International Higher Education, Winter 2002

New Publications

This column is intended to keep our readers aware of current publications in the field of higher education. We provide a brief description of the listing and indicate the address of the publisher or distributor so that items may be easily obtained. While the preponderance of material listed here is published in the United States or other industrialized nations, we will try to list books published in other parts of the world as well.

Center-Related Publications
Philip G. Altbach's Comparative Higher Education: Knowledge, the University, and Development has been published in Spanish and Chinese translations. The Spanish edition, published by the Universidad de Palermo's UNESCO Chair in the History and Future of the University is available from the Universidad de Palermo, Mario Bravo 1050, C1175ABT Buenos Aires, Argentina. The Chinese edition is published by the Peoples Education Press in Beijing, China.

New Publications
Birstein, Vadim J. The Perversion of Knowledge: The True Story of Soviet Science. Boulder, Colo.: Westview, 2001. 491 pp. $32.50 (cloth). ISBN 0-8133-3907-3. Address: Westview Press, 5500 Central Ave., Boulder, CO 80301, USA.

This detailed analysis of the development of scientific research in the Soviet Union focuses on how scientific research was controlled by the Communist Party, the military structures, and the intelligence services, and the implications that this had for the development and orientation of research and of the Academy of Sciences.

Boud, David, Ruth Cohen, and Jane Sampson, eds. Peer Learning in Higher Education: Learning from and with Each Other. London: Kogan Page, 2001. 184 pp. £19.99 (paper). ISBN 0-7494-3612-3. Address: Kogan Page Publishers, 120 Pentonville Rd., London, UK.

A practical guide to peer teaching and learning, this book focuses on the role that peer teaching can play in higher education, course development using peer teaching, and issues relating to the use of this technique.

Brewer, Dominic J., Susan M. Gates, and Charles A. Goldman. In Pursuit of Prestige: Strategy and Competition in U.S. Higher Education. New Brunswick, N.J.: Transaction, 2002. 175 pp. $29.95 (cloth). ISBN 0-7658-0056-X. Address: Transaction Publishers, 35 Berrue Circle, Piscataway, NJ 08854, USA.

The pursuit of prestige is a common element in the behavior of academic institutions worldwide. League tables and rankings are common. This study looks at 26 diverse colleges and universities in the United States from the perspective of how they function in the higher education industry and seek to maximize their prestige and otherwise develop a market position in the system.

Caplow, Theodore, and Reece J. McGee. The Academic Marketplace. Piscataway, N.J.: Transaction Publishers, 2001. 263 pp. $27.95 (paper). ISBN 0-7658-06096. Address: Transaction Publishers, 35 Berrue Circle, Piscataway, NJ 08854, USA.

This volume is a classic in the research literature on higher education and has been published in Transaction's valuable "classics" series. Originally published in 1958, this is one of the first studies of the academic job market and the nature of academic careers in the United States. Among the topics discussed are the evaluation of academic performance, recruitment to academic positions, departmental choices, and related issues. The authors have provided a new introduction to this edition.

Forest, James J. F. I Prefer to Teach: An International Comparison of Faculty Preference for Teaching Over Research. New York: RoutledgeFalmer, 2002. 289 pp. $80 (Cloth). ISBN 041593057-X. Address: RoutledgeFalmer Publishers, 29 W. 35th St. New York, NY 10001, USA

Based on the Carnegie international study of the academic profession, this study discusses the professoriate’s attitudes in 15 countries with regard to teaching. Such topics as assessment and instruction, the international dimensions of higher education, reasons for preference for teaching, and others are discussed.

Gillespie, Kay Herr, ed. A Guide to Faculty Development: Practical Advice, Examples, and Resources. Bolton, Mass.: Anker Publishing, 2002. 290 pp. $39.95 (Cloth). ISBN 1-882982-45-2. Address: Anker Publishing POB 249, Bolton, MA 01740, USA.

Sponsored by the Professional and Organizational Development Network in Higher Education, this volume focuses on the practical aspects of faculty development, mainly the improvement of teaching, in higher education. Among the topics considered are developing an instructional development program, improving the evaluation of teaching, small group instructional diagnosis, the use of technology, and others. This book focuses on U.S. higher education.

Lattuca, Lisa R. Creating Interdisciplinarity: Interdisciplinary Research and Teaching among College and University Faculty. Nashville, Tenn.: Vanderbilt University Press, 2001. 296 pp. $49.95 (cloth), $24.95 (paper). ISBN 0-8265-1383-2). Address: Vanderbilt University Press, VU Station B 351813, Nashville, TN 37235, USA.

Interdisciplinarity, in both research and teaching, is a buzzword in higher education. This volume carefully defines interdisciplinarity and reports on a study of 38 scholars in several disciplines who are engaged in interdisciplinary work, mainly in the research area. The study provides useful information concerning the nature and value of interdisciplinary work, and suggests way of stimulating it.

Lieberman Devorah, ed. To Improve the Academy: Resources for Faculty, Instructional, and Organzational Development. Bolton, Mass.: Anker Publishing, 2002. 309 pp. $34.95 (paper). ISBN 1-882982-46-0. Address: Anker Publishing POB 249, Bolton, MA 01740, USA.

This annual publication, now in its 20th year, is sponsored by the Professional and Organizational Network in Higher Education, and focuses on resources for improving higher education, especially in the area of teaching and learning. This volume focuses mainly on strategies for improving teaching.

Lovitts, Barbara E. Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study. Lanham, Md: Rowman & Littlefield, 2001. 336 pp. $75 (cloth), $29.95 (paper). ISBN 0-7425-0941-9. Address: Rowman & Littlefield, 4720 Boston Way, Lanham, MD 20706, USA.

Noncompletion of doctoral study is a persistent problem in most countries. This study, based on analysis of 816 doctoral students in the United States, discusses the elements that contribute to successful (and unsuccessful) doctoral study, including the absence of community, lack of information, quality of advising, and others. The study locates the root cause of attrition in the social structure and cultural organization of graduate study.

Mallon, William T. Tenure on Trial: Case Studies of Change in Faculty Employment Policies. New York: Routledge Falmer, 2001. 226 pp. $80 (cloth). ISBN 0-415-93219-X. Address: Routledge Falmer Publishers, 29 W. 35th St., New York NY 10001, USA.

A series of case studies of American academic institutions that have instituted personnel policies for faculty different than the standard tenure arrangements, this book analyzes how these alternatives work. The main focus is on contract-based systems of academic employment. While the studies reflect American realities, the broader issues are relevant to other countries.

Maurrasse, David. How Colleges and Universities Form Partnerships with Their Communities. New York: Routledge, 2001. 214 pp. $19.95 (paper). ISBN 0-415-92622-X. Address: Routledge Publishers, 29 W. 35th St., New York, NY 10001, USA.

University-community partnerships are a key part of higher education planning at the present time. This volume argues for the importance of community involvement by academic institutions and provides guidelines, in the U.S. context, for forming effective partnerships. Case studies from several key universities are provided.

Rhodes, Frank H. T. The Creation of the Future: The Role of the American University. Ithaca, NY: Cornell University Press, 2001. 265 pp. $29.95 (cloth). ISBN:0-8014-3937-X. Address: Cornell University Press, 512 E. State St., Ithaca, NY 14850, USA.

A series of essays by the former president of Cornell University, this book discusses such topics as the role of graduate education, the historical development of higher education, the undergraduate curriculum, the challenges facing research universities, and others.

Rowley, Daniel James and Herbert Sherman. From Strategy to Change: Implementing the Plan in Higher Education. San Francisco, Calif.: Jossey-Bass, 2001. 350 pp. $35 (cloth). ISBN 0-7879-5431-4. Address: Jossey Bass Publishers, 989 Market St., San Francisco, CA 94103, USA.

Focusing on how strategic plans in higher education can be implemented, this volume analyzes the process in the context of U.S. higher education. The book is aimed at senior managers and planning officers in academic institutions and provides practical advice as well as general principles of plan implementation. Some U.S.-based case studies are provided. This book will be of some relevance to other countries.

Yamane, David. Student Movements for Multiculturalism. Baltimore, Md.: Johns Hopkins University Press, 2001. 193 pp. $36.50 (cloth). ISBN 0-8018-6588-3. Address: Johns Hopkins University Press, 2715 N. Charles St., Baltimore MD 21218, USA.

Multicultural courses and programs have become widespread in U.S. higher education. This study analyzes how two universities, the University of California at Berkeley and the University of Wisconsin at Madison, instituted multicultural programs. The focus is on the role of student movements in pressing for these changes. A detailed analysis is provided concerning the process of academic change.

Zemsky, Robert, Susan Shaman, and Daniel B. Shapiro. Higher Education as a Competitive Enterprise: When Markets Matter. San Francisco: Jossey-Bass, 2001. 107 pp. (paper). Published as No. 111 of New Directions for Institutional Research. ISBN 0-7879-5795-X. Address: Jossey Bass Publishers, 989 Market St., San Francisco, CA 94103, USA.

This study looks at the American academic system from the perspective of the growth of competitiveness and the development of a "market orientation" in higher education generally. The study looks at increasing segmentation in the U.S. academic system, patterns of enrollment, price competition among academic institutions, and similar topics. While this study is concerned exclusively with the United States, its implications are relevant elsewhere.