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Subject Area: Higher Education
Chishty-Mujahid, Nadya Q.2020 1-4955-0816-1 76 pages
Dr. Nadya Chishty-Mujahid wrote a Pakistani college-based play in English. I had been thinking about the art of fiction and thought that an annotated version of the attached play would make for a good monograph-with detailed explanatory notes, a few translations.
Clarke, Dawne
2011 0-7734-3717-7 148 pages
This book uses the methodology of institutional ethnography to explore the new territory of academic writing as a social process, a process embedded in the culture and practices of contemporary corporate universities.
Westhues, Kenneth
2012 0-7734-6468-9 516 pages
This is the Canadian edition of The Envy of Excellence: Administrative Mobbing of High Achieving Professors
Irvine, Russell W.
2010 0-7734-1309-X 752 pages
This study advances the understanding of black education during the antebellum era. It investigates the important ideological divisions that drove access to higher education for African Americans : the African Colonization Movement (A.C.S.), 1817–1862; and the Abolitionist Movement, 1830–1865. This study also provides some of the actual histories of those individuals who succeeded in obtaining an education as well as the histories of the institutions that served them. This book contains nineteen black and white photographs.
Ifedi, Rosaire Ifeyinwa
2008 0-7734-5114-5 264 pages
This study, underpinned by Black feminist thought, African feminism, and critical race theory, investigates the lived experiences of African-born female professors in the United States. The findings reveal similar themes found in the literature on other Black and foreign women, but also offer new perspectives on racialization, double discrimination, difference, citizenship, and scholarship.
Durst, Maribeth
1992 0-7734-9634-3 136 pages
A descriptive analysis of the results of a multi-method research study which utilized both qualitative and quantitative techniques to study the student culture at Saint Leo College. Describes the college student culture in detail: its mores and customs, its beliefs, values, and attitudes, its pattern of daily life, its developmental phases, and the interpersonal relationships among members of the culture. Although the methodology used in the study is common among anthropological researchers, it has rarely been used to study college students. Those taking or teaching anthropology or sociology can benefit from the description of methodology employed in the study. Also, the campus-specific data can be used to examine college policies and practices.
Goodman, Barbara
2006 0-7734-5831-X 160 pages
The appropriateness of competency based education for higher education settings has been the subject of debate for decades. This study revisits that debate with an expanded understanding of competency based education as a system of communication that focuses on intended outcomes expressed in observable measurable terms, and a system of instructional design that links outcomes with instructional and assessment strategies applicable across both liberal arts and professional education curricula.
Westhues, Kenneth
2008 0-7734-4922-1 108 pages
Examines two cases of academic mobbing, with an introduction explaining the background, context, and significance of the incidents.
Westhues, Kenneth
2008 1-4955-1135-9 108 pages
Examines two cases of academic mobbing, with an introduction explaining the background, context, and significance of the incidents.
Dobos, Katalin
2012 0-7734-4072-0 328 pages
With colleges building branch campuses, transnational education has become a new trend, not only in Australia, but throughout the world. Focusing on the way colleges have accepted a global approach to their educational process, this book looks at Australian educational programs that try to capture a growing market in Asia. It shows the intricacies of working at an offshore campus against the backdrop of an expanding transnational education in a globalizing world.
Alexander, Bobby
2012 0-7734-3043-1 176 pages
A careful analysis compiled from six case studies of factors that impede educational success among Hispanic high school graduates going on to college. Scholars will be able to find out the subjective reasons why Hispanic students drop out of college at a higher rate than any other racial or ethnic group. Filled with qualitative and quantitative analysis, this text provides evidence and gives a brief, but narrow entranceway into the lives of Hispanic college students.
Patrick, James
2007 0-7734-5447-0 416 pages
This book chronicles the life and work of Charles Coffin, who, in the transitional period between 18th century Enlightenment rationalism and 19th romanticism, set out in hopes of transplanting the New England culture he grew up with to the southwestern frontier and labored to establish a Harvard-like college in Greeneville in East Tennessee. The educational theory of this institution, as is implied in surviving evidence, assumes that the purpose of collegiate learning was the fostering of a class of gentlemen who would form a leadership for their communities by practicing their professions and occupying positions of political influence. Charting Coffin’s successes and trials at Greeneville, his presidency at the East Tennessee College in Knoxville, his later return to Greeneville and the merging of his college with another competing institution, this study illustrates the life of a man who sought to establish Atlantic seaboard culture and a classical collegiate curriculum in the American frontier.
Anastaplo, George
1999 0-7734-8847-2 192 pages
The essays in this volume address the current problems posed by hate-speech. Expressed are concerns in which there is a vital need to restore the standard of civility by which productive discourse is sustained. As we are now confronted by the problem of what may be done, consistent with our constitutional principles and political habits, to discourage if not even suppress irresponsible speech on campuses and elsewhere, this volume presents commentary on the way back from individualism to a proper sense of community.
Bowen, William M.
2005 0-7734-6179-5 468 pages
Civil societies around the world today are arguably facing existential crises in political, economic, scientific, technological, religious, moral, and environmental spheres, many of which leave them politically divided and torn asunder by conflict. This manuscript makes and elucidates the assumption that universities have a primary role in shaping collective efforts at responding to this situation. The thesis is that the human intellect and the knowledge it produces comprise the primary adaptive mechanism of the human species, that the advancement of knowledge is the key to solving, ameliorating or adapting to the crises, and that the role of the university in advancing knowledge is specifically one that is most fully, clearly, and coherently conceptualized in terms of the post-Darwinian logic of evolutionary adaptation. The idea-variation hypothesis stipulates specifically that the rate of progress and advancement in knowledge throughout society at any time is equal to the variation of ideas at that time, and therefore, given that the aim of universities is to create, preserve, transmit and find new applications for knowledge, the most effective strategy is to conserve the variation of ideas. Accordingly, by protecting the free and open expression of ideas, beliefs, and opinions, universities protect the rights of individuals to seek self-fulfillment and the attainment of truth, to provide for open discussion in legitimate democratic decision-making, and to enable flexibility and adaptation to change. The effects of this include creating the conditions most conducive for endogenous economic development and perpetuating the values of civil society. The key obstacles to progress (the enemies of the university) are idea-vetting systems that effectively keep the state of ideational culture behind the state of technological culture. These include authoritarianism, supernaturalism, corporatism, irrationalism, and political correctness. The nature of these obstacles and their implications for the advancement of knowledge and perpetuation of the values of civil society, are examined. In becoming an institution dedicated explicitly to conscious efforts at conserving the variation of ideas, universities stimulate job growth, enhance careers, improve life after work, and fortify the defense of liberty in society.
Van Patten, James J.
1990 0-88946-884-2 172 pages
Ragoonaden, Karen
2010 0-7734-3773-9 300 pages
Studies the benefits and the disadvantages of on-line collaborative learning in Distance Education courses. In order to verify how interaction and collaboration work between students in distance education courses, the author makes the distinction between collaboration and cooperation and discusses how interactions between learners occur in a virtual environment.
Monk-Turner, Elizabeth
1998 0-7734-8253-9 136 pages
Examines the role of the community college in the United States and how community college education shapes adult income and occupational status.
Smith, Earl
1992 0-7734-9859-1 144 pages
A detailed comparative examination of occupational stress among African American and White faculty at predominantly white institutions. It is an empirical analysis of an empirical issue: the significant number of African American junior faculty who are unable to make it through the tough tenure and promotion reviews. As the survey shows, many in fact leave the area of instruction for administration early in their careers. No previous research that examines occupational stress in higher education treats in a systematic manner the question of minority/non-minority differences.
Gardiner, Di
2011 0-7734-1598-X 396 pages
This book examines the development of teacher education at five universities in Western Australia and note analogous historical developments in England, Europe, and the United States. The authors address the false claim that teacher education has been marginalized at certain universities, which has led to a negative attitude towards teacher preparation. Gardiner, O'Donoghue, and O'Neil analyze the structure, orientation, and content of the education programs that they describe as the ‘preactive curriculum,’ at the different universities, while describing how those programs were implemented and carried out over time. The book is an important contribution to curriculum history and offers new methodological approaches to research the implementation of teacher education.
Escover, Matthew
2008 0-7734-4953-1 128 pages
Examines how the California Community College System has adjusted to the shared governance mandate under a California law AB 1725. This law requires the consultation and involvement of the five interest groups within each community college.
Onsman, Andrys
2010 0-7734-3799-1 328 pages
This book critically considers the current trend to global interactivity in the area of Higher Education and asks the question who is all this mobility meant to profit? Drawing a distinction between educational effectiveness and educational efficiency it argues strongly that the focus on student learning ought not to be lost in the international progression towards corporate universities.
Nanton, Graham
2009 0-7734-4993-0 240 pages
Kuchinsky, Michael
2015 1-4955-0323-2 224 pages
This unique multidisciplinary case study targets the importance of higher education in facilitating and helping to produce social capital that empowered the people of Namibia to expand the necessary set of civic and political responsibilities to individuals chosen by church leaders to promote a new and transformed society in a once apartheid-like developing country.
Willis, Richard
2012 0-7734-2659-0 260 pages
This book outlines the emergence of teacher standards in England which were enacted to raise the quality of primary and secondary education. The College of Teachers in London is a prestigious institution known for pedagogy and training teachers. Willis shows how the college developed into a leading force in the field by giving out diplomas in the mid-19th century. This was something no other teachers colleges were doing at that time. It ushered in a new era in education of raised standards. The quality of schooling throughout the country was elevated by this policy, which other colleges eventually adopted, but only after a long fight with the state to make certifications mandatory throughout the country.
Scruton, Kimberly E.
2013 0-7734-4083-6 116 pages
Why do female faculty members report lower job satisfaction at American universities? This book uncovers some of the reasons why women leave academia and why they feel disrespected by colleagues. Scruton tries to discover what factors lead to job satisfaction among women in higher education.There has been sparse literature on why women leave academia. This book aims to fill in that gap by offering new methodological reasons as to why women feel alienated in institutions of higher learning, and eventually leave.
Chan, Adrienne S.
2007 0-7734-5457-8 316 pages
This study documents both individual and institutional change, regarding diversity, through a case study of a post-secondary (i.e., higher education) institution in Canada. The text contains research conducted to explore what motivates and immobilizes institutions and institutional actors to change. By utilizing auto/biographical narratives, the author is able to explore the impact of social, political, and structural forces at work in the institution. The research illustrates how individual and collective agency are instrumental in creating space for diversity in such institutions, thereby preparing the way for larger institutional change. This work will be of interest to educators and administrators in higher education, particularly those who are working with policy, inclusion, and diversity.
Evans, G.R.
2009 0-7734-3786-X 488 pages
Unique in its examination of the development of state regulation of higher education in the United Kingdom during the twentieth and early twenty-first centuries, with reference to the interplay of policy-strands and government initiatives involving the use of public funding to ‘drive change’, and the struggle to protect university autonomy and academic freedom. It analyzes the progress of the struggle between state control and academic institutional autonomy with its concomitant traditions of academic freedom. The reference work relies directly on the documents and discussions which have underpinned this process.
Westhues, Kenneth
1998 0-7734-8210-5 220 pages
Based on 25 actual case histories, in some of which the professor has been removed, in others not, the book includes additional cases from non-academic settings. It describes in detail a five-stage process that begins with ostracization and ends with removal though one of ten different exit-doors; draws upon the latest studies of conflict surrounding race and gender, and shows the pitfalls and potential this conflict holds for academic administration.; identifies the elements of organizational infrastructure that must be in place if an elimination effort is to succeed.
Westhues, Kenneth
1998 1-4955-1136-7 220 pages
Based on 25 actual case histories, in some of which the professor has been removed, in others not, the book includes additional cases from non-academic settings. It describes in detail a five-stage process that begins with ostracization and ends with removal though one of ten different exit-doors; draws upon the latest studies of conflict surrounding race and gender, and shows the pitfalls and potential this conflict holds for academic administration.; identifies the elements of organizational infrastructure that must be in place if an elimination effort is to succeed.
Westhues, Kenneth
2006 1-4955-1137-5 516 pages
This is the full report of a decade of research: the conceptual frame for the study of workplace mobbing plus detailed examination of one extraordinary case, to which fifty others are contrasted and compared. This edition includes an appendix of critical commentaries by ten scholars in varied disciplines.
Williams, Melvin D.
2002 0-7734-7123-5 280 pages
Herdlein, Richard J.
2006 0-7734-5876-X 232 pages
This study provides a fascinating history of the evolution of student affairs and the chief student affairs officer position during the 20th century. It is primarily a book about people, individuals who served generations of college students with courage, passion, and perseverance. Through the protectiveness of the roaring 20s to the era of student unrest, the story is interwoven with events and political culture both internal and external to the university. The study highlights the program nurtured through the Dean of Women’s Office, a development of historical significance featuring one of the nationally recognized leaders in the early years of student affairs. The work also serves as an important source of historical documentation on the development of the modern American university. The thousands of administrators and faculty serving in the areas of general administration and teaching nationwide, but most particularly, those in student affairs administration will find the work inspiring and thought- provoking. Scholars and supporters of women’s issues will experience an enlightening picture of women’s education in the first half of the twentieth-century. The work provides appropriate reading for courses on women’s history and women in higher education.
Blasi, Anthony J.
2002 0-7734-7163-4 416 pages
Williams, Donovan
2001 0-7734-7398-X 656 pages
In 1916, under missionary auspices, the South African Native College was established, the first college instituted for higher education of the Blacks in Southern Africa. In 1951 it was affiliated with Rhodes University and renamed The University College of Fort Hare. By that time it had acquired an enviable reputation. Among its graduates are many who today hold high office in and outside South Africa, Nelson Mandela being the most distinguished. In 1948, the Afrikaner Nationalist Government was elected. It was committed to the implementation of apartheid, including the creation of separate educational facilities, and in 1960 the University College of Fort Hare was taken over by that Government, as a college for Xhosa students only. It became one of four ethnic colleges, while admission to the White “open” universities was severely curtailed. This book examines how staff and students opposed the legislation to place the college under government control and reduce its staff to civil servants. The affairs of the college are discussed against the background of rapidly changing conditions in South Africa, with campus disturbances and protests sometimes linked to the wider application of apartheid.
Longacre, Judith
1997 0-7734-8696-8 228 pages
This fascinating volume traces the social as well as historical development of Wilson College in Chambersburg, Pennsylvania, from 1868 until the retirement of President Paul Swain Havens in 1970. Besides archival and library research including old issues of literary journals, yearbooks, and alumnae bulletins, the study incorporates letters from Wilson alumnae (those written at the time of their attendance, and later reminiscences) and formal interviews with alumnae and former professors. These bring the campus social scene vividly to life, on topics as disparate as faculty personalities, the honor system in examinations, the issue of smoking, and the effects of the World Wars. It shows how Wilson's small size, its practice of encouraging congenial interaction between students and faculty, its commitment to teaching, its long term affiliation with the Presbyterian Church, and its close ties with the community of Chambersburg contributed to its ability to survive the first wave of college closures which particularly began to affect small, single-sex, private liberal arts colleges in the second half of the 1960s. It also identifies the strengths and weaknesses of past Presidents and Lady Principals, with particular attention to Paul Swain Havens, the last of Wilson's traditional presidents.
Hill, S. Laurie
2010 0-7734-1318-9 440 pages
This qualitative study provides a framework for planning institutional change and considering present institutional practices by examining the challenges and rewards experienced by first-year students in regard to adapting to the academic and social culture of a large commuter university.
Reyes, Xaé Alicia
2005 0-7734-5987-1 144 pages
Challenges the paradigms used in qualitative research, both at the level of data collecting and at the eventual publishing and/or sharing of findings. In reviewing published research and witnessing presentations of data resulting from interviews, narratives, open-ended questionnaires and field notes, critical issues related to the languages and cultures of both researchers and researched, appear to be neglected.
Reyes, Xaé Alicia
2020 1-4955-0847-1 144 pages
Richardson, Herbert W.
2017 1-4955-0338-0 52 pages
The goal of this book is to offer editorial suggestions that will help scholars prepare manuscripts for both peer review and publication. It proposes some issues authors should consider as they engage in the self-critical questionings that are crucial to their revising the text of their manuscripts.
Richardson, Herbert W.
2017 1-4955-0384-4 52 pages
The goal of this book is to offer editorial suggestions that will help scholars prepare manuscripts for both peer review and publication. It proposes some issues authors should consider as they engage in the self-critical questionings that are crucial to their revising the text of their manuscripts.
Derucher, Kenneth N.
2013 0-7734-4470-X 128 pages
This textbook covers the analysis of indeterminate structures by force method, displacement method and stiffness method in a total of six chapters which can be covered in a single course on indeterminate structural analysis. It includes an as-needed discussion of the unit load method, which is arguably the best method to calculate deflections when solving problems by the force method.
Warren, Nagueyalti
2010 0-7734-3715-0 212 pages
This work is the first full-length study to focus solely on W.E.B. DuBois’s efforts to introduce Black Studies into the university curriculum. The book argues that Du Bois's Atlanta University Studies constitute the earliest, most comprehensive examples of Black Studies in American higher education.
Hamada, Masako
2005 0-7734-5937-5 292 pages
Over the last quarter century, as interest in Japan has increased and Japanese language classes have proliferated all over the world, Japanese professors (of whom about 80% are female) have become an increasingly significant presence on U.S. college campuses. However, when Japanese professors teach American students, they face various issues caused by differences in cultural backgrounds, communication styles and expectations about the education process.
This study focuses on Japanese women, especially professors, working in institutions of higher education in the U.S. Then, using concrete examples, it explores their styles of handling classroom conflict, the effectiveness of different styles, and how their methods change with the length of time they have lived and worked in the U.S.
The book discusses the factors that contribute to the problems and conflicts, and gives professionals some suggestions and recommendations on how to face and resolve conflicts both in the classroom and in multicultural situations in “the real world.”
This study will appeal to scholars in Asian studies, women’s studies, intercultural communication, and conflict resolution management programs, and also professionals in global organizations and will help them to resolve culturally-based communication style differences and interpersonal conflicts more effectively.
Hamada, Masako
2012 0-7734-2903-4 316 pages
Using statistical analysis the book shows how male Japanese professors in American colleges handle themselves in the classroom. The study is based on surveys. It shows that the length of stay in America impacts the way male Japanese professors resolve conflict. There is also a lengthy comparison between female and male professors.
DiPaolo, Donald G.
2008 0-7734-5003-3 192 pages
Utilizes a qualitative methods strategy to compare the value of short-term leadership education models to powerful life events.
Sherman, Dayne
2005 0-7734-6013-6 304 pages
The editors of this work have put together a print collection of the best essays written by scholars on the front line of the scholarly communication revolution, with scholarly communication as one of its major subject areas. This work pulls together many disparate areas, providing both a theoretical and practical basis for understanding the changing face of scholarly communication in library and information science, and higher education.
Gokulsing, K. Moti
2007 0-7734-5268-8 308 pages
This edited volume analyzes the new scheme of university funding in England and its implications for marketing, accountability, quality assurance and its concomitant objectives of access, widening participation, public service and social inclusion. While there is general agreement among the contributors that globalization, coupled with knowledge-based economies and rapid technological changes are driving university education in England to the center stage of policy making, the government’s policies of variable fees and social inclusion are unlikely to succeed.
Ulloth, Dana
2023 1-4955-1144-8 36 pages
This is a softcover book. "For many years, an active exchange of journalists between newsroom and classroom have been fostered in the view that is essential to improving standards. This is the story of one reporter's complicated path to becoming a faculty member. In 2020, the Hussman School of Journalism at the University of North Carolina-Chapel Hill opened discussions with Nikole Hannah-Jones, a journalist and opinion writer at the New York Times, about joining its faculty. Hannah-Jones had been responsible for "The 1619 Project," and effort that tried to recast the American story around the role that slavery had played." -from the author's Introduction
Kormondy, Edward J.
2008 0-7734-5164-1 256 pages
This book offers portraits of nine institutions of higher education that were salvaged from seeming failure by the administrative tactics of their respective presidents or chancellors. The authors have analyzed the circumstances which presented themselves to each president and the organizational changes each engineered. In so doing, commonalities and differences among the strategies employed are revealed.
Taylor, Marion Ann
1992 0-7734-9824-9 400 pages
This study fills a lacuna in the history of Princeton Theological Seminary and in the history of Old Testament studies in America by fleshing out the history and significance of the Princeton Old Testament School (1812-1929) through a study of the lives and extant writings of the faculty, especially unpublished archival material never before scrutinized by a specialist in the Old Testament.
Hodge, Amitra
2002 0-7734-7155-3 168 pages
Butler, John
2008 0-7734-4868-3 108 pages
Inclusion, equity and diversity are issues on which descriptions, and actions, vary a great deal. The varying descriptions commonly over simplify the scope and importance of these issues. This is especially true on our college and university campuses. These descriptions inform the work to be done and help to determine expectations for those responsible.
Adamu, Abdalla Uba
1994 0-7734-9422-7 304 pages
This book analyses the mechanism of the adaptation process, as well as the management of reform in Nigerian university curriculum from 1960-1992. In particular, it examines how Nigerian universities adopted the American university undergraduate curricular structure, and explores the parameters needed for effective management of such institutional transfer in developing countries. The National Policy on Education provided for a total reconstitution of Nigerian education, and a virtually complete departure from its British roots (argued as being inadequate in preparing graduates for effective employment in an increasingly diversified economy, and lacking in correlation between curricula and social reality).
Valcik, Nicolas A.
2006 0-7734-5572-8 276 pages
The research is a case study of one university’s policies and practices with regard to the procurement, use, storage and disposal of biological Hazardous Materials (HAZMAT) in the context of a changing internal structure and a changing regulatory environment. The research utilized qualitative methods for gathering the data that allowed for analysis of the current situation with how the institution conducted operations with biological elements in the organization. Recommendations were formulated from gathering policies, procedures, and practices from other research institutions as well as utilizing federal guidelines for safeguarding biological materials. The research highlights several areas of safety and security for biological HAZMAT that can be improved and makes recommendations based on those findings.
Westhues, Kenneth
2006 0-7734-5720-8 260 pages
Therese Warden and Uhuru Watson, tenured professors at Medaille College (New York), were dismissed for turpitude in 2002. Herbert Richardson, tenured professor at St. Michael’s College, University of Toronto, was dismissed for gross misconduct in 1994. Rigorous comparative study of these cases yields rich insight, especially because the Medaille mobbings, unlike the one at Toronto, have been corrected. This book spells out a pragmatist, dialogic method for the study of mobbing: analyses of the Medaille cases by Dr. Westhues and AAUP, and scholarly conversation on the Toronto case between Dr. Westhues and seven colleagues in varied disciplines: James Van Patten, Education, Florida Atlantic; Stan C. Weeber, Sociology, McNeese State; Jo A. Baldwin, English, Mississippi Valley State; Anson Shupe, Sociology, Indiana/Purdue; Barry W. Birnbaum, Education, Northeastern Illinois; James Gollnick, Religious Studies, Waterloo.
Westhues, Kenneth
2006 1-4955-1138-3 260 pages
Therese Warden and Uhuru Watson, tenured professors at Medaille College (New York), were dismissed for turpitude in 2002. Herbert Richardson, tenured professor at St. Michael’s College, University of Toronto, was dismissed for gross misconduct in 1994. Rigorous comparative study of these cases yields rich insight, especially because the Medaille mobbings, unlike the one at Toronto, have been corrected. This book spells out a pragmatist, dialogic method for the study of mobbing: analyses of the Medaille cases by Dr. Westhues and AAUP, and scholarly conversation on the Toronto case between Dr. Westhues and seven colleagues in varied disciplines: James Van Patten, Education, Florida Atlantic; Stan C. Weeber, Sociology, McNeese State; Jo A. Baldwin, English, Mississippi Valley State; Anson Shupe, Sociology, Indiana/Purdue; Barry W. Birnbaum, Education, Northeastern Illinois; James Gollnick, Religious Studies, Waterloo.
Walzer, Kevin
2001 0-7734-7554-0 192 pages
This study focuses on a movement called ‘constructive postmodernism’ which, in the work of such theorists as Frederick Turner, has helped to chart new directions for literary theory past the fragmentary impasses of deconstruction, identity politics, and cultural studies. It develops alternative readings of such poets as Wallace Stevens, Edna St. Vincent Millay, E. E. Cummings, James Wright, Hayden Carruth, Rita Dove, John Haines, Judson Jerome, and Sam Hamill. The book also raises questions about the status of poetry in contemporary American culture, particularly its relationship with the university.
Gordon, Dane
1982 0-88946-150-3 444 pages
The story of the Rochester Institute of Technology, whose history goes back to 1829. The study is set in the context of the development of technological education in the USA.
Islam, Faisal
2011 0-7734-1398-7 280 pages
Partnerships for Hope: School-University Collaborations for Educational Change in Rural South Africa explores the importance of improving teacher preparation, especially for those who will be teaching in rural areas since this can also be an entry point for supporting teachers, learners, and the community as a whole. In Essence, teacher preparation for working in rural areas can be regarded as a development path in and of itself a hopeful one that invests in young people who choose teaching as a career.
The book draws together a series of chapters by new and leading scholars working in the area of rurality and teacher education.
Schubert, Frank D.
1990 0-88946-242-9 144 pages
Examines the fate of the Catholic university religious curriculum in the United States since the Second Vatican Council and provides answers to the question "Has the Catholic religious curriculum been `secularized'?"
Weeber, Stan C.
2006 0-7734-5884-0 164 pages
Sociology has split into two groups, an elite core of departments and a considerably larger “mass” of departments, consisting of the sociology “teaching schools” in the lower tier of the ranking system. Relatively little has been written about these lower-ranked teaching institutions. Accordingly, this book is a snapshot and analysis of the field of sociology “from below,” or “from the ground up,” and shows how professional sociology is accomplished at some of the teaching institutions.
Popp, Jerome A.
2015 1-63313-000-2 152 pages
This work presents a remarkable explanation of the phenomenon of ‘mobbing’ or ‘bullying’ in the workplace. The study presented is a consolidation of ideas that arose in discussions with professionals who reported having been bullied or attacked by sociopathic colleagues in the academic workplace.
Melius, Janella
2010 0-7734-1347-2 208 pages
This book demonstrates the value of using of data to inform our understanding of student success. In this study, the researcher proposed that undergraduate students who engaged themselves in non-cognitive activities within an institutional climate are more likely to be academically successful. Implications for student affairs professionals and future direction of research are discussed.
Delucchi, Michael
2003 0-7734-6689-4 196 pages
This study investigates student satisfaction with postsecondary education in the 1970s by using a wide range of individual and organizational characteristics obtained from the National Longitudinal Study of the High School Class of 1972. The results favor a conceptualization of student satisfaction as a product of both collegiate institutional forces linked to wider societal definitions of the outcomes of higher education, and organizational processes that enhance access to social an structural support of the student role. The former is inspired by institutionalist theory, the latter by organizational inequality perspectives. These two approaches are integrated into a model to examine student satisfaction along the social dimensions of race, class, and gender. Student satisfaction is fundamental to a better understanding of educational process and quality as it relates to groups traditionally underrepresented in higher education. It may also be a critical mediating variable between students’ entering characteristics (i.e., race, class, and gender) and academic achievement and degree attainment. Also, accountability pressures from state legislatures on postsecondary education have placed increasing importance on the enrollment, retention, and satisfaction of minority students. Within this context, student ratings of their educational experience contribute to a better understanding and assessment of the outcomes of higher education. Finally, satisfaction is an important component of organizational analysis.
Cervantes, Eduardo
2015 1-4955-0296-1 240 pages
This qualitative case study explores leadership dynamics and typologies of campus cultural orientations toward diversity at a single California community college. The study was guided by Bass and Avolio’s (1997) full range leadership model, which is a paradigm of transformational leadership. Additionally, the study was framed by Jayakumar and Museus’s (2012) taxonomy of campus cultural orientations.
Raymond, Richard C.
2006 0-7734-5641-4 236 pages
The book responds to literary and composition theorists who have called for reinventing English studies, uniting the study of literature and the study of writing in liberatory rhetoric. The first chapter situates this response in the Department of English and American Studies (EAS) at the University of Shkoder, Albania, a place where liberty has long been denied. The second chapter narrates efforts to teach American literature by using writing-centered strategies focused on theme of liberty; the third chapter does likewise, focusing on the teaching of Research Strategies to students previously trained not to ask questions. The fourth chapter explores collaborative work with the EAS faculty, who exchanged scholarship, developed interactive pedagogies, and shaped democratic principles for departmental governance and curricular change. Finally, the fifth chapter describes the partnership between the EAS Department in Shkoder and the University of Graz, the Austrian institution that has supported its Albanian partner for over a decade and provided a powerful model for rhetoricizing English studies, a concept explored in the last two sections of the chapter, which relate this microcosm to departments of English studies.
Simpson, Renate
2009 0-7734-4827-6 760 pages
Examines the first half-century of the British PhD. The work begins with a study of the development of the new degree from the point of view of the decision-making bodies of the Universities - Senates, Faculty Boards, the teaching staff and the administrators. The second part provides detailed statistics and analysis on Faculties, Departments, overseas students, year of admission, gender, age, completion rates and duration of studies, part-time study and staff candidates, with more than 200 Tables and Figures.
Falk, Gerhard
1990 0-88946-797-8 248 pages
Friedenberg, Joan
2008 1-4955-1313-5 38 pages
Ceia, Carlos
2013 0-7734-4540-4 228 pages
After a first comprehensive revision of the meaning of professionalism in literary studies today, both at universities and in other places where literature is being taught, written and reviewed, I deal with particular problems that are affecting literary studies today. I look at how they are developed in academic curriculum, how they are being studied and taught in all levels of education, how they copy with the primacy of other core disciplines, and what are its possible futures in the humanities. Main topics include, trends of the literature teacher’s professionalism, the way he or she drills literary taste, the question of standards in literary studies and how they affects professionalism and teaching methods, the place for literary history and the inseparability of language and literature teaching. The true role of the teacher of literature today will be discussed in several ways. I will assume that he or she involves an anti-essentialist method of teaching, opens to a kind of canon formation that is flexible and adjustable to the public’s interest, understands the literary traditions relating to other forms of knowledge such as natural law, and uses the power of literary reading against external resistance to the benefits and usefulness of literature.
Varenne, Hervé
2009 0-7734-4901-9 360 pages
This work adds to the scholarship in the field by exploring educational processes in the broadest manner and from a variety of disciplinary orientations. At its core is the challenge it issues: what sort of research should one conduct if s/he believes the commonly held idea that education is a broader process that it is made to be when one takes schooling as a paradigmatic institution of education?
Longacre, Judith
2003 0-7734-6687-8 116 pages
This second volume in the history of Wilson College begins with a discussion of the problems generic to small private colleges in the 1960s and 70s: operating deficits, inflation; campus disturbances, fierce competition for faculty, curriculum changes, falling enrolments, changing student bodies. In February 1979, it was announced that the College was to be closed, which prompted an historic court case. This study then examines the court case and its aftermath.
Bobbitt, Randy
2006 0-7734-5661-9 132 pages
This book examines the intellectual property conflicts that occur when college professors develop new courses to be delivered by electronic means, such as through the Internet. At many universities, faculty members are encouraged to develop such courses, but are required to sign intellectual property agreements that allow the institutions to re-package the courses, license them to other universities and enjoy the profits, with the faculty members receiving nothing other than a one-time “development fee.” While intellectual property conflicts between employers and employees in private industry have been common for years, such conflicts between faculty members and the universities that employ them are just now becoming common in the American legal system. The primary theoretical consideration in this research is related to the fundamentals of constitutional law. There are occasional conflicts between intellectual property law and concepts of free speech, both of which are provided for in the U.S. Constitution.
McClue, Brucetta
2009 0-7734-3887-4 152 pages
This qualitative multiple case study examines the problems of six colleges on the Gulf Coast of the United States that physically closed for an extended period following Hurricane Katrina in 2005. The study determines how communication was maintained with employees and students, and how instruction was continued. Findings revealed that IT staff had not been included in the highest-level disaster-preparedness planning, which hampered the institution’s ability to maintain contact and delivery of instruction.
Wirth, Rex S.
2008 0-7734-4974-4 348 pages
This work explores the consequences of bureaucratization and corporatization for not only academe, but for education across all levels of American society. Includes essays chronicling the contest between faculty rights and those of other parties to govern a university.
Jackson, Linda A.
1997 0-7734-8610-0 152 pages
This volume assembled thousands of anonymous comments offered by university students in course evaluations (1990-1995) into a lively text wrapped around and through 455 direct quotes. Some are wry, some pungent, some earnest. All are directly stated, and each conveys an important element of how today's university students view life in the classroom. Administrators and government officials can find here the piece missing from the current debates over university reform - what students want and need. Includes appropriate humorous cartoons.
Westhues, Kenneth
2005 1-4955-1139-1 212 pages
Nine gripping accounts of trouble in professionals’ working lives and how they dealt with it. Editorial introductions show how each account sheds light on the basic process of workplace mobbing. One professor tells how he escaped a poisonous work environment, another how he survived in one. A third (before his suicide) traces the steps to his dismissal. A pacifist teacher, a renowned surgeon, a dramatist - their stories are all here. Contributors: the late David S. Clarke, Southern Illinois; Jacob Neusner, Bard College; Ross A. Klein, Memorial of Newfoundland; Doug Giebel, Montana State; Charles F. Howlett, Molloy College; Robert F. Fleissner, Central State; Geary H. Larrick, Stevens Point, WI; Ursula A. Falk, therapist, Buffalo, NY; Gerhard Falk, Buffalo State; and a newcomer surgeon.
Duffy, Jennifer O'Connor
2008 0-7734-5098-X 232 pages
This book explores the experiences of working-class students in higher education at Radcliffe College during the years 1940-1970. More specifically, this work examines how the mid-point of the twentieth century’s changing social, political, institutional, and economic forces influenced the undergraduate and alumnae satisfaction levels and post-graduate career paths of working-class students.
Westhues, Kenneth
2010 1-4955-1140-5 184 pages
Westhues, Kenneth
2005 0-7734-5977-4 410 pages
A comprehensive introduction to workplace mobbing in today’s colleges and universities, this easy-to-read volume defines and explains the devastating process of being ganged up on by colleagues and administrators, and eliminated from even a tenured professorship. It begins with the editor’s summary of his ground-breaking research, begun in 1992 and set forth in two earlier and widely praised Mellen titles, Eliminating Professors and The Envy of Excellence. The sections of the present book consist of original essays written in response to Dr. Westhues’ work, reporting and analyzing cases of mobbing in both scientific and humanistic fields. Editorial introductions to successive sections show how each chapter helps answer basic questions about mobbing in the academic workplace: what it is, how the process unfolds, what kind of professors join in and what kind get targeted, by what methods professors are attacked and how they fight back, and finally, how the incidence of mobbing can be reduced.
The authors approach mobbing from diverse disciplinary viewpoints, from anthropology and law to psychology and sociology. Contributors: Dhiraj K. Pradhan, Bristol; Hugo Meynell, Calgary; Enrico Cavina, Pisa; Daryl White, Spelman College; O. Kendall White, Washington & Lee; Jo and Joseph Blase, Georgia; Melvin Williams, Michigan; Carey Stronach, Virginia State; Martin Loney, journalist, Ottawa; Irving Hexham, Calgary; Nathan Young, British Columbia; Joan E. Friedenberg, Southern Illinois: John Mueller, Calgary; Brian Martin, Wollongong; Kathleen Kufeldt, Memorial of Newfoundland: Dan Cohn-Sherbok, Wales; Roman Dubinski, Waterloo; Charmian Bondi, consultant, Oslo; Jan Gregersen, consultant, Jar; David Yamada, Suffolk.
Westhues, Kenneth
2005 1-4955-1141-3 410 pages
A comprehensive introduction to workplace mobbing in today’s colleges and universities, this easy-to-read volume defines and explains the devastating process of being ganged up on by colleagues and administrators, and eliminated from even a tenured professorship. It begins with the editor’s summary of his ground-breaking research, begun in 1992 and set forth in two earlier and widely praised Mellen titles, Eliminating Professors and The Envy of Excellence. The sections of the present book consist of original essays written in response to Dr. Westhues’ work, reporting and analyzing cases of mobbing in both scientific and humanistic fields. Editorial introductions to successive sections show how each chapter helps answer basic questions about mobbing in the academic workplace: what it is, how the process unfolds, what kind of professors join in and what kind get targeted, by what methods professors are attacked and how they fight back, and finally, how the incidence of mobbing can be reduced.
The authors approach mobbing from diverse disciplinary viewpoints, from anthropology and law to psychology and sociology. Contributors: Dhiraj K. Pradhan, Bristol; Hugo Meynell, Calgary; Enrico Cavina, Pisa; Daryl White, Spelman College; O. Kendall White, Washington & Lee; Jo and Joseph Blase, Georgia; Melvin Williams, Michigan; Carey Stronach, Virginia State; Martin Loney, journalist, Ottawa; Irving Hexham, Calgary; Nathan Young, British Columbia; Joan E. Friedenberg, Southern Illinois: John Mueller, Calgary; Brian Martin, Wollongong; Kathleen Kufeldt, Memorial of Newfoundland: Dan Cohn-Sherbok, Wales; Roman Dubinski, Waterloo; Charmian Bondi, consultant, Oslo; Jan Gregersen, consultant, Jar; David Yamada, Suffolk.