Faculty members who care about the institutions of higher education where they work are often at odds with university management. In his forceful book, Under New Management, Randy Martin takes a novel, evenhanded approach to this gulf between professors, who feel a loss of autonomy, and administrators.
Martin imagines a political future for academic labor based on a critical understanding of the administrative work that faculty already undertake. He considers the differences between self-rule and specialized expertise and provides a case study of a New York City public school to show how kids and families respond to the demands of managerial productivity that is part of preparing students for college. Under New Management also considers changes faced by students, faculty, and administrators in light of this reworked social compact of professionals.
Undercurrents recounts the life and career of John Byrne, who started as a geologist at an oil company and retired as president of a major land grant university. He came to Oregon State in 1960 as a faculty member, later becoming department chair, dean, director of the Hatfield Marine Science Center, and vice president for Research and Graduate Studies. Along the way, he took leave from the university to serve the US government, first as a program director for oceanography at the National Science Foundation, and later as the administrator of the National Oceanic and Atmospheric Administration, before returning to OSU in 1984 as its twelfth president.
As president of OSU, John Byrne used the lessons learned in industry and government to guide the university through a period of turbulence caused by severe state budget restrictions. During this period of economic contraction, OSU continued under Byrne’s leadership to grow in programs, facilities, and external funding. Byrne was one of the first to introduce Total Quality Management techniques to higher education. He emphasized the importance of international education and was a supporter of significant academic reform in higher education.
While focusing on his professional career, Byrne’s memoir also shares personal stories of a childhood and youth shaped by the Great Depression and World War II. Undercurrents demonstrates on every page the curiosity, intellect, and humanity that made John Byrne successful as a scientist, educator, and administrator. Anyone pursuing a career in science or academia, and anyone interested in the history and legacy of land grant universities will welcome this richly detailed and warmly written account of Byrne’s career.
This long-awaited book is a considerable revision in the understanding of the history of colonial Kenya and, more widely, colonialism in Africa. There is a substantial amount of new work and this is interlocked with shared areas of concern that the authors have been exploring since 1976.
The authors investigate major themes. These include the conquest origins and subsequent development of the colonial state, the contradictory social forces that articulated African societies to European capitalism, and the creation of new political communities and changing meanings of ethnicity in Africa, in the context of social differentiation and class formation. There is substantial new work on the problems of Mau Mau and of wealth, poverty and civic virtue in Kikuyu political thought.
The authors make a fresh contribution to a deeper historical understanding of the development of contemporary Kenyan society and, in particular, of the British and Kukuyu origins of Mau Mau and the emergency of the 1950s.
They also highlight some of the shortcomings of ideas about development, explore the limitations of narrowly structuralist Marxist theory of the state, and reflect on the role of history in the future of Africa.
Book Two on Violence and Ethnicity gives new insights into popular consciousness, into revolutionary change and into the subtle realities of ethnicity; it will be of particular value to readers of Ngugi.
The founding of the university in 1867 created a unique community in what had been a prairie. Within a few years, this creative mix of teachers and scholars produced innovations in agriculture, engineering and the arts that challenged old ideas and stimulated dynamic new industries. Projects ranging from the Mosaic web browser to the discovery of Archaea and pioneering triumphs in women's education and wheelchair accessibility have helped shape the university's mission into a double helix of innovation and real-world change. These essays explore the university's celebrated accomplishments and historic legacy, candidly assessing both its successes and its setbacks. Experts and students tell the eye-opening stories of campus legends and overlooked game-changers, of astonishing technical and social invention, of incubators of progress as diverse as the Beckman Institute and Ebertfest. Contributors: James R. Barrett, George O. Batzli, Claire Benjamin, Jeffrey D. Brawn, Jimena Canales, Stephanie A. Dick, Poshek Fu, Marcelo H. Garcia, Lillian Hoddeson, Harry Liebersohn, Claudia Lutz, Kathleen Mapes, Vicki McKinney, Elisa Miller, Robert Michael Morrissey, Bryan E. Norwood, Elizabeth H. Pleck, Leslie J. Reagan, Susan M. Rigdon, David Rosenboom, Katherine Skwarczek, Winton U. Solberg, Carol Spindel, William F. Tracy, and Joy Ann Williamson-Lott.
In Unreasonable Histories, Christopher J. Lee unsettles the parameters and content of African studies as currently understood. At the book's core are the experiences of multiracial Africans in British Central Africa—contemporary Malawi, Zimbabwe, and Zambia—from the 1910s to the 1960s. Drawing on a spectrum of evidence—including organizational documents, court records, personal letters, commission reports, popular periodicals, photographs, and oral testimony—Lee traces the emergence of Anglo-African, Euro-African, and Eurafrican subjectivities which constituted a grassroots Afro-Britishness that defied colonial categories of native and non-native. Discriminated against and often impoverished, these subaltern communities crafted a genealogical imagination that reconfigured kinship and racial descent to make political claims and generate affective meaning. But these critical histories equally confront a postcolonial reason that has occluded these experiences, highlighting uneven imperial legacies that still remain. Based on research in five countries, Unreasonable Histories ultimately revisits foundational questions in the field, to argue for the continent's diverse heritage and to redefine the meanings of being African in the past and present—and for the future.
Using Servant Leadership provides an instructive guide for how faculty members can engage in servant leadership with administrators, students, and community members. By utilizing a wide range of research and through a series of case studies, Angelo J. Letizia demonstrates how, with a bit of creative thinking, the ideals of servant leadership can work even in the fractious, cash-strapped world of contemporary higher education. Furthermore, he considers how these concepts can be implemented in pedagogy, research, strategic planning, accountability, and assessment. This book points the way to a more humane university, one that truly serves the public good.
A Wisconsin story that serves as a national warning
UW Struggle provides an on-the-ground view of the smoldering attack on public higher education in Wisconsin. Chuck Rybak, who works in the University of Wisconsin System, provides important glimpses into the personal lives of those affected, the dismantling of tenure protections, the diminishment of shared governance, and how faculty remain the scapegoat for all of the university’s problems. This is a chronicle of failed leadership and what actions, if any, can protect this vital American institution.