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"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space."--

Education, Higher --- Aims and objectives. --- Philosophy. --- academic freedom. --- autonomy. --- college. --- digital learning. --- higher education. --- history of the university. --- role of the university. --- student experience. --- undergraduate education. --- university governance. --- university. --- virtual education.

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At 150 years following its founding in 1868, the University of California is regarded by many as the most successful and highly respected public research university in the world. This book is an analysis of the structural, policy, operational, and environmental matters that have contributed to the success of the University of California, what makes UC tick and what approaches have made it tick best. The book can also serve as a reference work, and for that reason many cross-references among chapters have been included, along with a substantial index and many citations in footnotes.--Back cover.

Public universities and colleges --- Evaluation. --- University of California (System) --- University of California (System) --- University of California (1868-1952) --- University of California (1868-1952) --- University of California (1868-1952) --- University of California (System) --- Evaluation. --- Administration. --- Evaluation. --- Administration. --- California. --- academic distinction --- national labooratories --- Clark Kerr --- university governance --- technology transfer --- University of California --- shared governance --- constitutional autonomy --- university admissions --- research universities

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This Open Access book analyses the past, present and future of the technical university as a single faculty independent institution. The point of departure is a view of changing academic realities, through which the identity as a technical university is challenged and reconstituted. More specifically, the book connects the development of technical universities to changes in the structure and dimensioning of national higher education systems, to changes in the disciplinary basis of academic research and to changes in the governance of higher education institutions. Introduced in the age of industrialization, polytechnical schools rose to prominence in many national settings during the second half of the 19th century. Over time, new technologies have been developed and incorporated into the repertoire, and waves of academisation have swept over the former polytechnics, transforming them into technical universities. Their traditions and brands, however, prevail. Several technical universities are included among the most prestigious academic institutions of their nations and the training of engineers and engineering research still enjoys a high level of prestige and national priority, e.g. in the context of innovation and industrial policy. But the world keeps changing, and the higher education sector with it. Will technical universities have an equally attractive position within university systems in the decades to come? .

Higher education. --- Education—History. --- International education . --- Comparative education. --- School management and organization. --- School administration. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Inspection --- Management and organization --- History --- Higher Education --- History of Education --- International and Comparative Education --- Administration, Organization and Leadership --- Organization and Leadership --- historical perspective of technical universities --- polytechnical universities --- external pressure at technical universities --- university governance regimes --- engineering academisation --- professional values in engineering education --- identity formation at technical universities --- university-industry interaction --- university merger process --- double degree programmes in engineering and education --- Open Access --- Higher & further education, tertiary education --- History of education --- Educational administration & organization --- Education, Higher. --- International education. --- Higher Education. --- History of Education. --- International and Comparative Education. --- Organization and Leadership.