Forty years after Clark Kerr coined the term multiversity, the American research university has continued to evolve into a complex force for social and economic good. This volume provides a unique opportunity to explore the current state of the research university system. Charles M. Vest, one of the leading advocates for autonomy for American higher education, offers a multifaceted view of the university at the beginning of a new century. With a complex mission and funding structure, the university finds its international openness challenged by new security concerns and its ability to contribute to worldwide opportunity through sharing and collaboration dramatically expanded by the Internet. In particular, Vest addresses the need to nurture broad access to our universities and stay true to the fundamental mission of creating opportunity.

Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

The first broad survey of the history of urban higher education in America. Today, a majority of American college students attend school in cities. But throughout the nineteenth and much of the twentieth centuries, urban colleges and universities faced deep hostility from writers, intellectuals, government officials, and educators who were concerned about the impact of cities, immigrants, and commuter students on college education. In Universities and Their Cities, Steven J. Diner explores the roots of American colleges’ traditional rural bias. Why were so many people, including professors, uncomfortable with nonresident students? How were the missions and activities of urban universities influenced by their cities? And how, improbably, did much-maligned urban universities go on to profoundly shape contemporary higher education across the nation? Surveying American higher education from the early nineteenth century to the present, Diner examines the various ways in which universities responded to the challenges offered by cities. In the years before World War II, municipal institutions struggled to “build character” in working class and immigrant students. In the postwar era, universities in cities grappled with massive expansion in enrollment, issues of racial equity, the problems of “disadvantaged” students, and the role of higher education in addressing the “urban crisis.” Over the course of the twentieth century, urban higher education institutions greatly increased the use of the city for teaching, scholarly research on urban issues, and inculcating civic responsibility in students. In the final decades of the century, and moving into the twenty-first century, university location in urban areas became increasingly popular with both city-dwelling students and prospective resident students, altering the long tradition of anti-urbanism in American higher education. Drawing on the archives and publications of higher education organizations and foundations, Universities and Their Cities argues that city universities brought about today’s commitment to universal college access by reaching out to marginalized populations. Diner shows how these institutions pioneered the development of professional schools and PhD programs. Finally, he considers how leaders of urban higher education continuously debated the definition and role of an urban university. Ultimately, this book is a considered and long overdue look at the symbiotic impact of these two great American institutions: the city and the university.

Forty years after Clark Kerr coined the term 'multiversity', the American research university has continued to evolve into a complex force for social and economic good. This volume explores the contemporary state of the research university system, offering a multifaceted view of the university at the beginning of a the century.

The contributions of this volume are based on the colloquium "Adapting universities to the global society - a transatlantic perspective," held by the Transatlantic Policy Consortium on the Bloomington Campus of Indiana University in September 2007. The 12 provocative papers investigate the impacts of globalization and global competition on the performance, mission, role and shape of American and European universities, identify the differences between American and European universities regarding societal support, research, management and leadership, examine ways of closing the gaps and meeting university quality challenges, and assess the values of the Bologna Process and the changing nature of university governance. The volume provides a unique insight into these problems from a European and US perspective.

"In the second volume of his planned trilogy that will recast the history of the university in a fresh and surprising light, Adam R. Nelson aims to show how knowledge, which had been commodified starting in the late eighteenth century, became industrialized in the nineteenth century. Nelson explains how the idea of the modern university arose from a set of institutional and ideological reforms designed to foster the mass production and mass consumption of knowledge--that is, the industrialization of ideas. Fusing the history of higher education with the history of capitalism, Nelson suggests that this "marketization" of knowledge propelled the institutionalization of the university, far earlier than previously understood"--

Why the paradigm of the world-class university is an implausible dream for most institutions of higher education Universities have become major actors on the global stage. Yet, as they strive to be “world-class,” institutions of higher education are shifting away from their core missions of cultivating democratic citizenship, fostering critical thinking, and safeguarding academic freedom. In the contest to raise their national and global profiles, universities are embracing a new form of utilitarianism, one that favors market power over academic values. In this book, James Mittelman explains why the world-class university is an implausible dream for most institutions and proposes viable alternatives that can help universities thrive in today’s competitive global environment. Mittelman traces how the scale, reach, and impact of higher-education institutions expanded exponentially in the post–World War II era, and how the market-led educational model became widespread. Drawing on his own groundbreaking fieldwork, he offers three case studies—the United States, which exemplifies market-oriented educational globalization; Finland, representative of the strong public sphere; and Uganda, a postcolonial country with a historically public but now increasingly private university system. Mittelman shows that the “world-class” paradigm is untenable for all but a small group of wealthy, research-intensive universities, primarily in the global North. Nevertheless, institutions without substantial material resources and in far different contexts continue to aspire to world-class stature. An urgent wake-up call, Implausible Dream argues that universities are repurposing at the peril of their high principles and recommends structural reforms that are more practical than the unrealistic worldwide measures of excellence prevalent today.

As we move further into the 21st century, increasing emphasis is being placed on the importance of technology transfer. Through new research and practices, scholars, practitioners and policymakers have made great strides in broadening our understanding and ability to implement technology transfer and commercialization processes. The fruit of that research is collected in this timely volume. Technology transfer is a dynamic area of study that examines traditional topics such as intellectual property management, the management of risk, market identification, the role of public and private labs, and the role of universities. This volume reflects on how government, business and academia influence technology transfer in different countries and how the infrastructure of a country enhances technology and contributes to each country s overall economy. Interpreting and adopting the processes of technology transfer and commercialization or, building innovative ecosystems is critical to seeing success in this digital age. Those leading the surge toward building innovative ecosystems for technology transfer are the fellows of the Institute for Innovation Creativity and Capital (IC2 Institute) at The University of Texas at Austin. Global in its scope of solving market economy problems, for this volume the Institute has focused its lens on accelerated knowledge-based development. Here, scholars from 13 countries come together to critique technology transfer from each of their respective nations. The results of their contributions lend innovative insight to exactly how different nations are working to maximize technology transfer and commercialization in uncertain times. Those with an interest in commercialization and technology transfer, from students to scholars, practitioners to policymakers, will find this important collection of great value.

Science is increasingly defined by multidimensional collaborative networks. Despite the unprecedented growth of scientific collaboration around the globe – the collaborative turn – geography still matters for the cognitive enterprise. This book explores how geography conditions scientific collaboration and how collaboration affects the spatiality of science. This book offers a complex analysis of the spatial aspects of scientific collaboration, addressing the topic at a number of levels: individual, organizational, urban, regional, national, and international. Spatial patterns of scientific collaboration are analysed along with their determinants and consequences. By combining a vast array of approaches, concepts, and methodologies, the volume offers a comprehensive theoretical framework for the geography of scientific collaboration. The examples of scientific collaboration policy discussed in the book are taken from the European Union, the United States, and China. Through a number of case studies the authors analyse the background, development and evaluation of these policies. This book will be of interest to researchers in diverse disciplines such as regional studies, scientometrics, R&D policy, socio-economic geography and network analysis. It will also be of interest to policymakers, and to managers of research organisations.