This is an analysis of higher education in the past half century, a period of dramatic change and democratization. But it is more than that. The author has been a participant in the struggle to stem the decline in higher education, as it moved from an emphasis on classical liberal values toward relativism and ideological extremism. This volume reflects an awareness of what has been lost, but sees hope for a revival of traditional values as technological change and awareness of failure forces institutions to examine their premise. Herbert I. London has provided here fuel for fundamental redirection in American college and university affairs. Decline and Revival in Higher Education is uncompromising in its concerns, but points the way toward a future linked to the best of the past. The work follows the personal evolution of the author, while at the same time, describes the devolution of university standards in such institutions as Columbia, Duke, the University of California at Berkeley, and New York University. While seeing optimistic trends in oases of traditional programming that can serve as a counterweight to campus orthodoxies, London argues that the dramatic transformation of the academy cannot be denied. The social sciences and humanities in particular have become isolated from mainstream requirements in the nation. London deals with concrete concerns, such as the collapse of classic book programs in the contemporary curriculum, the decline and even vigilante raids on opposition in campus publications, the collapse of moral judgment in favor of pure relativism, the transformation of many museums into a storage houses of debris, and the confusion of coarse language with democratization. These developments lead the author to write this book, for if the culture wars are over, the American people may be the losers.

In the last quarter of the twentieth century, urban colleges and universities found themselves enveloped by the poverty, crime, and physical decline that afflicted American cities. Some institutions turned inward, trying to insulate themselves rather than address the problems in their own backyards. Others attempted to develop better community relations, though changes were hard to sustain. Spurred by an unprecedented crime wave in 1996, University of Pennsylvania President Judith Rodin knew that the time for urgent action had arrived, and she set a new course of proactive community engagement for her university. Her dedication to the revitalization of West Philadelphia was guided by her role not only as president but also as a woman and a mother with a deep affection for her hometown. The goal was to build capacity back into a severely distressed inner-city neighborhood—educational capacity, retail capacity, quality-of-life capacity, and especially economic capacity—guided by the belief that "town and gown" could unite as one richly diverse community. Cities rely on their academic institutions as stable places of employment, cultural centers, civic partners, and concentrated populations of consumers for local business and services. And a competitive university demands a vibrant neighborhood to meet the needs of its faculty, staff, and students. In keeping with their mission, urban universities are uniquely positioned to lead their communities in revitalization efforts, yet this effort requires resolute persistence. During Rodin's administration (1994-2004), the Chronicle of Higher Education referred to Penn's progress as a "national model of constructive town-gown interaction and partnership." This book narrates the challenges, frustrations, and successes of Penn's campaign, and its prospects for long-term change.

Praise for the first edition: 'Royle calls on an impressive range of materials (supported by an excellent bibliography) to offer a judicious review of most of the issues currently confronted by social historians. His agenda contains both traditional and novel elements [...] all are presented with admirable clarity and balance. [...] A volume which shows an astonishing command of such a wide range of material will long prove essential reading.' Times Literary Supplement This popular work provides an in-depth historical background to issues of contemporary concern, tracing developments over the past two and a half centuries. It promotes accessibility by adopting a thematic approach, with each theme treated chronologically. Major themes are chosen partly by their importance to an understanding of the past and partly by their relevance to students of contemporary Britain - rather than by imposing current fashions in historical study on the past. Thoroughly revised, the third edition of Modern Britain reviews and brings up to date the content to take account of developments since 1997 and reconsiders emphases and interpretations in light of more recent scholarship. It incorporates new currents in historical writing on matters such as the language of class, the position of women, and the revolution worked by the Internet and mobile technologies. Modern Britain is vital reading for students of history and the social and political sciences.

A World of Private Higher Education is the definitive treatment of a sector accounting for a third of the world's 200 million higher education enrolment--yet remaining largely unknown even to scholars of higher education and widely mis-characterized when it is considered by stakeholders or the general public. Beyond the eye-popping numbers, several inter-related thematic findings regarding the Private and the Public underscore the subject matter's importance. First, private-public differences are significant-it matters that so many students are in a sector that not long ago was only marginal in much of the world. Second, private higher education (PHE) itself is increasingly diverse, with significant and private-private differences. Third, the overlaying of the first two realities yields increasing diversity in private-public higher education distinctions. Especially for its pioneering mapping of PHE globally, regionally, and nationally, the book draws on the pioneering dataset of the pioneering scholarly program for research on PHE (Program for Research on Private Higher Education). Unprecedented in geographical scope, the dataset is unprecedented in longitudinal coverage too, dating back to 2000. Empirical methods allow for extensive analysis, and theoretical analysis draws on key private-public concepts embedded in literatures on privatization, nonprofit studies, and policy models. For the major challenge of penetrating inside the increasingly diverse private sector of higher education, Levy revises his heralded and widely employed PHE typology.

The question of what the nature of history is, is a key issue for all students of history. It is recognized by many that the past and history are different phenomena and that the way the past is actively historicized can be highly problematic and contested.

As higher education becomes a key determinant for economic competitiveness, institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Blending innovative research with richly contextualised examples this unique Research Handbook provides authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education.

John Gallagher was a major influence on a generation of students of empire. His re-interpretation of the nature of British imperialism stimulated much debate. Here, Anil Seal has edited a group of Gallagher's major essays.

Updated to include a new chapter about the influence of social media and the Internet—the 20th anniversary edition of Bowling Alone remains a seminal work of social analysis, and its examination of what happened to our sense of community remains more relevant than ever in today’s fractured America. Twenty years, ago, Robert D. Putnam made a seemingly simple observation: once we bowled in leagues, usually after work; but no longer. This seemingly small phenomenon symbolized a significant social change that became the basis of the acclaimed bestseller, Bowling Alone, which The Washington Post called “a very important book” and Putnam, “the de Tocqueville of our generation.” Bowling Alone surveyed in detail Americans’ changing behavior over the decades, showing how we had become increasingly disconnected from family, friends, neighbors, and social structures, whether it’s with the PTA, church, clubs, political parties, or bowling leagues. In the revised edition of his classic work, Putnam shows how our shrinking access to the “social capital” that is the reward of communal activity and community sharing still poses a serious threat to our civic and personal health, and how these consequences have a new resonance for our divided country today. He includes critical new material on the pervasive influence of social media and the internet, which has introduced previously unthinkable opportunities for social connection—as well as unprecedented levels of alienation and isolation. At the time of its publication, Putnam’s then-groundbreaking work showed how social bonds are the most powerful predictor of life satisfaction, and how the loss of social capital is felt in critical ways, acting as a strong predictor of crime rates and other measures of neighborhood quality of life, and affecting our health in other ways. While the ways in which we connect, or become disconnected, have changed over the decades, his central argument remains as powerful and urgent as ever: mending our frayed social capital is key to preserving the very fabric of our society.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.