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University Rankings: Theoretical Basis, Methodology and Impacts on Global Higher Education (The Changing Academy – The Changing Academic Profession in International Comparative Perspective #3)
by Jung Cheol Shin, Robert K. Toutkoushian and Ulrich TeichlerThis ground-breaking and exhaustive analysis of university ranking surveys scrutinizes their theoretical bases, methodological issues, societal impact, and policy implications, providing readers with a deep understanding of these controversial comparators. The authors propose that university rankings are misused by policymakers and institutional leaders alike. They assert that these interested parties overlook the highly problematic internal logic of ranking methodologies even as they obsess over the surveys’ assessment of their status. The result is that institutions suffer from short-termism, realigning their resources to maximize their relative rankings. While rankings are widely used in policy and academic discussions, this is the first book to explore the theoretical and methodological issues of ranking itself. It is a welcome contribution to an often highly charged debate. Far from showing how to manipulate the system, this collection of work by key researchers aims to enlighten interested parties.
University Rankings: Implications for Higher Education in Taiwan
by William Yat LoThis book adopts a qualitative case study approach to provide the readers with a systematic delineation and interpretation of the implications of the university ranking phenomenon for Taiwan’s higher education system. It reviews the literature on different theories concerning the global transformation of higher education and presents basic information on higher education in Taiwan. The author develops a four-dimensional framework for the analysis of the ranking phenomenon in the island-state. First, the technological/ecological dimension aims to look into how the rankings have impacted Taiwan’s higher education based on empirical findings from five Taiwanese public universities. Next, the technological/geographical dimension examines how Taiwan can use rankings to promote its interests in global higher education. The two conceptual dimensions focus on the relationship between the rankings and power in higher education. They show how the phenomenon can be read and explained through theoretical lenses from ecological and geographical perspectives. From an ecological perspective, the empirical evidence suggests that the influence of rankings varies throughout the academic hierarchy in Taiwan. The theoretical analysis then illustrates the relationship between the ranking phenomenon and the power structure in academic hierarchy. Geographically, while the empirical analysis is based on data from Taiwan, the theoretical analysis offers essential insights that help readers to understand the changing global landscape of higher education and its implications in East Asia.
University Reform: The Founding of the American Association of University Professors
by Hans-Joerg TiedeThe American Association of University Professors (AAUP) was founded to advance the professionalization of America’s faculty. University Reform examines the social and intellectual circumstances that led to the organization’s initial development, as well as its work to defend academic freedom. It explores the AAUP’s subsequent response to World War I and the first Red Scare. It also describes the founders’ efforts, especially those of Arthur O. Lovejoy and James McKeen Cattell, in securing a greater role for faculty in the government of colleges and universities.
University Responsibility for the Adjudication of Research Misconduct: The Science Bubble
by Stefan FranzenThis book offers a scientific whistleblower’s perspective on current implementation of federal research misconduct regulations. It provides a narrative of general interest that relates current cases of research ethics to philosophical, historical and sociological accounts of fraud in scientific research. The evidence presented suggests that the problems of falsification and fabrication remain as great as ever, but hidden because the current system puts universities in charge of investigations and permits them to use confidentiality regulations to hide the outcomes of investigations. The book documents the significant conflict of interest that arises because federal regulation gives universities the responsibility to conduct investigations of their own faculty with severely limited oversight. The book is intended for young research scientists or anyone who wishes to understand the challenges faced by scientists in the workplace today. The central thread in the book is an exclusive account of an experienced research scientist who was the first to expose the facts that led to the longest running research misconduct investigation in the history of the National Science Foundation.
University Science and Mathematics Education in Transition
by Ole Ravn Christensen Ole Skovsmose Paola ValeroMore than ever, our time is characterised by rapid changes in the organisation and the production of knowledge. This movement is deeply rooted in the evolution of the scientific endeavour, as well as in the transformation of the political, economic and cultural organisation of society. In other words, the production of scientific knowledge is changing both with regard to the internal development of science and technology, and with regard to the function and role science and technology fulfill in society. This general social context in which universities and knowledge production are placed has been given different names: the informational society, the knowledge society, the learning society, the post-industrial society, the risk society, or even the post-modern society. A common feature of different characterisations of this historic time is the fact that it is a period in construction. Parts of the world, not only of the First World but also chunks of the Developing World, are involved in these transformations. There is a movement from former social, political and cultural forms of organisation which impact knowledge production into new forms. These forms drive us into forms of organisation that are unknown and that, for their very same complexity, do not show a clear ending stage. Somehow the utopias that guided the ideas of development and progress in the past are not present anymore, and therefore the transitions in the knowledge society generate a new uncertain world. We find ourselves and our universities to be in a transitional period in time. In this context, it is difficult to avoid considering seriously the challenges that such a complex and uncertain social configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. It is clear that the transformation of knowledge outside universities has implied a change in the routes that research in mathematics, science and technology has taken in the last decades. It is also clear that in different parts of the world these changes have happened at different points in time. While universities in the "New World" (the American Continent, Africa, Asia and Oceania) have accommodated their operation to the challenges of the construction in the new world, in many European countries universities with a longer existence and tradition have moved more slowly into this time of transformation and have been responding at a less rapid pace to environmental challenges. The process of tuning universities, together with their forms of knowledge production and their provision of education in science and mathematics, with the demands of the informational society has been a complex process, as complex as the general transformation undergoing in society. Therefore an understanding of the current transitions in science and mathematics education has to consider different dimensions involved in such a change. Traditionally, educational studies in mathematics and science education have looked at changes in education from within the scientific disciplines and in the closed context of the classroom. Although educational change in the very end is implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. This book contributes to understanding some of the multiple aspects and dimensions of the transition of science and mathematics education in the current informational society. Such an understanding is necessary for finding possibilities to improve science and mathematics education in universities all around the world. Such a broad approach to the transitions happening in these fields has not been addressed yet by existing books in the market.
University Social Responsibility and Quality of Life: A Global Survey of Concepts and Experiences (Quality of Life in Asia #8)
by Daniel T. Shek Robert M. HollisterThis book provides a critical review of the theory and practice of University Social Responsibility. In addition to addressing the nature of and concepts surrounding University Social Responsibility, as well as its ties to areas such as service learning or engaged scholarship, the book also presents effective practices from around the world. Dedicated chapters demonstrate how University Social Responsibility can manifest itself in different types (civic, moral, economic or global responsibility), levels (local, national, regional or international), and formats (partnership, venture or joint project), depending on local contexts and needs. The book also focuses on three areas of work – educating students to take on social responsibility, broadening access to education, and applying knowledge to societal problems – to highlight the potential and viable ways University Social Responsibility can be employed to promote quality of life in society. Offering a unique resource, it is intended to stimulate thinking and expand the repertoire of all educators, administrators, and organizations who wish to incorporate societal needs into their core mission and promote quality of life in different communities around the world.
University Teaching: International Perspectives (RoutledgeFalmer Studies in Higher Education)
by James J. F. ForestFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
University Teaching: An Introductory Guide
by Tony HarlandUniversity Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work. Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that ‘teaching takes time away from research’. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including: Lecturing Peer review of teaching Discussion as an approach to teaching Research and the new academic The subject and the idea of critical thinking This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. Tony Harland is Associate Professor at the Higher Education Development Centre, University of Otago, New Zealand
University Teaching: An Introductory Guide
by Tony HarlandUniversity Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work. Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that ‘teaching takes time away from research’. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including: Lecturing Peer review of teaching Discussion as an approach to teaching Research and the new academic The subject and the idea of critical thinking This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. Tony Harland is Associate Professor at the Higher Education Development Centre, University of Otago, New Zealand
University Teaching: International Perspectives (RoutledgeFalmer Studies in Higher Education #9)
by James J.f. ForestFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
University Teaching in Focus: A learning-centred approach
by Lynne Hunt Denise ChalmersUniversity Teaching in Focus provides a foundational springboard for early career academics preparing to teach in universities. Focusing on four critical areas - teaching, curriculum, students, and quality/leadership - this succinct resource offers university teachers a straightforward approach to facilitating effective student learning. The book empowers university teachers and contributes to their career success by developing teaching skills, strategies, and knowledge, as well as linking theory to practice. Written in a clear and accessible style by internationally acclaimed experts, topics include: learning theories, assessment, discipline-based teaching, curriculum design, problem-based and work-integrated learning, effective classroom teaching, and flexible modes of delivery. The needs of diverse student groups are explored and the scholarship of teaching and learning is addressed within a quality and leadership framework. The book also makes reference to seminal works and current resources. Real-world cases illuminate the theoretical content and 'Your Thoughts' sections encourage reflection and adaptation to local contexts. University Teaching in Focus explores ways that teachers can effectively engage students in life-long learning, extending their capacity to solve problems, to enter the workforce, to understand their discipline, and to interact positively with others in a global community throughout their professional lives.
University Teaching in Focus: A learning-centred approach
by Lynne Hunt Denise ChalmersUniversity Teaching in Focus provides a foundational springboard for early career academics preparing to teach in universities. Focusing on four critical areas - teaching, curriculum, students, and quality/leadership - this succinct resource offers university teachers a straightforward approach to facilitating effective student learning. The book empowers university teachers and contributes to their career success by developing teaching skills, strategies, and knowledge, as well as linking theory to practice. Written in a clear and accessible style by internationally acclaimed experts, topics include: learning theories, assessment, discipline-based teaching, curriculum design, problem-based and work-integrated learning, effective classroom teaching, and flexible modes of delivery. The needs of diverse student groups are explored and the scholarship of teaching and learning is addressed within a quality and leadership framework. The book also makes reference to seminal works and current resources. Real-world cases illuminate the theoretical content and 'Your Thoughts' sections encourage reflection and adaptation to local contexts. University Teaching in Focus explores ways that teachers can effectively engage students in life-long learning, extending their capacity to solve problems, to enter the workforce, to understand their discipline, and to interact positively with others in a global community throughout their professional lives.
University Teaching in Focus: A Learning-centred Approach
by Lynne Hunt Denise ChalmersThe second edition of University Teaching in Focus distils the knowledge and insights of internationally acclaimed experts in university teaching. It empowers university teachers and contributes to their career success by developing their teaching skills, strategies and knowledge. Written in a clear and accessible style, it provides a sharp focus on student learning through the lens of four sections: Focus on subject and curriculum design Focus on subject teaching and learning Focus on students Focus on your career Each of the 15 chapters targets a key teaching and learning issue referencing seminal works, current resources and practical applications using real-world cases. The ‘Your thoughts’ sections encourage reflection and offer opportunities to adapt international evidence about best practice to local contexts and disciplines. This edition will be a key resource for foundational teaching development programs in higher education institutions or as a self-help manual by early career and experienced teachers who wish to enhance their students’ learning.
University Teaching in Focus: A Learning-centred Approach
by Lynne Hunt; Denise ChalmersThe second edition of University Teaching in Focus distils the knowledge and insights of internationally acclaimed experts in university teaching. It empowers university teachers and contributes to their career success by developing their teaching skills, strategies and knowledge. Written in a clear and accessible style, it provides a sharp focus on student learning through the lens of four sections: Focus on subject and curriculum design Focus on subject teaching and learning Focus on students Focus on your career Each of the 15 chapters targets a key teaching and learning issue referencing seminal works, current resources and practical applications using real-world cases. The ‘Your thoughts’ sections encourage reflection and offer opportunities to adapt international evidence about best practice to local contexts and disciplines. This edition will be a key resource for foundational teaching development programs in higher education institutions or as a self-help manual by early career and experienced teachers who wish to enhance their students’ learning.
University Technology Transfer: The globalization of academic innovation (Routledge Studies in Global Competition)
by Shiri M. Breznitz Henry EtzkowitzUniversities have become essential players in the generation of knowledge and innovation. Through the commercialization of technology, they have developed the ability to influence regional economic growth. By examining different commercialization models this book analyses technology transfer at universities as part of a national and regional system. It provides insight as to why certain models work better than others, and reaffirms that technology transfer programs must be linked to their regional and commercial environments. Using a global perspective on technology commercialization, this book divides the discussion between developed and developing counties according to the level of university commercialization capability. Critical cases as well as country reports examine the policies and culture of university involvement in economic development, relationships between university and industry, and the commercialization of technology first developed at universities. In addition, each chapter provides examples from specific universities in each country from a regional, national, and international comparative perspective. This book includes articles by leading practitioners as well as researchers and will be highly relevant to all those with an interest in innovation studies, organizational studies, regional economics, higher education, public policy and business entrepreneurship.
University Technology Transfer: The globalization of academic innovation (Routledge Studies in Global Competition)
by Shiri M. Breznitz Henry EtzkowitzUniversities have become essential players in the generation of knowledge and innovation. Through the commercialization of technology, they have developed the ability to influence regional economic growth. By examining different commercialization models this book analyses technology transfer at universities as part of a national and regional system. It provides insight as to why certain models work better than others, and reaffirms that technology transfer programs must be linked to their regional and commercial environments. Using a global perspective on technology commercialization, this book divides the discussion between developed and developing counties according to the level of university commercialization capability. Critical cases as well as country reports examine the policies and culture of university involvement in economic development, relationships between university and industry, and the commercialization of technology first developed at universities. In addition, each chapter provides examples from specific universities in each country from a regional, national, and international comparative perspective. This book includes articles by leading practitioners as well as researchers and will be highly relevant to all those with an interest in innovation studies, organizational studies, regional economics, higher education, public policy and business entrepreneurship.
University Technology Transfer: What It Is and How to Do It
by Tom HockadayHow do we transfer the brilliance of university research results into new products, services, and medicines to benefit society? University research is creating the technologies of tomorrow in the fields of medicine, engineering, information technology, robotics, and artificial intelligence. These early-stage technologies need investment from existing and new businesses to benefit society. But how do we connect university research outputs with business and investors?This process, Tom Hockaday explains, is what university technology transfer is all about: identifying, protecting, and marketing university research outputs in order to shift opportunities from the university into business. In this detailed introductory book—a comprehensive overview of and guide to the subject—Hockaday, an internationally recognized technology transfer expert, offers up his insider observations, opinions, and suggestions about university technology transfer. He also explains how to develop, strategically operate, and fund university technology transfer offices while behaving in accordance with the central mission of the university.Aimed at people who work in or with university technology transfer offices, as well as anyone who wants to learn the basics of what is involved, University Technology Transfer speaks to a global audience. Tackling a complex topic in clear language, the book reveals the impressive scale of patenting, licensing, and spin-out company creation while also demonstrating that university technology transfer is a commercial activity with benefits that go well beyond the opportunity to make money.
University Technology Transfer: What It Is and How to Do It
by Tom HockadayHow do we transfer the brilliance of university research results into new products, services, and medicines to benefit society? University research is creating the technologies of tomorrow in the fields of medicine, engineering, information technology, robotics, and artificial intelligence. These early-stage technologies need investment from existing and new businesses to benefit society. But how do we connect university research outputs with business and investors?This process, Tom Hockaday explains, is what university technology transfer is all about: identifying, protecting, and marketing university research outputs in order to shift opportunities from the university into business. In this detailed introductory book—a comprehensive overview of and guide to the subject—Hockaday, an internationally recognized technology transfer expert, offers up his insider observations, opinions, and suggestions about university technology transfer. He also explains how to develop, strategically operate, and fund university technology transfer offices while behaving in accordance with the central mission of the university.Aimed at people who work in or with university technology transfer offices, as well as anyone who wants to learn the basics of what is involved, University Technology Transfer speaks to a global audience. Tackling a complex topic in clear language, the book reveals the impressive scale of patenting, licensing, and spin-out company creation while also demonstrating that university technology transfer is a commercial activity with benefits that go well beyond the opportunity to make money.
The University Unthought: Notes for a Future
by Debaditya BhattacharyaWhy is it important to have a revolutionary critical pedagogy? What are the new inter/disciplinary engagements possible within the university? What will it be like to live and learn in this university of the future? Drawing on these essential questions, this volume explores the political future(s) of the university. It does not take a simplistic recourse to the tenets of liberal democracy but seeks a more engaged positioning of the university space within everyday practices of the social. It cross-examines the history of this ‘ideal’ university’s relationship with the banal everyday, the ‘apolitical’ outside and what exceeds intellectual reason, to finally question if such historicizing of the university is necessary at all. Along with its companion The Idea of the University: Histories and Contexts, this brave new intervention makes a compelling foray into the political future(s) of the university. It will be of interest to academics, educators and students of the social sciences and humanities, especially education. It will also be of use to policy-makers and education analysts, and be central to the concerns of any citizen.
The University Unthought: Notes for a Future
by Debaditya BhattacharyaWhy is it important to have a revolutionary critical pedagogy? What are the new inter/disciplinary engagements possible within the university? What will it be like to live and learn in this university of the future? Drawing on these essential questions, this volume explores the political future(s) of the university. It does not take a simplistic recourse to the tenets of liberal democracy but seeks a more engaged positioning of the university space within everyday practices of the social. It cross-examines the history of this ‘ideal’ university’s relationship with the banal everyday, the ‘apolitical’ outside and what exceeds intellectual reason, to finally question if such historicizing of the university is necessary at all. Along with its companion The Idea of the University: Histories and Contexts, this brave new intervention makes a compelling foray into the political future(s) of the university. It will be of interest to academics, educators and students of the social sciences and humanities, especially education. It will also be of use to policy-makers and education analysts, and be central to the concerns of any citizen.
University–Community Relations in the UK: Engaging Universities (Rethinking University-Community Policy Connections)
by Carolyn Kagan John Diamond“This is a fascinating, scholarly and informative synthesis of the history of UK community-university engagement and will be essential reading for anyone who wants to make sense of the past in order to progress future agendas in this area. A great read.”—Angie Hart, Academic Director, Community University Partnership Programme, University of Brighton, UK“This book is pertinent for an in-depth understanding of University-Community partnerships that challenge all European Universities. The notions of engagement, reciprocity or mutuality differ according to the socio-political context, civic traditions and social policies of the European regions. This book is a must read for those who want to make a difference in their Universities and their Communities.”—Maria Vargas-Moniz, President of the European Community Psychology Association.“Kagan and Diamond’s analysis of University-Community engagement in England, is highly relevant for the challenges facing higher education in many places but particularly in Mexico where higher education has to move from existing verticality and authoritarianism, to become socially more relevant.”—Eduardo Almeida Acosta, Universidad Iberoamericana, Mexico.This book examines and analyses the complex and contradictory relationships between Higher Education Institutions in England and their local communities within a wider political and policy context. It provides an overview of the UK university system which has a long tradition of a mixed pattern of relationships with communities. The book critically explores the academic spheres of teaching and learning, third stream activities and research, showing how the ways in which different initiatives supported by national policy and funding bodies have shaped the relationship universities have with their communities as well as the opportunities and challenges institutions now face to develop and transform these relationships.
University–Industry Partnerships for Positive Change: Transformational Strategic Alliances Towards UN SDGs
by Tim Bodley-Scott Ersel OymakRobust university–industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone. Developing the theory and practice of the ‘5th Generation University’, this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity. The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.
University–Industry Partnerships for Positive Change: Transformational Strategic Alliances Towards UN SDGs
by Tim Bodley-Scott Ersel OymakRobust university–industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone. Developing the theory and practice of the ‘5th Generation University’, this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity. The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.
Unjournaling: Daily Writing Exercises That Are Not Personal, Not Introspective, Not Boring!
by Dawn DiPrince Cheryl Miller ThurstonSome students just don't want to share intimate details about their thoughts, feelings and lives—at least, not with others in a class or group. That's where Unjournaling comes in. All the writing prompts in this book are entirely impersonal but completely engaging for both kids and adults.Two examples of the 200 writing prompts include:Write a paragraph about a girl named Dot, but use no letters with a dot (in other words, no i or j).Why on earth would Yankee Doodle stick a feather in his cap and call it “macaroni”? Come up with a plausible explanation.The book includes sample responses to all of the questions—a helpful tool for anyone who gets stuck with a topic and wants to see how it can be done!Grade 7-Adult
Unjournaling: Daily Writing Exercises That Are Not Personal, Not Introspective, Not Boring!
by Dawn DiPrince Cheryl Miller ThurstonSome students just don't want to share intimate details about their thoughts, feelings and lives—at least, not with others in a class or group. That's where Unjournaling comes in. All the writing prompts in this book are entirely impersonal but completely engaging for both kids and adults.Two examples of the 200 writing prompts include:Write a paragraph about a girl named Dot, but use no letters with a dot (in other words, no i or j).Why on earth would Yankee Doodle stick a feather in his cap and call it “macaroni”? Come up with a plausible explanation.The book includes sample responses to all of the questions—a helpful tool for anyone who gets stuck with a topic and wants to see how it can be done!Grade 7-Adult