Heinke Röbken analyses how American, German and Swedish universities - and particularly business schools - deal with the various expectations they are confronted with. On the basis of neo-institutional theory she argues that a form of "institutional schizophrenia" can help institutions to comply with external demands without compromising the pursuit of academic reputation which is essential for their inner stability.

Americans can't get a good education for love or money, argues Stanley Aronowitz in this groundbreaking look at the structure and curriculum of higher education. Moving beyond the canon wars begun in Allan Bloom's The Closing of the American Mind, Aronowitz offers a vision for true higher learning that places a well-rounded education back at the center of the university's mission. "Aronowitz should be commended for the high seriousness of his endeavor, which sidesteps the comparatively petty canon wars to ask: What is the true purpose of higher education and how can we restructure our universities to achieve it?" --Publishers Weekly "One of the most important books written on higher education in the last fifty years." --Henry A. Giroux, author of The Mouse That Roared: Disney and the End of Innocence "Bold, brassy, and provocative." --Michelle Fine, coauthor of The Unknown City: Lives of Poor and Working-Class Young Adults

The world is continually changing. As organizations become more diverse, the need to recognize and develop talent within others becomes more critical and more complex. Herein lies the fundamental dilemma that parties to these important relationships face. Based on a recent gathering in Amherst, the contributors of this volume attempted to help each other better understand the issues that they were facing in their own diversified mentoring relationships as mentors, protégés, or both. This volume is the result of their efforts. Organized into three sections, the book focuses on the different types of mentoring perspectives--theoretical, empirical, and experiential. It addresses the following issues: *Developmental relationships--the emerging themes and theoretical models that discuss the experiences of various ethnic populations, *Empirical evidence--qualitative and quantitative research that examines the impact of diverse mentoring relationships, *First-hand accounts--experiences that recount key lessons learned in various situations, including breaking the glass ceiling, among others.

"This book discusses the considerations and implications surrounding the outsourcing and offshoring of professional services, such as software development computer-aided design, and healthcare, from multiple global perspectives. This book, offers industry professionals, policymakers, students, and educators with a balance between a broad overview and detailed analysis of offshore outsourcing, would make an invaluable addition to any reference library"--Provided by publisher.

One of the first books to focus on different national perspectives of knowledge production and research in higher education in the Asia-Pacific region, it compares, contrasts, and critically analyzes how policy in Asia-Pacific countries is furthering a supportive (or non-supportive) environment for the promotion of research within higher education.

The 1960 California Master Plan for Higher Education remains to this day the largest and most ambitious attempt to provide free, universal college education in the United States. Yet the Master Plan, the product of committed Cold War liberals, unfortunately served to reinforce the very class-based exclusions and de facto racism that plagued K–12 education in the nation's largest and most diverse state. In doing so, it inspired a wave of student and faculty organizing that not only forced administrators and politicians to live up to the original promise of the Master Plan—quality higher education for all—but changed the face of California itself. Higher Education for All is the first and only comprehensive account of the California Master Plan. Through deep archival work and sharp attention to a fascinating cast of historical characters, Andrew Stone Higgins has excavated the forgotten history of the Master Plan: from its origins in the 1957 Sputnik Crisis, through Governor Ronald Reagan's financial starvation and his failed quest to introduce tuition, to the student struggle to institute affirmative action in university admissions.

After decades of turbulence and acute crises in recent years, how can we build a better future for Higher Education? Thoughtfully edited by Laura Czerniewicz and Catherine Cronin, this rich and diverse collection by academics and professionals from across 17 countries and many disciplines offers a variety of answers to this question. It addresses the need to set new values for universities, trapped today in narratives dominated by financial incentives and performance indicators, and examines those “wicked” problems which need multiple solutions, resolutions, experiments, and imaginaries. This mix of new and well-established voices provides hopeful new ways of thinking about Higher Education across a range of contexts, and how to concretise initiatives to deal with local and global challenges. In an unusual and refreshing way, the contributors provide insights about resilience tactics and collective actions across different levels of higher education using an array of styles and formats including essays, poetry, and speculative fiction. With its interdisciplinary appeal, this book presents itself as a provocative and inspiring resource for universities, students, and scholars. Higher Education for Good courageously offers critique, hope, and purpose for the practice and the trajectory of Higher Education.

In this new volume, editors Lynn H. Collins, Joan C. Chrisler, and Kathryn Quina provide a wealth of information about institutional pitfalls in higher education professions, advice on how to handle difficult situations, and encouragement to those who persevere in their pursuit of an academic career.

Both nationally and internationally there is a drive to increase participation in post-compulsory education. Yet with existing participation rates already high by historical standards, it is not easy to see how this can be done. Now Liz Thomas provides a comprehensive guide. From an analysis of the motives for expansion and the reasons why students enroll--or fail to enroll--through to a critical analysis of existing and innovative schemes, the author highlights good practice and explains ways to develop a strategic approach to widening participation.

Organizational Learning and Knowledge: Concepts, Methodologies, Tools and Applications demonstrates exhaustively the many applications, issues, and techniques applied to the science of recording, categorizing, using and learning from the experiences and expertise acquired by the modern organization. A much needed collection, this multi-volume reference presents the theoretical foundations, research results, practical case studies, and future trends to both inform the decisions facing today's organizations and the establish fruitful organizational practices for the future. Practitioners, researchers, and academics involved in leading organizations of all types will find useful, grounded resources for navigating the ever-changing organizational landscape.