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Universality: A novel
by Natasha BrownRemember—words are your weapons, they&’re your tools, your currency: a twisty, slippery descent into the rhetoric of truth and power from a writer who &“brilliantly illuminates the entrenched inequalities of our time&” (The Guardian).Named one of 2025's Most Anticipated Releases by The Times • Literary Hub • ELLE (UK) • The Guardian • Harper's BAZAAR • BBCLate one night on a Yorkshire farm, in the midst of an illegal rave, a young man is nearly bludgeoned to death with a solid gold bar.An ambitious young journalist sets out to uncover the truth surrounding the attack, connecting the dots between an amoral banker landlord, an iconoclastic columnist, and a radical anarchist movement that has taken up residence on the farm. She solves the mystery, but her viral exposé raises more questions than it answers, namely: Who wrote it? Why? And how much of it is true? Through a voyeuristic lens, and with a simmering power, Universality focuses in on words: what we say, how we say it, and what we really mean.The thrilling new novel from one of the most acclaimed and incisive young novelists working today, Universality is a compelling, unsettling celebration of the spectacular, appalling force of language. It dares you to look away.
Universalizing Nuclear Nonproliferation Norms: Regional Framework For The South Asian Nuclear Weapon States
by Adil SultanThis book suggests a new bargain between the NPT nuclear weapon states and the non-NPT nuclear weapons possessor states, mainly India and Pakistan, through a regional arrangement to help move towards universalization of the nuclear nonproliferation regime. The author analyses nuclear proliferation drivers to understand why states acquire and justify possession of nuclear weapons even though most nuclear weapon states no longer are faced with an existential threat to their national security. This study also identifies various challenges being faced by the NPT based nuclear nonproliferation regime, which if left unaddressed, could unravel the nonproliferation regime. It also offers the history of confidence building measures between India and Pakistan, which could be a useful reference for negotiating a Regional Nonproliferation Regime (RNR) in the future.
Universities Under Fire: Hostile Discourses and Integrity Deficits in Higher Education (Palgrave Critical University Studies)
by Steven JonesThis book explores the ways in which the contemporary university is talked about, and talks about itself. Focusing on English higher education, Jones documents how an under-confident sector internalised the language and logic of government policy, and individual institutions then set about normalising competition and gaming short-term advantage at the expense of collectively serving a common good. A flawed marketisation project was attended and sustained by hostile discourses, with purportedly woke universities becoming a soft target for right-leaning politicians and media commentators, and campuses reluctant battlefields for manufactured culture wars. Within this context, integrity deficits soon arose: universities bragged about diversity and social responsibility without commensurate action; global ambitions went unmatched by local accountability; senior management grew more distant and self-rewarding as contractual precarity increased for frontline staff. Jones does not call for a return to any golden age of academic self-rule. Rather, he warns that without self-assured new stories, firmly underpinned by more transparent and moral forms of governance, universities risk further compromising their standing as trusted public institutions at the very moment they are needed most.
Universities and Conflict: The Role of Higher Education in Peacebuilding and Resistance (Routledge Studies in Peace and Conflict Resolution)
by Juliet MillicanThis book uses a series of case studies to examine the roles played by universities during situations of conflict, peacebuilding and resistance. While a body of work dealing with the role of education in conflict does exist, this is almost entirely concerned with compulsory education and schooling. This book, in contrast, highlights and promotes the importance of higher education, and universities in particular, to situations of conflict, peacebuilding and resistance. Using case studies from Europe, Africa, Asia and the Middle East, this volume considers institutional responses, academic responses and student responses, illustrating these in chapters written by those who have had direct experience of these issues. Looking at a university’s tripartite functions (of research, teaching and service) in relation to the different phases or stages of conflict (pre conflict, violence, post conflict and peacebuilding), it draws together some of the key contributions a university might make to situations of instability, resistance and recovery. The book is organised in five sections that deal with conceptual issues, institutional responses, academic-led or discipline-specific responses, teaching or curriculum-led responses and student involvement. Aimed at those working in universities or concerned with conflict recovery and peacebuilding it highlights ways in which universities can be a valuable, if currently neglected, resource. This book will be of much interest to students of peace studies, conflict resolution, education studies and IR in general.
Universities and Global Human Development: Theoretical and empirical insights for social change (Routledge Studies in Sustainable Development)
by Melanie Walker Alejandra BoniThis book makes the case for a critical turn in development thinking around universities and their contributions in making a more equal post-2015 world. It puts forward a normative approach based on human development and the capability approach, one which can gain a hearing from policy, scholarship, and practitioners dealing with practical issues of understanding policy, democratising research and knowledge, and fostering student learning - all key university functions. The book argues that such an approach can elucidate development debates drawing on local, national and international issues and examples to show why higher education matters for sustainable development goals both in educational and social terms. It advocates a new arena of engagement with universities as key sites of development and freedoms beyond human capital and challenges development omissions and gaps around university education. The book explores how the human development approach addresses the following core ideas: the meaning of well-being, the idea of agency, participation and democratic citizenship, how to address inequalities, the relation between local and global, and the idea of equitable partnerships. This book is addressed to researchers and postgraduate students in development studies, university education, the capability approach and human development community.
Universities and Non-Governmental Organisations: A Comparative European Study of the Potential for Civil Society Collaboration
by Monika Banaś Franciszek Czech Małgorzata KołaczekIn the opinion of the general public, universities and NGOs would be natural partners for effective collaboration in many fields. They are indeed, but mainly in theory. This book examines the reasons why this is the case and what possible models of cooperation and facilitated dialogue between institutions of higher education system and NGOs could transform this theoretically optimal union into practice. The authors start with Poland and analyse legal, cultural and socio-economic factors, which impact upon the current state of affairs. Subsequently they move on to consider cases from four other European countries: Portugal, Austria, Slovakia and the United Kingdom. Then they propose possible solutions, areas for further research and formulate recommendations for strengthening future cooperation between the two main types of actors which shape education and increase awareness in civil societies. Universities and Non-Governmental Organisations will appeal to scholars across the social sciences with interests in higher education and research, public discourse and civil society.
Universities and Regional Engagement: From the Exceptional to the Everyday (Regions and Cities)
by Rómulo Pinheiro Paul Benneworth Tatiana Iakovleva Elisa Thomas Laila Nordstrand BergThe study of universities’ role in regional engagement has traditionally been focusing on exceptional cases. This book presents a reconceptualision which embraces its underlying complexity, and proposes a roadmap for a renewed research agenda. Starting from the grassroots level of universities’ "everyday" engagements, the book delves into the manifold ways in which university knowledge agents build connections with regional partners. Through eleven empirical chapters, the authors not only chart the diversity amongst case institutions, engagement mechanisms and regional contexts, but also use that diversity to advance a novel conceptual framework for unpacking university-regions’ everyday activities, taking into account the dynamic, complex and co-evolving interplay between (a) key social agents and institutions, (b) the contexts in which they are embedded, as well as (c) the historical trajectories and strategic ambitions underpinning context-specific social- arrangements and interactions that are mediated by temporal and spatial dimensions. Drawing on evolutionary economic geography, innovation studies, management and organisation studies, and historical perspectives, the volume advances a new mode of understanding university-regional engagement as a form of extendable temporary coupling, which also helps to address perennial policy and managerial questions alike of what to do with universities that do not serve local labour market needs, and/or are located in regions suffering from brain drain. The book illustrates such dynamics from diverse national contexts: Brazil, Caribbean, China, Italy, Norway, and Poland. This book will be valuable reading for advanced students, researchers and policy makers working in economic geography, regional development, innovation and higher education management.
Universities and Their Leadership
by William G. Bowen Harold T. ShapiroOn the occasion of the 250th anniversary of Princeton University, leading educators and commentators participated in a symposium jointly sponsored by Princeton and The Andrew W. Mellon Foundation. Universities and Their Leadership is a collection of original essays from presenters at the Princeton Conference on Higher Education. Individually, these essays discuss aspects of contemporary higher education in the U.S. Taken together, they offer a useful perspective on issues that face American universities as they enter the twenty-first century. The opening essay, "The University and Its Critics" by Frank Rhodes, confronts criticisms of the American university, examines how universities have changed over recent decades, and suggests a plan of action to restore public confidence and strengthen bonds of community within universities. "On the Accountability of Higher Education in the United States," by Martin Trow, deals with the critical issue of responsibility. Harold Shapiro's essay, "University Presidents--Then and Now," blends personal insights with a historical account of changes over time in the roles of university presidents. In commenting on Shapiro's paper, Hanna Gray draws on her experiences as a university president and her training as a historian to demonstrate that university presidents have always operated under constraints. Henry Rosovsky and Inge-Lise Ameer collaborate in the essay "A Neglected Topic: Professional Conduct of College and University Teachers," to which Amy Gutmann responds in an essay entitled "How Can Universities Teach Professional Ethics?" Oliver Fulton contributes a cross-cultural perspective in "Unity or Fragmentation, Convergence or Diversity: The Academic Profession in Comparative Perspective in the Era of Mass Higher Education." Daniel J. Kevles's essay, "A Time for Audacity: What the Past Has to Teach the Present about Science and the Federal Government," considers the historical partnership between the scientific community and the government. In reaction, Frank Press in "New Policies for New Times" comments on the shifting actions of major political parties in supporting research, and Maxine Singer, in her essay "On the Future of America's Scientific Enterprise," surveys opportunities and problems that have been created by recent scientific advances.
Universities and the Sustainable Development Future: Evaluating Higher-Education Contributions to the 2030 Agenda
by Peter H. Koehn Juha I. UittoSince the mid-1970s, a series of international declarations that link environment and sustainable development to all aspects of higher learning have been endorsed and signed by universities around the world. Although university involvement in sustainable-development research and outreach has increased substantially, systematic learning from higher-education engagements has been limited. Universities and the Sustainable Development Future offers institutions of higher learning around the world practical guidelines that can be applied contextually to produce credible evidence regarding the outcome and impact of their teaching, research, and transnational-partnering activities. Drawing on innovative applications of lessons from experience with international-development cooperation, this book demonstrates the utility of a flexible framework that will inspire substantial improvements in the ways universities evaluate and improve their sustainable-development undertakings aimed at promoting Agenda 2030. This book promotes an inclusive evaluation framework that will allow universities to illuminate sustainable-development outcomes, and it provides a cutting-edge resource for students, scholars, and policy makers with an interest in sustainable development, climate change, and evaluation challenges.
Universities as Agencies: Reputation and Professionalization (Public Sector Organizations)
by Tom Christensen Francisco O. Ramirez Åse GornitzkaThis book discusses how modern universities increasingly use reputation management in relation to internal and external challenges. Universities are increasingly characterized by social embeddedness, relating to many external stakeholders and international markets of students, researchers and research projects. This implies global pressure to standardize, formalize and rationalize their internal organization. The book uses data from China, Norway and US to show how reputation symbols are used and balanced, based on their web pages. Further, it uses extensive data from US universities to show how their internal organization structure is developing over time, related to three types of units/positions - development, diversity and legal offices and roles.
Universities in Transition
by Bo Göransson Claes BrundeniusGlobalization, the information age, and the rise of the knowledge-based economy are significantly transforming the way we acquire, disseminate, and transform knowledge. And, as a result, knowledge production is becoming closer and more directly linked to economic competitiveness. This evolution is also putting new and urgent demands on academic institutions to adjust to the changing needs of society and economy. In particular, there is growing pressure on the institutions of higher education and research in developed economies to find and affirm their new role in the national innovation system. Their counterparts in developing economies need to define their role in supporting emerging structures of the innovation system. This book examines the role of universities and national research institutes in social and economic development processes. Featuring contributions that showcase initiatives and innovations from around the world, including China, Eastern Europe, Latin America, Scandinavia, Southeast Asia, sub-Saharan Africa, and Western Europe, it offers timely insight that will be of interest to policymakers, university administrators, economic and social leaders, and researchers alike.
Universities in the Knowledge Society: The Nexus of National Systems of Innovation and Higher Education (The Changing Academy – The Changing Academic Profession in International Comparative Perspective #22)
by Timo Aarrevaara Martin Finkelstein Jisun Jung Glen A. JonesThis book explores the complex, multi-faceted relationships between national research and innovation systems and higher education. The transition towards knowledge societies/economies is repositioning the role of the university and transforming the academic profession. The volume provides a foundational introduction to the concepts of knowledge society and knowledge economy, and these concepts ground the detailed case studies of eighteen systems, located across five continents. Each case study was written by a leading expert in that jurisdiction, and provides a critical analysis of the research and development infrastructure, the role of universities, and the implications for the academic profession. The book describes how nations in various geographic regions and at various stages of economic maturity are restructuring their university systems to adapt to the new imperatives, and provides a cross-case analysis identifying common themes and distinctive features. In telling the story of higher education’s on-going global metamorphosis, the contributing authors place current developments in the context of the university’s historic evolution, survey the changing metrics that national governments are adopting to measure university performance, and describe a new international project, the Academic Profession in the Knowledge-based Society [APiKS] that involved a common survey of academics in more than twenty countries to take the pulse of developments “on the ground” while documenting the challenges confronting knowledge workers in the new economy.
Universities in the Marketplace: The Commercialization of Higher Education
by Derek BokIs everything in a university for sale if the price is right? In this book, one of America's leading educators cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing commercialization of our academic institutions, Derek Bok probes the efforts on campus to profit financially not only from athletics but increasingly, from education and research as well. He shows how such ventures are undermining core academic values and what universities can do to limit the damage. Commercialization has many causes, but it could never have grown to its present state had it not been for the recent, rapid growth of money-making opportunities in a more technologically complex, knowledge-based economy. A brave new world has now emerged in which university presidents, enterprising professors, and even administrative staff can all find seductive opportunities to turn specialized knowledge into profit. Bok argues that universities, faced with these temptations, are jeopardizing their fundamental mission in their eagerness to make money by agreeing to more and more compromises with basic academic values. He discusses the dangers posed by increased secrecy in corporate-funded research, for-profit Internet companies funded by venture capitalists, industry-subsidized educational programs for physicians, conflicts of interest in research on human subjects, and other questionable activities. While entrepreneurial universities may occasionally succeed in the short term, reasons Bok, only those institutions that vigorously uphold academic values, even at the cost of a few lucrative ventures, will win public trust and retain the respect of faculty and students. Candid, evenhanded, and eminently readable, Universities in the Marketplace will be widely debated by all those concerned with the future of higher education in America and beyond.
Universities in the Marketplace: The Commercialization of Higher Education (The William G. Bowen Series #39)
by Derek BokIs everything in a university for sale if the price is right? In this book, one of America's leading educators cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing commercialization of our academic institutions, Derek Bok probes the efforts on campus to profit financially not only from athletics but increasingly, from education and research as well. He shows how such ventures are undermining core academic values and what universities can do to limit the damage. Commercialization has many causes, but it could never have grown to its present state had it not been for the recent, rapid growth of money-making opportunities in a more technologically complex, knowledge-based economy. A brave new world has now emerged in which university presidents, enterprising professors, and even administrative staff can all find seductive opportunities to turn specialized knowledge into profit. Bok argues that universities, faced with these temptations, are jeopardizing their fundamental mission in their eagerness to make money by agreeing to more and more compromises with basic academic values. He discusses the dangers posed by increased secrecy in corporate-funded research, for-profit Internet companies funded by venture capitalists, industry-subsidized educational programs for physicians, conflicts of interest in research on human subjects, and other questionable activities. While entrepreneurial universities may occasionally succeed in the short term, reasons Bok, only those institutions that vigorously uphold academic values, even at the cost of a few lucrative ventures, will win public trust and retain the respect of faculty and students. Candid, evenhanded, and eminently readable, Universities in the Marketplace will be widely debated by all those concerned with the future of higher education in America and beyond.
Universities with a Social Purpose: Intentions, Achievements and Challenges (Sustainable Development Goals Series)
by V. Santhakumar Kerry ShephardThis book is a narrative of conversations between two professors, with different backgrounds, academic disciplines, life experiences, and from different continents. It shows how their discourse has brought them to a single destination defined by a mutual interest in the social purposes of universities, and a hope in common that their academic efforts will somehow do good in the world. The seventeen internationally-agreed Sustainable Development Goals (SDGs) provide focus for aspirations and plans regarding sustainability, but notably, the SDGs’ targets and indicators rarely provide detailed accounts of who is expected to enact change. This book addresses the role of higher education in this context and explores the social purposes of universities and their relation to the Sustainable Development Goals. It presents an academic analysis of this complex situation, based on insights from published literature on higher education, and the personal but very different experiences of two professors with this shared interest.
Universities, Rankings and the Dynamics of Global Higher Education
by Hans Peter HertigGlobal university rankings are now more than a decade old and this book uses the data they have produced to examine how the international landscape of universities has changed over the years. It offers new insights into the power and limits of league tables, a key element of globalized higher education that can be deplored but hardly ignored. Case studies from Asia, Europe and North America are explored to highlight the issues raised by a quantitative exercise that decontextualizes what is linked so strongly to local factors.
Universities, the Citizen Scholar and the Future of Higher Education (Palgrave Critical University Studies)
by David J. Hornsby James ArvanitakisThe future of higher education is in question as universities struggle to remain relevant to the present and future needs of society. The context in which learning occurs is rapidly changing and those engaged and interested in the place and position of university education need to figure out to adapt. This book embodies a vision for higher education where graduate attributes and proficiencies are at the core of the academic project, where degree programs move beyond disciplinary content and where students are encouraged to be Citizen Scholars. Through a series of cross-disciplinary and contextual cases, the contributors to this book articulate how this vision can be achieved in our pedagogical environments, future proofing higher education.
University City: History, Race, and Community in the Era of the Innovation District
by Laura Wolf-PowersIn twenty-first-century American cities, policy makers increasingly celebrate university-sponsored innovation districts as engines of inclusive growth. But the story is not so simple. In University City, Laura Wolf-Powers chronicles five decades of planning in and around the communities of West Philadelphia’s University City to illuminate how the dynamics of innovation district development in the present both depart from and connect to the politics of mid-twentieth-century urban renewal. Drawing on archival and ethnographic research, Wolf-Powers concludes that even as university and government leaders vow to develop without displacement, what existing residents value is imperiled when innovation-driven redevelopment remains accountable to the property market.The book first traces the municipal and institutional politics that empowered officials to demolish a predominantly Black neighborhood near the University of Pennsylvania and Drexel University in the late 1960s to make way for the University City Science Center and University City High School. It also provides new insight into organizations whose members experimented during that same period with alternative conceptions of economic advancement. The book then shifts to the present, documenting contemporary efforts to position university-adjacent neighborhoods as locations for prosperity built on scientific knowledge. Wolf-Powers examines the work of mobilized civic groups to push cultural preservation concerns into the public arena and to win policies to help economically insecure families keep a foothold in changing neighborhoods.Placing Philadelphia’s innovation districts in the context of similar development taking place around the United States, University City advocates a reorientation of redevelopment practice around the recognition that despite their negligible worth in real estate terms, the time, care, and energy people invest in their local environments—and in one another—are precious urban resources.
University Commons Divided: Exploring Debate and Dissent on Campus
by Peter MacKinnonIn recent years, a number of controversies have emerged from inside Canadian universities. While some of these controversies reflect debates occurring at a broader societal level, others are unique to the culture of universities and the way in which they are governed. In University Commons Divided, Peter MacKinnon provides close readings of a range of recent incidents with a view to exploring new challenges within universities and the extent to which the idea of the university as ‘commons,’ a site for open and contentious disagreement, may be under threat. Among the incidents addressed in this book are the Jennifer Berdahl case in which a UBC professor alleged a violation of her academic freedom when she was phoned by the university's board chair to discuss her blog on which she speculated about the reasons for the university president's departure from office; the case of Root Gorelick, a Carleton University biologist and member of the university’s board of governors who refused to sign a code of conduct preventing public discussion of internal board discussions; the Facebook scandal at Dalhousie University’s Faculty of Dentistry in which male students posted misogynistic comments about their female classmates. These and many other examples of turmoil in universities across the country are used to reach new insights on the state of freedom of expression and academic governance in the contemporary university. Accessibly written and perceptively argued, University Commons Divided is a timely and bold examination of the pressures seeking to transform the culture and governance of universities.
University Education, Controversy and Democratic Citizenship
by Nuraan Davids Yusef WaghidThis book explores the role of the university in upholding democratic values for societal change. The chapters advocate for the moral virtue of democratic patriotism: the editors and contributors argue that universities, as institutions of higher learning, can encourage the creation of critical and patriotic citizens. The book suggests that non-violence, tolerance, and peaceful co-existence ought to manifest through pedagogical university actions on the basis of educators’ desire to cultivate reflectiveness, criticality, and deliberative inquiry in and through their academic programmes. In a way, universities can respond more positively to the violence on our campuses and in society if public and controversial issues were to be addressed through an education for democratic citizenship and human rights.
University Engagement With Socially Excluded Communities
by Paul BenneworthThis volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the 'Academy' can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university's role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a 'university' and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an 'engaged' university and strengthens the theoretical foundations of the topic.
University Engagement with Farming Communities in Africa: Community Action Research Platforms (Earthscan Food and Agriculture)
by Anthony EgeruThis book explains and explores how collaborations can be built and strengthened between African universities and farming communities to address real-world contemporary challenges. The book focuses on Community Action Research Platforms, an approach that has successfully enabled African universities to break free of the ivory tower and prove their relevance to society through deep collaborative engagements in targeted agricultural value chains. Developed in a pan-African network of universities (RUFORUM) focused on capacity building in agriculture, the approach has been tested in diverse settings over the last 15 years. The book draws on the experiences and lessons from 21 different projects initiated by RUFORUM member universities in Benin, Botswana, Ethiopia, Ghana, Kenya, Malawi, Namibia, South Africa, Sudan, Tanzania, Uganda and Zimbabwe. It highlights a critical yet underutilised role for African universities as collaborators and catalysts for multisector solutions. These are solutions that increase productivity and address climate change. They develop livelihoods and resilience in rural communities, as well as promote farmers’ access to markets, innovation and trade while safeguarding biodiversity and enhancing food and nutrition security. The book makes a case for repositioning African universities as fulcrums of development in society. It shares the rich experiences, learnings and scientific findings of diverse researchers, practitioners and students who have been working towards achieving this reality on the ground. This multidisciplinary book holds appeal for university leaders, higher education, agrifood and development specialists, researchers and practitioners, policymakers and development agencies engaged in African agriculture and rural development, higher education and sustainable growth.
University Evolution, Entrepreneurial Activity and Regional Competitiveness
by Silvio Vismara Michele Meoli David Audretsch Erik LehmannThis book aims to bring together different contributions highlighting how the recent changes that modify universities' activities, such as the necessity to internationalize and crucially rely on third party funding, and the new entrepreneurial trajectories stemming from the recent economic-financial crisis, contribute to emphasize the existing differences between successful and lagging regions, as occurred at a country level (e. g. Southern Europe). This book should be of interest to economists, sociologists, political scientists as well as to policy makers and practitioners involved in the creation of value at a local level.
University Expansion in a Changing Global Economy: Triumph of the BRICs?
by Rafiq Dossani Martin Carnoy Prashant Loyalka Maria Dobryakova Isak Froumin Katherine Kuhns Jandhyala B. G. Tilak Rong WangThis is a study of higher education in the world's four largest developing economies—Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society. Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources.
University Governance, Management and the Academic Profession: Transformations and Challenges (The Changing Academy – The Changing Academic Profession in International Comparative Perspective #26)
by Glen A. Jones Liudvika Leišytė Mónica MarquinaThis volume investigates governance and management of higher education through the lens of the academic profession. Drawing on data from the Academic Profession in the Knowledge-based Society project, an international collaborative research study involving the administration of a common survey to faculty in more than twenty countries, this volume explores important issues of governance and management in relation to, and frequently from the perspective of, the academic profession. It analyzes the complex inter-relationships and intersections between decision processes and structures at both the system and institutional levels and the experiences and perceptions of the academics who play a central role in fulfilling the mission of higher education. Theoretical chapters review key concepts that have grounded the analysis of external (system-level) and internal (institution-level) governance, while the core chapters provide original empirical research, many involving comparative studies, exploring key challenges such as managerialism, gender, shifts in faculty perceptions of influence, and the importance of communication and institutional leadership. Chapter 4,10,11 and 12 of this book are available open access under a CC BY 4.0 license at link.springer.com.