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What is the role of a university in society? In this innovative book, Chris Brink offers the timely reminder that it should have social purpose, as well as achieve academic excellence. The current obsession with rankings and league tables has perpetuated inequality and is preventing social mobility. This book shows how universities can - and should - respond to societal challenges and promote positive social change.

Education, Higher --- Educational anthropology. --- Universities and colleges --- 02.13 practice of science. --- Social aspects. --- Ratings and rankings. --- Campus cultures --- Culture and education --- Education and anthropology --- Anthropology --- Culture --- Education --- College rankings --- College ratings --- Rankings of universities and colleges --- Ratings of universities and colleges --- University rankings --- University ratings --- Philosophy --- Rankings --- Evaluation

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College teachers --- Universities and colleges --- Education, Higher --- Professional relationships --- Ratings and rankings --- Curricula --- Evaluation --- Evaluation. --- Ratings and rankings. --- College rankings --- College ratings --- Rankings of universities and colleges --- Ratings of universities and colleges --- University rankings --- University ratings --- College students --- Higher education --- Postsecondary education --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Rankings --- Education --- Faculty

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Higher Education Institutions simultaneously critique and participate in national and international rankings of universities. However, this creates a difficult situation since if universities do participate in rankings they acquiesce to a system based in media logics that has little to do with academic norms of research. If they do not participate in the rankings they risk losing public funding, students and donors in an increasingly competitive and globalized environment. This book delves into the influence of journalists, business tycoons and multinational corporations in defining what world class is and how it will be measured. Rankings provide us with a rich study for understanding how universities define, deploy and manage their assets and liabilities in a mediatized globalized economy.

Universities and colleges --- Education, Higher --- Theory & Practice of Education --- Education --- Social Sciences --- Communication & Mass Media --- Journalism & Communications --- Ratings and rankings --- Marketing --- Ratings and rankings. --- Marketing. --- College students --- Higher education --- College rankings --- College ratings --- Rankings of universities and colleges --- Ratings of universities and colleges --- University rankings --- University ratings --- Rankings --- Postsecondary education --- Evaluation --- Communication. --- Education, Higher. --- Education and state. --- Social media. --- Media and Communication. --- Higher Education. --- Education Policy. --- Social Media. --- Sociology of Education. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Communication, Primitive --- Mass communication --- Sociology --- User-generated media --- Communication --- User-generated content --- Government policy --- Higher education. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Aims and objectives

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Higher education and innovation policies are today seen as central elements in national economic competitiveness, increasingly measured by global rankings. The book analyses the evolution of indicator-based global knowledge governance, where various national attributes have been evaluated under international comparative assessment. Reflecting this general trend, the Shanghai ranking, first published in 2003, has pressured governments and universities all over the world to improve their performance in global competition. More recently, as global rankings have met criticism for their methodology and scope, measurements of various sizes and shapes have proliferated: some celebrating novel methodological solutions, others breaking new conceptual grounds. This book takes a fresh look at developments in the field of knowledge governance by showing how emerging indicators, innovation indexes and subnational comparisons are woven into the existing fabric of measurements that govern our ideas of higher education, innovation and competitiveness. This book argues that while rankings are becoming more numerous and fragmented, the new knowledge products, nevertheless, tend to reproduce ideas and practices existing in the field of global measurement.

Universities and colleges --- Education, Higher. --- Education and globalization. --- Ratings and rankings. --- Education. --- School management and organization. --- School administration. --- Educational policy. --- ducation and state. --- Educational sociology. --- Assessment. --- Higher education. --- Education and sociology. --- Sociology, Educational. --- Higher Education. --- Educational Policy and Politics. --- Sociology of Education. --- Administration, Organization and Leadership. --- Assessment, Testing and Evaluation. --- Globalization and education --- Globalization --- College rankings --- College ratings --- Rankings of universities and colleges --- Ratings of universities and colleges --- University rankings --- University ratings --- College students --- Higher education --- Postsecondary education --- Rankings --- Evaluation --- Education --- Educational tests and measuremen. --- Education and state. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Inspection --- Management and organization --- Aims and objectives --- Government policy

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The remarkable history of how college presidents, through their roles at American colleges and universities, shaped the struggle for racial equalitySome of America’s most pressing civil rights issues—desegregation, equal educational and employment opportunities, housing discrimination, and free speech—have been closely intertwined with higher education institutions. Although it is commonly known that college students and other activists, as well as politicians, actively participated in the fight for and against civil rights in the middle decades of the twentieth century, historical accounts have not adequately focused on the roles that the nation’s college presidents played in the debates concerning racism. Based on archival research conducted at a range of colleges and universities across the United States, The Campus Color Line sheds light on the important place of college presidents in the struggle for racial parity.Focusing on the period between 1948 and 1968, Eddie Cole shows how college presidents, during a time of violence and unrest, strategically, yet often silently, initiated and shaped racial policies and practices inside and outside of the educational sphere. With courage and hope, as well as malice and cruelty, college presidents positioned themselves—sometimes precariously—amid conflicting interests and demands. Black college presidents challenged racist policies as their students demonstrated in the streets against segregation, while presidents of major universities lobbied for urban renewal programs that displaced black communities near campus. Some presidents amended campus speech practices to accommodate white supremacist speakers, even as other academic leaders developed the nation’s first affirmative action programs in higher education.The Campus Color Line illuminates how the legacy of academic leaders’ actions continues to influence the unfinished struggle for black freedom and racial equity in education and beyond.

African Americans --- College presidents --- College integration --- Racism in higher education --- Discrimination in higher education --- Higher education and state --- Civil rights movements --- Race relations. --- Education, Higher --- Integration, Racial --- Race problems --- Race question --- Relations, Race --- Ethnology --- Social problems --- Sociology --- Ethnic relations --- Minorities --- Racism --- College desegregation --- Desegregation in higher education --- Integration in higher education --- School integration --- Universities and colleges --- Presidents, College --- University presidents --- College administrators --- Afro-Americans --- Black Americans --- Colored people (United States) --- Negroes --- Africans --- Black people --- Education (Higher) --- History --- Civil rights --- History. --- Administration --- United States --- Race relations --- Aldon Morris. --- Black Freedom Movement. --- Building the Ivory Tower: Universities and Metropolitan Development in the Twentieth Century. --- Civil Rights Movement. --- Civilities and Civil Rights: Greensboro, North Carolina, and the Black Struggle for Freedom. --- Clayborne Carson. --- Deep South universities. --- Freedom's Orator: Mario Savio and the Radical Legacy of the 1960s. --- HBCU presidents. --- HBCU. --- Harlem vs. Columbia University: Black Student Power in the late 1960s. --- Higher Education and the Civil Rights Movement: White Supremacy, Black Southerners, and College Campuses. --- Ibram H. Rogers. --- Ibram X. Kendi. --- In Stuggle: SNCC and the Black Awakening of the 1960s. --- James Anderson. --- Jeffrey Turner. --- Jelani Favors. --- Jerome Karabel. --- LaDale Winling. --- Martha Biondi. --- Noliwe Rooks. --- Peter Wallenstein. --- Robert Cohen. --- Shelter in a Time of Storm: How Black Colleges Fostered Generations of Leadership and Activism. --- Sitting In and Speaking Out: Student Movements in the American South. --- Stefan M. Bradley. --- The Black Campus Movement: Black Students and the Racial Reconstruction of Higher Eduction. --- The Black Revolution on Campus. --- The Chosen: The Hidden History of Admissions and Exclusion at Harvard, Yale, and Princeton. --- The Education of Blacks in the South. --- The Lost Education of Horace Tate: Uncovering the Hidden Heroes Who Fought for Justice in Schools. --- The Origins of the Civil Rights Movement: Black Communities Organizing for Change. --- Upending the Ivory Tower: Civil Rights, Black Power, and the Ivy League. --- Vanessa Siddle Walker. --- White Money/Black Power: The Surprising History of African American Studies and the Crisis of Race and Higher Education. --- William Chafe. --- academic freedom. --- affirmative action. --- black colleges. --- black secret networks. --- black slums. --- civil rights. --- college presidents. --- college rankings. --- colleges. --- curricula decisions. --- desegregation. --- diversity without inclusion. --- free speech protections. --- free speech. --- gentrification. --- higher education. --- history education. --- history. --- housing discrimination. --- housing policies. --- integration. --- leadership. --- liberal bastion. --- race. --- racial diversity. --- racial inequality. --- racial violence. --- racism. --- segregation. --- segregationists. --- student activism. --- universities. --- urban renewal. --- urban universities. --- white campuses. --- white supremacists. --- white supremacy.