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"Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. This book explores how female, tenure-track faculty navigate the process of balancing their personal and professional lives. Utilizing a qualitative phenomenological approach, the stories of nine female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life are explored. With a blended application of post-structuralist feminism and work-family border theoretical framework, the book illustrates gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence. This book highlights the first known study to explore a "new Ivy" institution, and there are no other known studies that incorporate both the qualitative perspectives of female faculty as well as those of the faculty diversity and development administrators who oversee and develop the very programs and policies that support those faculty. A key chapter in the book, "Baby, It's Cold Inside: Faculty Context & Campus Climate" offers unique insight into what female faculty, and those who love them, face on the path to tenure today. Five thematic findings are overviewed and explored: faculty support comes in many forms; seeking clarity in job elements and teaching, research, service (TRS) ratios; coping strategies in the wake of an overloaded TRS ratio ("Quick meals, late nights, and what gym?"); family borders in the academy, and work-life-family fit: stability, not balance. This work aims to stimulate faculty gender norm consciousness and acknowledge and relay the unique challenges in faculty's pursuit of work-life-family stability, career path navigation, and role negotiation. The author offers an insider's glimpse of modern faculty and administrator lives for the benefit of tenure-track faculty, their departments, their families, and higher education institutions at large. This work aims to better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve"--

Women college teachers. --- Sex discrimination in higher education. --- Education, Higher --- Women as college teachers --- College teachers --- Women in higher education --- Women teachers --- Women college teachers --- Sex discrimination in higher education --- Work and family

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Presumed Incompetentis a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.

Feminism and higher education. --- Sex discrimination in higher education. --- Women in higher education. --- Minority college teachers. --- Women college teachers --- Women college teachers. --- Higher education and feminism --- Education, Higher --- College teachers --- Women as college teachers --- Women in higher education --- Women teachers --- Social conditions. --- Professeures (Enseignement supérieur) --- Professeurs issus des minorités (Enseignement supérieur) --- Femmes dans l'enseignement supérieur --- Discrimination sexuelle dans l'enseignement supérieur --- Féminisme et enseignement supérieur --- Racisme dans l'enseignement supérieur --- Conditions sociales --- Professeures (Enseignement supérieur) - Conditions sociales

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This book empirically examines academic conferences in the social sciences, and explores the purpose and value of people interested in the social sciences attending and presenting at national and international academic conferences. Using a highly original structure and style, the book considers the damaging impact of neoliberalism on conferences, and academia more widely, and explores the numerous barriers to conference attendance. It will be of interest to students and researchers who attend conferences in fields spanning the social sciences, as well as those interested in the effects of neoliberalism on academia. Dr Donald J Nicolson worked in academic research for 13 years and was a Post-Doctoral Research Fellow. He is currently a freelance writer. His works have been published in the likes of the British Medical Journal, Health Technology Assessment, The Cochrane Library, The Scotsman, and London School of Economics Impact Blog.

Higher education. --- Education and sociology. --- Sociology, Educational. --- Sociology of Education. --- Educational Philosophy. --- Education. --- Educational sociology. --- Education --- Learning & Instruction. --- Higher Education. --- Philosophy. --- Neoliberalism. --- Neo-liberalism --- Liberalism --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Learning. --- Instruction. --- Education—Philosophy. --- Educational sociology . --- Learning process --- Comprehension --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Aims and objectives --- Social sciences - Congresses --- Political sociology --- Educational sociology --- Neoliberalism --- Social sciences

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Academic freedom is increasingly being threatened by a stifling culture of conformity in higher education that is restricting individual academics, the freedom of academic thought and the progress of knowledge – the very foundations upon which academia and universities are built. Once, scholars demanded academic freedom to critique existing knowledge and to pursue new truths. Today, while fondness for the rhetoric of academic freedom remains, it is increasingly criticised as an outdated and elitist concept by students and lecturers alike and called into question by a number of political and intellectual trends such as feminism, critical theory and identity politics. This provocative and compelling book traces the demise of academic freedom within the context of changing ideas about the purpose of the university and the nature of knowledge. The book argues that a challenge to this culture of conformity and censorship and a defence of academic free speech are needed for critique to be possible and for the intellectual project of evaluating existing knowledge and proposing new knowledge to be meaningful. This book is that challenge and a passionate call to arms for the power of academic thought today.

Education_xPhilosophy. --- Academic freedom. --- Higher education and state. --- University autonomy. --- Autonomy, University --- College autonomy --- Education, Higher --- State and higher education --- Educational freedom --- Freedom, Academic --- Government policy --- Academic freedom --- School autonomy --- Universities and colleges --- Education and state --- Freedom of information --- Liberty --- Intellectual freedom --- Law and legislation --- Administration --- Education, Higher. --- Education and state. --- Political science. --- Higher Education. --- Education Policy. --- Sociology of Education. --- Administration, Organization and Leadership. --- Political Science. --- Civil government --- Commonwealth, The --- Government --- Political theory --- Political thought --- Politics --- Science, Political --- Social sciences --- State, The --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- College students --- Higher education --- Postsecondary education --- Higher education. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- School management and organization. --- School administration. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- 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 --- Aims and objectives --- Inspection --- Management and organization --- Conformity

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This ground-breaking and exhaustive analysis of university ranking surveys scrutinizes their theoretical bases, methodological issues, societal impact, and policy implications, providing readers with a deep understanding of these controversial comparators. The authors propose that university rankings are misused by policymakers and institutional leaders alike. They assert that these interested parties overlook the highly problematic internal logic of ranking methodologies even as they obsess over the surveys’ assessment of their status. The result is that institutions suffer from short-termism, realigning their resources to maximize their relative rankings. While rankings are widely used in policy and academic discussions, this is the first book to explore the theoretical and methodological issues of ranking itself. It is a welcome contribution to an often highly charged debate. Far from showing how to manipulate the system, this collection of work by key researchers aims to enlighten interested parties.  “This is the best book going on university rankings. It provides a reliable, readable, wide-ranging guide for the policy maker, university leader, scholar and would be doctoral student who wants to make sense of the mass of ranking data now available. Shin, Toutkoushian and Teichler tell us how to sort the good, the bad and the ugly in university comparison. A strength of the book, one that guarantees its broad relevance, is the inclusion of contributions from each of the world’s major zones of higher education.” Simon Marginson, Professor, University of Melbourne  "This book offers a comprehensive and very timely analysis of a topic of central importance to contemporary higher education: university rankings. Contributors to the book provide a key to the understanding of the theoretical basis and methodological foundations of rankings and their impact on higher education systems and institutions. Illuminating the amazing popularity of rankings, broad and refreshing reflection on the drivers and consequences of rankings are offered.” Jürgen Enders, Professor, University of Twente    .

Education, Higher. --- Education, Higher -- Globalization. --- Education. --- Universities and colleges -- Ratings and rankings. --- Universities and colleges --- Education --- Social Sciences --- Theory & Practice of Education --- Ratings and rankings --- Education and globalization. --- Ratings and rankings. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Higher education. --- Higher Education. --- Educational Policy and Politics. --- International and Comparative Education. --- Globalization and education --- Globalization --- College rankings --- College ratings --- Rankings of universities and colleges --- Ratings of universities and colleges --- University rankings --- University ratings --- Rankings --- Evaluation --- College students --- Higher education --- Postsecondary education --- Education and state. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- History --- Government policy --- Education, Higher