ACADEMIA AND THE FEDERAL GOVERNMENT

In recent years a revolutionary shift has occurred in the federal goovernment—-higher education relationship. Why didn't higher education resist more vigorously federal encroachment in its autonomy? First, academia focused its attention on the wrong kind of threat. Second, federal involvement was useful for solving problems on campus and often was in keeping with objectives and values supported in academia institutions. Third, the rise of public institutions altered the receptivity of higher education to accepting federal funds and pursuing direct solutions to society's problems, i.e. to being “involved” at the expense of autonomy. Finally, higher education's traditional strategy of being aloof from partisan politics kept it from vigorously defending its interests. Alternatives for the future appear to be: 1) a reorganisation of higher education to make it a clear, systematic agent of national policy, or 2) a successful effort by higher education to convert itself into an effective national interest group.     

THE CAPITAL AND THE CAMPUS—EACH IN ITS PROPER PLACE

A tension exists between government and the academy. State and federal agencies demand that colleges and universities demonstrate their accountability for public funds and to public policy initiatives. The campuses hold that such requirements have come to represent an inappropriate intrusion into institutional affairs and that they present a serious challenge to academic freedom. While a reduction and redirection of regulation may serve the colleges veil, a review of history indicates that the important developments in higher education have occurred during periods of government involvement. Perhaps, then, the real fear that should be felt on campus is the- recent trend of government disinterest in higher education.     

Transitions in U.S. Higher Education: implications for geography learning

In the United States, higher education institutions and structures governing higher education are going through dramatic change. The implications of new technology and changing modes of course structure, and evolving federal and state policies have the potential for significant impact on higher education. The historic federal mandates regarding university systems, including land-grants, and renewal of the U.S. Higher Education Act, for example, have impacts related to higher education regulations, performance expectations, accreditation, and student success. In addition, there are new research questions related to student learning. Several of the key themes impacting higher education also have implications and expectations for university geography programs. Geographers and geography programs in many universities are contributing toward addressing these changes in ways that contribute toward programs and universities that are more committed to new learning paradigms, as well as curricula that enhance engagement, concepts of sustainability, innovation, entrepreneurship, and efforts at more integrated scholarship, among others.     

The Influence of the Dartmouth College Case on the American Law of Educational Charities

One of the important features of American history has been the availability of higher education. Religious toleration, low capitalization costs, few educational impediments, public interest and commitment, and ready corporate status made the foundation of colleges and universities a common event in early nineteenth-century America. ¹ By the time of the Revolution Americans had founded ten colleges; by 1800, twenty-four; by 1820, thirty-eight; and by the Civil War, 232, of which 104 have survived. ² Although the earliest colleges had religious affiliations, with the founding of the University of Georgia in 1785, states also began providing directly for higher education. But the creation of these institutions led to disputes within them over curricula and governance. How the U.S. Supreme Court dealt with a seemingly minor political dispute involving the governance of a small New Hampshire college would determine not only that college's relationship to state and federal government, but also that of all other corporations. ³     

FORCES FOR CHANGE IN THE GOVERNANCE OF BRITISH AND AMERICAN UNIVERSITIES

Government control of colleges and universities has been increasing in recent years. The challenge for higher education is how to make institutions properly accountable but less controlled by government. The experience in this regard in the United Kingdom and the United States is compared. The danger in both nations is that left unchecked, control will leave universities resembling regulated public utilities. American and British academics can learn from each other on how to avoid such a fate.     

The failure of the Yanchep international campus: A case study in the politics of marketing education

Private universities and colleges have traditionally played no part on the Australian higher education scene. This paper, however, argues that the concept has become plausible since the implementation of a new overseas student policy in 1985 which has allowed education to be exported as a commodity. This policy has, in large degree, been moulded by the perceived process of decay in higher education as a result of funding constraints, and by the general environment of economic decline in Australia. A case study of the evolution and early demise of the proposed Yanchep International Campus is the main focus of the paper. It attempts to illustrate the problematic and politically divisive nature of the formation of private institutions and the degree to which institutions such as Yanchep might not be viable profit making enterprises without heavy state subsidisation.     

Internationalization: Institutions,People and Programmes in Colorado

This paper focuses on the internationalization of curricula, faculty and campus activities in a case study of colleges and universities in Colorado. ‘Internationalization’ is a recent trend in US higher education and is sometimes given as a reason for hiring foreign-born faculty. A survey was used to explore how the definition and degree of internationalization would vary by institutional mission, goals and size as well as by the interests and expertise of key administrators and staff. None of these factors accounted for the survey results. Instead, the results indicate inconsistencies in institutional definitions of internationalization and in the implementation of resulting programmes. These inconsistencies may be a reason why foreign-born faculty can receive a mixed reception and encounter varied support on US campuses and raise a number of issues for further research on the discourse of contemporary US higher education.     

Neither Dowlati nor Khosusi: Islam,Education and Civil Society in Contemporary Iran

Private universities are a rapidly expanding form of education in Iran, and increasingly include Islam and the social sciences alongside the hard sciences too. What implications does the privatization of religious and social scientific knowledge have for the Islamic Republic? Scholarship has so far responded by looking at the ways in which the Iranian authoritarian state has monopolized religion, repressed the social sciences and hollowed out student activism. Complicating these arguments, this article provides a historical and institutional comparison of higher education in Iran in order to look at the evolving degree of autonomy of academic institutions and the ability of actors that operate within them to contribute to critical debate, social activism and novel discourse. The article proposes that while state universities and Islamic Azad suffer from politicization and control, a small set of privately owned “Islamic” universities is using its elite connections, financial independence and socio-pedagogical ties to the seminary and modern academia to secure enhanced levels of free debate and independent thinking.     

The spaces of UK students’ unions: extending the critical geographies of the university campus

This article seeks to further our knowledge of the university campus by focusing on one particular aspect of most UK campuses: the students’ union. UK students’ unions have rarely been the subject of scholarly attention, despite them now occupying an important place within the higher education landscape. Nevertheless, in this paper we draw on a UK-wide study of students’ unions to explore, firstly, the role played by the buildings of the students’ union and, secondly, the ways in which aspects of the university’s campus influence union activity. We pay particular attention to the expansion of the university campus, in many institutions, from a single site to multiple sites, both within the UK and overseas. We contend that a focus on the materiality of the students’ union and the level of union activity (or inactivity) across various campus spaces can illustrate the values, ideologies and power relations that dominate contemporary British higher education.     

BRINGING THE INDEPENDENT SECTOR INTO STATEWIDE HIGHER EDUCATION PLANNING

The ideal of a comprehensive higher education planning agency was only partially fulfilled in the 1970's. It was especially limited in its ability to bring independent colleges and universities into statewide planning. The unfulfilled comprehensive statewide planning model makes an attractive case for decentralised decision–making. State planning, usually characterized by the so–called “bureaucratic model,” might be balanced by increased use of an “incentive model.” The work of the state agency would be to encourage and reward fair market competition among the institutions and segments of higher education. Such an approach is based on the conviction that “…intelligent planning can diminish the role of government in the academic and administrative affairs of all sectors, while improving accountability to the public and to the diverse constituencies our institutions serve.”     

爱尔兰的国际旅游硕士教育

国际旅游硕士是近年来国外的热门专业。本文介绍了爱尔兰国际旅游硕士的课程设置和教育特色,通过分析其教育方法,汲取相关的经验,为我国旅游高等教育提供借鉴和参考。     

Making Italians: colonial history and the graduate education system from the liberal era to Fascism

This article explores the role of colonialism in the education of the Italian elites from the Liberal era to Fascism through a study of the teaching of colonial history in the universities. The rebirth of Italy's colonial ambitions at the end of the nineteenth century and their expansion during the two decades of Fascism resulted in the creation of new courses in ‘Colonial Sciences’ in the higher education curriculum. The development of these studies was also part of a longer-term series of changes in the Italian university system that started in the early twentieth century. Colonial History was taught in only a small number of institutions in the Liberal eras, but gained greater importance and autonomy under Fascism. An analysis of the courses, of the careers of those responsible for them and of the text books they used offers a measure of their differing impact on the education of Italian students in the Liberal and Fascist periods and reveals the models of ‘italianità’ they set out for the future ruling class.     

Internationalization as a challenge for geographical education in Poland: experience of a new postgraduate study “cultural industries in the development policies of cities and regions”

For many years internationalization has not been a strong point of geographical education in post-socialist countries, including Poland. Therefore, all attempts at intensifying it are a real challenge and good practices deserve dissemination. This paper seeks to present the organizational and programme assumptions of a new field of postgraduate study called Cultural industries in the development policies of cities and regions, (Project supported by the European Social Fund under the Human Capital Operational Programme in the years 2013–2015 (Priority IV: Tertiary Education and Science, Measure 4.3: Enhancing the didactic potential of universities in areas of key importance for the Europe 2020 Strategy. UDA-POKL.04.03.00–00-152/12–00).) developed by the staff of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań (Poland) as a didactic innovation, based on a modular system of education offering wide internationalization possibilities. The analysis focuses on experiences connected with this process. They include classes prepared in cooperation with visiting professors and practitioners from eight universities and European institutions as well as week-long practical placements in Brussels, arranged thanks to a network of experts and institutions specifically established for this purpose. The results obtained help to formulate conclusions and recommendations for higher schools interested in adopting this kind of good practices connected with the development of geographical education.     

A spatial analysis of small- and medium-sized information technology firms in Canada and the importance of local connections to institutions of higher education

As part of community/regional development policy, governments in Canada attempt to create conditions that stimulate the formation of high-technology clusters and, in so doing, often encourage firm–university/college liaisons. Information technology (IT) is an important segment of the high-technology sector, and small- and medium-sized Canadian IT firms are disproportionately attracted to large metropolitan areas (with Toronto, Ottawa–Hull, Vancouver, Calgary, Montréal, Kitchener and Edmonton being the most noteworthy). A nearest neighbour analysis suggests that small- and medium-sized IT firms are clustered within the metropolitan setting, and a nearest neighbour hierarchical spatial clustering technique demonstrates that intra-urban IT agglomerations can be objectively identified. The linkages between small- and medium-sized IT firms and higher education institutions are, on average, not strongly entrenched within Canada's IT culture, although many of these firms still connect with universities or colleges through co-operative programs and other means of employee recruitment and via general networking with faculty members. Thus, governments may be able to support IT cluster formation by encouraging firm–university/college connections that centre on student participation.     

Teaching Geography to Non-geographers at Glasgow Caledonian University

This paper discusses the teaching of geography to 'non-geographers' at Glasgow Caledonian University (GCU). GCU is one of the so-called 'new' universities in the UK and it shares with many of these institutions a mission to facilitate access to groups that have traditionally been under-represented in higher education. Human geography is one of the six subject area streams within the interdisciplinary social sciences degree programme, although geographical subject matter is taught in many other degree programmes, in each of GCU's three faculties. The arrangements for teaching human geography at GCU present pedagogical challenges for staff. Means to address these problems have been implemented. In this case study, it is argued that the experience of teaching human geography to 'non-geographers' at GCU may be of more general significance to the discipline, to the teaching of geography in both 'old' and 'new' universities and to those responsible for the delivery of mainstream geography degree programmes.     

On making noise: Hokkolorob and its place in Indian student movements

This article focuses on the 2014 Hokkolorob (‘Let there be noise’) movement at Jadavpur University, Kolkata, in the state of West Bengal, a student agitation that ultimately led to the forced resignation of a vice-chancellor after intervention by the Chief Minister of the state. This movement has passed into campus folklore, with a Wikipedia entry devoted to it signposting its distinctive cultural features, including public art and hashtag activism. However, in many ways Hokkolorob did not entirely fit the pattern of student protests at other Indian universities, not only because it achieved short-term success, drawing the wider public into openly expressed sympathy with the agitating students, but also because it eschewed party politics and opened the way for new expressions of dissent. Moreover, it drew attention to the problem of providing safe spaces on campuses to students across genders and orientations. Unique among the many upheavals in the Indian higher education landscape over the past few years, Hokkolorob needs to be understood in the context of a crisis that affects both the public university and the Indian polity.     

Gator Tales: An Oral History Of the University of Florida * I Was There: a Century of Alumni Stories about the University of Alberta, 1906-2006

Oral historians have begun to use interviews in significantways to supplement what may be described as the more traditionalinstitutional "bricks and mortar" histories of colleges anduniversities. Many large public universities in the Americaswere founded after 1850 and first published their historiesat the half-century mark following the beginning of the twentiethcentury. In many instances, these college histories focusedon firsts and founders and gave particular attention to thephysical development of the campus and especially the constructionof buildings. These two books, one from the University of Floridain Gainesville, and the other from the University of Albertain Edmonton, Alberta, Canada, present an interesting contrastin the use of oral history in tracing the histories of thesetwo universities from 1906 to 2006. In the     

Inequalities of power,costs and benefits across geographic scales: the future uses of the Hanford reservation

Although the United States has a federal system of government, and there are many constituencies which extol and defend local autonomy, there appear to be yet stronger forces and more powerful interests which lead to a pronounced tendency for higher levels of government and wider interests to prevail in conflicts across geographic scales. Reasons for the supremacy of higher levels are discussed theoretically, and then illustrated through an examination of controversies surrounding the future uses of the Hanford nulcear reservation in Washington state.     

Negotiating Neoliberal Empowerment: Aboriginal People,Educational Restructuring,and Academic Labour in the North of British Columbia,Canada

Aboriginal peoples in Canada are gaining influence in post‐secondary education through Aboriginal‐directed programs and policies in non‐Aboriginal institutions. However, these gains have occurred alongside, and in some cases through, neoliberal reforms to higher education. This article explores the political consequences of the neoliberal institutionalization of First Nations empowerment for public sector unions and workers. We examine a case where the indigenization of a community college in British Columbia was embedded in neoliberal reforms that ran counter to the interests of academic instructors. Although many union members supported indigenization, many also possessed a deep ambivalence about the change. Neoliberal indigenization increased work intensity, decreased worker autonomy and promoted an educational philosophy that prioritized labour market needs over liberal arts. This example demonstrates how the integration of Aboriginal aspirations into neoliberal processes of reform works to rationalize public sector restructuring, constricting labour agency and the possibilities for alliances between labour and Aboriginal peoples.     

The role of accredited zoos in the recovery process for species at risk in Canada

Zoos and aquariums are responding to the worldwide biodiversity crisis through major conservation initiatives like captive breeding for assurance populations and reintroduction programs. These institutions also fundraise, offer education programs, and provide critical research on biodiversity. Through a case study inside three accredited Canadian zoos, this paper illustrates that zoos and their staff members are being incorporated into many official species‐at‐risk recovery efforts on provincial, federal, and international levels. Specifically, the zoos studied are involved in every stage of the recovery process, from providing valuable research and habitat analyses, to captive breeding animals for reintroduction, to writing recovery strategies and creating recovery policy for multiple jurisdictional levels. Zoo staff indicate that zoos are uniquely suited to conservation because zoos have space, expertise, apolitical status, and the ability to connect with the public. Overall, the paper suggests that zoos can significantly contribute to species‐at‐risk protection and recovery in Canada and beyond.