and matriarchal leadership Darlene Miller; The South African student/worker protests in light of just war theory Thad Metz; Conclusion; Conclusion: Aluta continua! Editorial collective / Susan Booysen.

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Book SynopsisOne of the most challenging responsibilities of being a college department chair or dean is to effectively manage the diverse and independent intellectuals that form the typical college faculty. Many administrators not only complain about the amount of time they devote to grappling with problems between faculty and staff members—but many also feel inadequately trained for resolving the problems they with which they are confronted. Managing People helps administrators handle the challenges they face when dealing with everyday personnel management problems. A collection of 13 essays, this book is written by experienced chairs, deans, and vice presidents who offer sensible advice based on personal experience and scholarly research. Each essay tackles a different aspect of people management, explaining the dimensions and subtleties of the issue as well as offering targeted suggestions and resources. Topics include An analysis of how self-understanding is essential to any leader Strategies for working with faculty and staff in a sincere and authentic manner Approaches to positive leadership Tips on achieving consensus among faculty Advice on conducting departmental or college meetings that create cohesion The different types of detractors or difficult individuals, and how best to deal with them An explanation of how to eliminate negative defenses Evaluations as useful for enhancing faculty performance and satisfaction Ways in which to build and maintain faculty morale This book offers readers a practical guide on how to better manage faculty and staff in order to realize shared visions and positively impact their institutions.Table of ContentsAbout the Editor. Preface. About the Contributors. 1. Understanding Yourself (Deryl R. Leaming). 2. Understanding and Communicating With Others (Daniel W. Wheeler). 3. Establishing a Positive Leadership Approach (Lynn M. Little). 4. Creating Consensus Among Faculty (Deryl R. Leaming). 5. Using Meetings to Create Cohesion (Joan DeGuire North). 6. Winning Over Your Detractors (Thomas R. McDaniel). 7. Stripping Away Negative Defenses (Elliott A. Pood). 8. Handling Conflict With Difficult Faculty (Ben Bissell). 9. Dealing With Troubled Faculty (Howard B. Altman). 10. Improving the Odds of Hiring the Right Person (Baron Perlman and Lee I. McCann). 11. Using Evaluation to Enhance Faculty Performance and Satisfaction (Nancy Van Note Chism). 12.Building and Maintaining Morale (Deryl R. Leaming). 13. Putting All the Pieces Together to Be a Better People Manager and Leader (Deryl R. Leaming). Bibliography. Index.

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Book SynopsisAn annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 22 of To Improve the Academy is a collection of articles that focus on the role of faculty, instructional, and organizational development in ensuring excellence in education. Recognizing the urgency caused by a recent rash of budget and staff cuts and falling course enrollment, the authors provide new perspectives on how to address the growing need for providing quality, effective higher education. The book is divided into six sections: Section I, Past, Present, and Future of SoTL: provides an overview of the scholarship of teaching and learning Section II, Assessment and Faculty Development: presents tested methods for assessing both student learning and the impact of faculty development Section III, Curriculum Design and Evaluation: describes different tools for redesigning curriculum and improving student learning Section IV, Faculty Development Tools: presents models for enhancing current methods of faculty development Section V, Student Learning and Faculty Development: focuses on helping faculty work with students to enhance and improve their learning Section VI, Faculty Development with Part-Time Instructors: includes ideas for integrating adjunct faculty and graduate students into the life of an institution This book makes sense of how the changing climate in higher education is affecting how, when, and in what circumstances American students are learning. It offers an essential resource for improvement in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants.Table of ContentsIntroduction. Section I: Past, Present, and Future of SoTL. 1. The scholarship of teaching and learning: Past, present, and future Section II: Assessment and Faculty Development. 2. Triangulating faculty needs for the assessment of student learning. 3. Documenting the educational innovations of faculty. 4. Evaluating the return on investment of faculty development. 5. Making faculty development needs assessment more meaningful. Section III: Curriculum Design and Evaluation. 6. Educating and engaging faculty to educate and engage students. 7. Streamlining midterm student evaluations. 8. An interactive focus group protocol for qualitative assessments. Section IV: Faculty Development Tools. 9. A transformative model for professional development activities. 10. A SHORE approach to faculty development. 11. Foucault and the practice of educational development. 12. Establishing an innovative, formal, untenured faculty organization. 13. Fostering diversity in a faculty development organization. 14. Academic development as a team sport. Section V: Student Learning and Faculty Development. 15. Student learning and faculty development. 16. Problem-based service learning. 17. Effective peer evaluation in learning teams. 18. An international perspective on assessing group projects. 19. Portland State's faculty development program for service learning. Section VI. Faculty Development With Part-Time Instructors. 20. Making adjunct faculty part of the academic community. 21.The ongoing development of graduate student instructors. Bibliography.

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Book SynopsisAfter a generation of efforts to reverse the historic exclusion of minorities from their campuses, U.S. colleges and universities are facing a frontal attack on the programs, policies, and commitments born of these efforts. Chilling Admissions documents and examines their struggle to foresee the consequences of abandoning affirmative action in admissions and financial aid, and to devise viable alternatives for promoting and preserving campus diversity. The essays in this volume represent the work of the leading scholars of affirmative action in higher education, and place the current crisis on campus in its larger context of historical discrimination and the legal battle for educational equity.

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