There is no single idea of the university. Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. But what, then, might lie ahead? Being a University both charts this conceptual development and examines the future possibilities for the idea of the university. Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university – such as space and time; being and becoming; and culture and anarchy. On this foundation is developed an imaginative exposition of possible ideas of the university, including the liquid university and the authentic university. In the course of this inquiry, it is argued that: Any thought that the idea of the entrepreneurial university represents the end-point of the evolution of the idea of the university has to be abandoned. The entrepreneurial university is excessively parochial and ill-matched to the challenges facing the university A responsibility of the university is precisely that of working out an imaginative conception of its future possibilities. The boldest and largest thinking is urgently required The fullest expression of the university’s possibilities lies in a reclamation of the universal aspirations that lay in earlier ideas of the university. The ecological university represents just such a universal aspiration, suited to the unfolding demands of the future. Being a University will be of wide interest, to institutional leaders and managers, higher education planners, academics in all disciplines and students of higher education, in educational policy and politics, and the philosophy, sociology and theory of education, and indeed, anyone who believes in the future of the university.

This practice-orientated book explores the nature of leadership in higher education during three key stages of the leadership cycle: becoming, being, and leaving leadership. Providing perspectives on leadership from a range of professional sectors, this book presents considered views on contemporary and future leadership practices in higher education from a global network of contributors. Included within each chapter are prominent questions designed to engage the reader to think about their own leadership experiences to date and leadership development needs. Key points covered include: the complexities of leadership in higher education in a changing world discussion of internally resourced leadership development frameworks and programmes currently used across the sector leading complex education systems perspectives on leadership from a range of professional sectors such as corporate, military, elite sport, and public, that can be used to improve the quality of higher education leadership case studies of academics’ leadership practices that provide readers with authentic personal insights into discipline-specific leadership experiences from around the world. Full of practical examples of personal leadership experiences which can be used to help inform readers’ leadership aspirations, development, and legacy planning, this is the ideal read for anyone interested in understanding their identity and practice as a leader in higher education.

Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.

Targeted at educators and researchers wishing to use virtual environments in their teaching practice, this work provides practical advice specifically for educators in higher education. It focuses on the use of Second Life - a free, readily-accessible virtual world which is increasingly being used for both formal and informal learning.

Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.

It's Arts Play: Belonging, Being and Becoming through the Arts introduces undergraduate students to Arts education for Early Childhood (birth to 8 years) via the Early Years Learning Framework (EYLF), which offers a holistic concept of children's learning, framed around the themes of Belonging, Being and Becoming. The text covers all five subjects identified as part of The Arts in the Australian Curriculum (dance, drama, media arts, music and visual arts). While the integral importance of the arts in early childhood is generally accepted, the nature of authentic arts education practice in this sphere is not well understood. This text offers well-focused, comprehensive and sound practical guidance for students. It promotes a play-based approach, and emphasises learning through the Arts and engagement in the Arts as congruent with the developmental model of children's learning, as characterised by the EYLF. A distinctive feature of this text is the incorporation of authentic Indigenous Perspectives embedded throughout.

Misbehavior Online in Higher Education is rich in contemporary case studies, analytical reports, and up-to-date research providing detailed overviews of various misbehavior, including cyberbullying, cyberstaling, cyberslacking, and privacy invasion, hacking, cheating, teasing, and enhanced prejudicial attitudes.

Why higher education in the United States has lost its way, and how universities and colleges can focus sharply on their core mission. For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don’t belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission. Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call “higher education capital”—to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.

Education has always been a key driver in our nation's struggle to promote social mobility and widen the circle of people who can enjoy the American Dream. No set of educational institutions better embodies the promise of equal opportunity than community colleges. Two-year colleges have opened the doors of higher education for low-income and working-class students as never before, and yet, community colleges often lack the resources to provide the conditions for student success. Furthermore, there is a growing racial and economic stratification between two- and four-year colleges, producing harmful consequences. Bridging the Higher Education Divide faces those grave realities in unblinking fashion. Led by co-chairs Anthony Marx, the president of the New York Public Library and former president of Amherst College, and Eduardo Padron, the president of Miami Dade College, the task force recommends ways to reduce the racial and economic stratification and create new outcomes-based funding in higher education, with a much greater emphasis on providing additional public supports based on student needs.The report also contains three background papers: "Community Colleges in Context: Exploring Financing of Two- and Four-Year Institutions" by Sandy Baum of George Washington University and Charles Kurose, an independent consultant for the College Board; "School Integration and the Open Door Philosophy: Rethinking the Economic and Racial Composition of Community Colleges" by Sara Goldrick-Rab and Peter Kinsley of the University of Wisconsin-Madison; and "The Role of the Race, Income, and Funding on Student Success: An Institutional-Level Analysis of California Community Colleges" by Tatiana Melguizo and Holly Kosiewicz of the University of Southern California.