Domers: A Year at Notre Dame, by Kevin Coyne. New York: Perguin Books, 1995. 329 pages. $12.95 (paper). ISBN 0-14-017898-8. Address: Penguin Books, 375 Hudson St., New York, NY 10014.

Notre Dame, one of America's top Catholic universities, is the subject of this book. Journalist Coyne traces a year in the life of the university, mainly through the experiences of students. Located in an isolated area of Indiana, life at Notre Dame is characterized by tradition, rituals, and a strong campus culture. With its strong athletic tradition, the university also stresses intellectual rigor and Catholic spirituality. Coyne observes students, faculty, and trustees, and focuses attention on the complex life of the university. Unusual in the literature on higher education, this book provides an in-depth perspective on the life of a major American academic institution. The book is a useful and thoughtful perspective of the life and future of a major Catholic institution. The book may lack a bit in critical perspective, but it is well written and the author provides a sensitive portrait. (PGA)

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The Idea of the University, by John Henry Newman. New Haven: Yale University Press, 1996. 366 pages. $18 (paperback) ISBN 0-300-06405-5. Address: Yale University Press, POB 209040, New Haven, CT 06520.

Cardinal Newman's classic discussion of the role and purpose of the university has been republished in an annotated edition that includes essays considering Newman's work and its implications for the present. This comprehensive edition includes a brief biography of Newman, an essay on reading The Idea of the University, and five essays commenting on the book. Among the commentators are Martha McMakin Garland on "Newman in his own day," George M. Marsden on "Theology and the University: Newman's Idea and Current Realities," George P. Landow on "Newman and the Idea of an Electronic University," and others. This volume is no doubt the definitive consideration of Newman's classic. It provides one of the most important philosophical discussions of the nature of the university ever written with a series of contemporary commentaries. (PGA)

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Marginal Worth: Teaching and the Academic Labor Market, by Lionel S. Lewis. New Brunswick, N.J.: Transaction, 1996. 162 pp. ISBN 1-56000-263-8.

For most of this century, the academic reward system has been blamed for the neglect of teaching - and for a glut of uninspiring research. Wherever one turns, one reads or hears that faculty, particularly university faculty, should teach more, and that this would solve many problems. At the same time, no one denies and all of the evidence supports the conclusion that the academic profession is a teaching profession; given this fact, the book explores why this is so.

Salaries for faculty at institutions that place special emphasis on teaching are lower than those for faculty at institutions at which both teaching and research are expected. Within institutions that value both teaching and research, greater rewards go to those who put their energies into research than to those who focus more on their teaching responsibilities. This book examines the contemporary academic labor market to elucidate why teaching, almost universally acknowledged both off and on campus to be at the center of American academic life, is not at the center of the academic labor market, and why it is only modestly rewarded. The evidence collected and analyzed by the author suggests that this is the case because: teaching is not particularly a productive activity, its quality is not easy to measure, it does not generate prestige, most students do not learn a great deal, and in many instances, other matters absorb the attention of faculty. The neoclassical economic framework of supply and demand is used to advance this explanation of the distribution of academic salaries. Lewis looks at the deep-rooted concerns of faculty, and there is little in the archival and other materials gathered and analyzed to indicate that from the faculty's perspective, teaching and undergraduates are very important in the flux of academic careers. Through an analysis of letters justifying merit salary awards, he also examines how merit is defined in academia. The focus of these letters is on teaching, research, administration, and service. Thus, while hardly overlooked, teaching is not always viewed as being as central to the academic role as are the other three activities. To advance his argument he also considers letters of recommendation written for academics by other academics, and with other documents explores how the academic labor market actually works. He also finds some evidence that indicates academic administrators have contributed to diminishing faculty resources and morale.

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Building the Third Sector: Latin America's Private Research Centers and Nonprofit Development, by Daniel C. Levy. Pittsburgh, Pennsylvania: University of Pittsburgh Press, 1996. 348 pages. ISBN 0-8229-5603-9. $19.95 (paper). Address: University of Pittsburgh Press, 127 N. Bellefield Ave., Pittsburgh, PA 15260.

Private research enterprises have largely replaced governmental agencies and universities in social science and policy research in Latin America. These think tanks, which are influential agencies, employ key thinkers and intellectuals, and have become important in the democratization of Latin American societies. This book deals with an important yet underresearched area.

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Campus Trends, 1996, by Elaine El-Khawas. Washington, D.C.: American Council on Education, 1996. 60 pages. $20 (paper). Address: Publications Dept., American Council on Education, Dept. 36, Washington, D.C. 20055.

This annual publication is a key resource to understand the central issues facing higher education in the United States. Sponsored by the American Council on Education, the major national organization representing American postsecondary education,

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The Politics and Processes of Scholarship, edited by Joseph M. Moxley and Lagretta T. Lenker. Westport, Conn: Greenwood, 1996. 280 pages. ISBN 0-313-29572-7. $55. Address: POB 5007, Westport, CT 06881. (PGA)

This book examines the role of scholarship and research at American universities. It focuses not only on the broader issues but also on the details of academic publishing. In this way, it combines a consideration of the changing role of research with a discussion of how the publishing system works. Among the topics considered are the role of the scholarly editor, the issue of technology and scholarly publishing, the Internet and scholarly journals, intellectual property, and scholarly journals. The book is unique in that it attempts to deal with the practical as well as the theoretical issues involved with communicating scholarship. (PGA)

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Relations between State and Higher Education, edited by R. T. Veld, Hans-Peter Fiissel, and Guy Neave. The Hague: Kluwer Law International, 1996. 318 pages. ISBN 90-411-0246-9 (paper). Address: POB 85889, 2508 CN The Hague, Netherlands.

This interesting Council of Europe project explores in detail trends in legislation concerning higher education in Europe. The first of six planned volumes in this series, this book sets out the framework for the project and provides brief case studies of a number of diverse European countries. It explores patterns of governmental and legislative involvement with higher education, points to the significant variations among European countries, and then proceeds to discuss current trends of higher education legislation. Among the brief case studies are Turkey, the United Kingdom, Ukraine, Slovenia, Slovakia, Poland, the Netherlands, Malta, and others. These studies vary in length and detail. (PGA)

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Crisis in the Academy: Rethinking Higher Education in America, by Christopher J. Lucas. New York: St. Martin's Press, 1996. 288 pages. ISBN 0-312-12936-X. Address: St. Martin's Press, 175 Fifth Ave., New York NY 10010.

This wide-ranging book discusses a number of key elements in current debates about American higher education, including the curriculum, challenges to the academic profession, admissions policies and standards, missions and goals for higher education, and related issues. The author discusses these topics in the framework of other writings on higher education. There are few suggestions for new approaches. (PGA)

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Higher Education Management: The Key Elements, edited by David Warner and David Palfreyman. Buckingham, U.K.: Open University Press, 1996. 239 pages. ISBN 0-335-19569-5 (paper). $36. Address: Open University Press, Celtic Court, 22 Ballmoor, Buckingham MK18 1XM, U.K.

This is another volume in the valuable series published by the Society for Research on Higher Education in Britain and the Open University Press. The book covers management issues in higher education. The chapters are arranged according to categories such as financial management, strategic planning, student management, estate management, campus support services, and research organization management. The examples are all from Britain, but the issues have wider relevance. (PGA)

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The Social Role of Higher Education: Comparative Perspectives, edited by Ken Kempner and William G. Tierney. New York: Garland Publishing, 1996. 215 pages. ISBN 0-8153-1765-4. Address: Garland Publishing, Inc., 717 Fifth Ave., New York, NY 10022.

The culture of higher education differs significantly worldwide. This book presents case studies of academic cultures, and in this way illustrates how universities differ as well as some common elements in different national contexts. Among the examples presented are the academic profession in Latin America, the traditions of the Japanese university, the culture of Mexican public universities, the role of women in Costa Rican higher education, and the cultural influences on Thai universities. (PGA)

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Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs, by Jennifer Grant Haworth and Clifton F. Conrad. Boston: Allyn & Bacon, 1996. 253 pages. ISBN 0-205-19546-6. Address: Allyn & Bacon, Needham Heights, MA 02194.

One of the central discussions in the management of higher education is the issue of quality. This volume focuses on this topic in the American context. It relates issues of organizational change, leadership, and the literature on quality in programs and management to the modern university. The database for this study includes interviews with 781 students, faculty, administrators, and others. This book is a valuable addition to the literature on quality and change in higher education, and will be useful to both scholars and those with responsibility for program development. (PGA)

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Becoming a Physician: Medical Education in Great Britain, France, Germany and the United States, 1750Ü1945, by Thomas Neville Bonner. New York: Oxford University Press, 1995. 412 pages. ISBN 0-19-506298-1. $35. Address: Oxford University Press, 198 Madison Ave., New York, NY 10016.

A thorough comparative and historical study of the development of medical education over two centuries, this book provides not only a thoughtful discussion of the education of doctors, but also an example of the use of the comparative and historical method in research. Among the topics considered are the lives and recruitment of medical students over time, the conflicts between clinical, research, and laboratory issues and of clinical practice in the evolution of medical education, and others. At a time when medical education is coming under scrutiny, this is a valuable overview. (PGA)

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Academic Mobility in a Changing World, edited by Peggy Blumenthal, Craufurd Goodwin, Alan Smith, and Ulrich Teichler. London: Jessica Kingsley Publishers, 1996. 407 pp. ISBN 1-85302-545-3. Address: 116 Pentonville Rd., London N1 9JB, U.K.

The focus of this wide-ranging volume is on international cooperation and mobility in universities worldwide. Chapters deal with academic cooperation among regions, mobility of students and academic staff, regional cooperation in higher education, and related topics. The volume takes as its focus increasing regionalism in the economy as well as in education worldwide. (PGA)