Using as a framework the "theory of careers" developed by John L. Holland, the authors of this volume examine the patterns of student stability and change inherent in the college experience, as well as the variations in professional attitudes and behaviors of college faculty. Their goal is to learn more about what colleges and universities might do to facilitate the retention, satisfaction, and learning of their students.

For example, why should faculties split over student-oriented teaching strategies, one group favoring the formal, structured classroom, the other a freer, more spontaneous environment? Why do some undergraduates become independent thinkers with strong analytical, mathematical, and scientific competencies while others develop powerful interpersonal and group leadership skills?

Holland's theory--at its core a person-environment fit theory--assumes that there are six personality types and six analogous academic environments and that the educational persistence, satisfaction, and achievement of students are a function of the congruence or "fit" between students and their academic environments. The authors also assume that there are circumstances under which the environments of the major field exert more influence on students than do the students' own personality traits. Applying Holland's theory to distinctive clusters of academic disciplines, the authors have found that the answers to such fundamental questions as those asked above emanate from a basic understanding of the influences of academic disciplines and the manner by which they shape the patterns of thought and behavior of both college students and faculty.

Academic Disciplines will benefit researchers and graduate students who study college students and faculty, as well as administrators and policymakers responsible for the performance of colleges and universities.

In The Academic Tribes, an English professor who has survived stints as a dean and a vice-chancellor "takes a gentle, satiric sideswipe at academia, its foibles, follies, and myths" (ALA Booklist). Hazard Adams' parody of anthropological analysis describes the principles and antinomies of academic politics, campus stereotypes, the various tribes divided by discipline, the agonies accompanying each stage on the way to full professorship, and, of course, the power struggle between faculties and academic administrators. This first paperback edition also includes a new preface looking back at the decade since the book's original publication and an appendix that adds three relevant essays.

In recent years, the academy has undergone significant changes: a more competitive and volatile job market has led to widespread precarity, teaching and service loads have become more burdensome, and higher education is becoming increasingly corporatized. In this revised and expanded edition of The Academic's Handbook, more than fifty contributors from a wide range of disciplines and backgrounds offer practical advice for academics at every career stage, whether they are first entering the job market or negotiating the post-tenure challenges of leadership and administrative roles. Contributors affirm what is exciting and fulfilling about academic work while advising readers about how to set and protect boundaries around their energy and labor. In addition, the contributors tackle topics such as debates regarding technology, social media, and free speech on campus; publishing and grant writing; attending to the many kinds of diversity among students, staff, and faculty; and how to balance work and personal responsibilities. A passionate and compassionate volume, The Academic's Handbook is an essential guide to navigating life in the academy.

Contributors. Luis Alvarez, Steven Alvarez, Eladio Bobadilla, Genevieve Carpio, Marcia Chatelain, Ernesto Chávez, Miroslava Chávez-García, Nathan D. B. Connolly, Jeremy V. Cruz, Cathy N. Davidson, Sarah Deutsch, Brenda Elsey, Sylvanna M. Falcón, Michelle Falkoff, Kelly Fayard, Matthew W. Finkin, Lori A. Flores, Kathryn J. Fox, Frederico Freitas, Neil Garg, Nanibaa’ A. Garrison, Joy Gaston Gayles, Tiffany Jasmin González, Cynthia R. Greenlee, Romeo Guzmán, Lauren Hall-Lew, David Hansen, Heidi Harley, Laura M. Harrison, Sonia Hernández, Sharon P. Holland, Elizabeth Q. Hutchison, Deborah Jakubs, Bridget Turner Kelly, Karen Kelsky, Stephen Kuusisto, Magdalena Maczynska, Sheila McManus, Cary Nelson, Jocelyn H. Olcott, Rosanna Olsen, Natalia Mehlman Petrzela, Charles Piot, Bryan Pitts, Sarah Portnoy, Laura Portwood-Stacer, Yuridia Ramirez, Meghan K. Roberts, John Elder Robison, David Schultz, Lynn Stephen, James E. Sutton, Antar A. Tichavakunda, Keri Watson, Ken Wissoker, Karin Wulf

The first history of the ascent of American higher education told through the lens of German-American exchange.

During the nineteenth century, nearly ten thousand Americans traveled to Germany to study in universities renowned for their research and teaching. By the mid-twentieth century, American institutions led the world. How did America become the center of excellence in higher education? And what does that story reveal about who will lead in the twenty-first century?

Allies and Rivals is the first history of the ascent of American higher education seen through the lens of German-American exchange. In a series of compelling portraits of such leaders as Wilhelm von Humboldt, Martha Carey Thomas, and W. E. B. Du Bois, Emily J. Levine shows how academic innovators on both sides of the Atlantic competed and collaborated to shape the research university. Even as nations sought world dominance through scholarship, universities retained values apart from politics and economics. Open borders enabled Americans to unite the English college and German PhD to create the modern research university, a hybrid now replicated the world over.

In a captivating narrative spanning one hundred years, Levine upends notions of the university as a timeless ideal, restoring the contemporary university to its rightful place in history. In so doing she reveals that innovation in the twentieth century was rooted in international cooperation—a crucial lesson that bears remembering today.

Immigrant employees play an essential role in every industry, including academia, but the unique experiences of immigrant professors have received little study. Given that academia has its own distinctive cultural norms, do immigrant academics experience the same kinds of challenges endured by other immigrants?
 
Always an Academic Immigrant is a collective memoir that gives voice to eighty-one academics who immigrated from thirty-seven countries for a career in an institution of higher education, in either the United States or one of ten other countries. Through in-depth interviews and observations from her own experiences as an immigrant scholar, Dafna Lemish shares the highs and the lows that academic immigrants feel as they search for both a country and an institution they can call home. She discovers the formative events that led these scholars to pursue careers outside their native lands and details the challenges they faced adapting to unspoken expectations in their new countries and workplaces. Ultimately, this book reveals the strategies that immigrant professors use to bridge their native and adoptive cultures while highlighting the vital contributions they have made to academia as scholars, teachers, and leaders. 

At the end of the eighteenth century, just eighteen colleges existed in the United States, with an average enrollment of fewer than seventy. One hundred years later, over 450 American colleges and universities boasted enrollments up more than one hundredfold. The role of educational institutions in the life of the nation had been utterly transformed.

As the bridge between the two eras, the nineteenth-century college has been among the most controversial subjects in the history of American higher education. While earlier historians portrayed the "old-time" college as an impediment to modernization, later scholars affirmed the broad role of the colleges in the education of the American people.

The American College in the Nineteenth Century combines the best recent scholarship with an interpretive introduction to provide a fresh view of the development of American colleges. The contributors consider these institutions within four new contexts: first, the dramatic transformation in the college students' experience from oppressive discipline to relative freedom; second, the regional variations among the developing American colleges (for example, a South dominated by state colleges, a Midwest by denominational schools); third, the revolution in the century's third quarter as colleges became multipurpose institutions; and fourth, universities that became dominant by the end of the century, incorporating rather than displacing the colleges.

Innovative in its examination of the nature and function of these uniquely American institutions, The American College in the Nineteenth Century is a vital addition to the scholarship of the period.

Contributors: David B. Potts, Leon Jackson, Julie Ann Bubolz, Michael Sugrue, James Findlay, Margaret A. Nash, Peter Dobkin Hall, James Turner, Paul Bernard, and Willard J. Pugh.

With funding cuts well under way and many institutions already promising to charge the maximum £9,000 yearly tuition fee, university education for the majority is under threat. This book exposes the true motives behind the government's programme and provides the analytical tools to fight it.

Widespread student protests and occupations, often supported by staff, unions and society at large, show the public's opposition to funding cuts and fee increases. The contributors to this sharp, well-written collection, many of whom are active participants in the anti-cuts movement, outline what's at stake and why it matters. They argue that university education is becoming increasingly skewed towards vocational degrees, which devalues the arts and social sciences – subjects that allow creativity and political inquiry to flourish.

Released at the beginning of the new academic year, this book will be at the heart of debates around the future of higher education in the UK and beyond, inspiring both new and seasoned activists in the fight for the soul of our universities.

Critics of contemporary US higher education often point to the academy’s “corporatization” as one of its defining maladies. However, in The Autocratic Academy Timothy V. Kaufman-Osborn argues that American colleges and universities have always been organized as corporations in which the power to rule is legally vested in and monopolized by antidemocratic governing boards. This institutional form, Kaufman-Osborn contends, is antithetical to the free inquiry that defines the purpose of higher education. Tracing the history of the American academy from the founding of Harvard (1636), through the Supreme Court’s Dartmouth v. Woodward ruling (1819), and into the twenty-first century, Kaufman-Osborn shows how the university’s autocratic legal constitution is now yoked to its representation on the model of private property. Explaining why appeals to the cause of shared governance cannot succeed in wresting power from the academy’s autocrats, Kaufman-Osborn argues that American universities must now be reincorporated in accordance with the principles of democratic republicanism. Only then can the academy’s members hold accountable those chosen to govern and collectively determine the disposition of higher education’s unique public goods.