Suchergebnisse

The pol'al & public controversy surrounding campus unrest has led to the widespread endorsement by politicians & many members of the general public of 5 propositions: (1) Campus protests are typically violent. (2) Campus discipline is too permissive (or repressive). (3) Higher educ indoctrinates its students. (4) Amer campuses have been politicized. (5) Student discontent with higher educ causes unrest. Examination of the by-now-extensive res data on campus protests indicates unequivocally that each of these propositions is false. A better understanding of the determinants of campus protest can be gained by studying the manifest issues involved in these protests as they are selectively responded to by 'protest-prone' students. HA.

The political and public controversy surround ing campus unrest has led to the widespread endorsement by politicians and many members of the general public of five propositions: 1. Campus protests are typically violent; 2. campus discipline is too permissive (or repressive); (3) higher education indoctrinates its students; 4. American campuses have been politicized; 5. student discontent with higher edu cation causes unrest. Examination of the by-now-extensive research data on campus protests indicates unequivocally that each of these propositions is false. A better understanding of the determinants of campus protest can be gained by study ing the manifest issues involved in these protests as they are selectively responded to by "protest-prone" students.

This third edition underscores that interest in the legal, social, and policy contexts of campus crime has not waned. Among the purposes of this new edition is the desire to share with readers the advancements that have occurred in understanding campus crime, especially the dynamics of college student victimization, and efforts to effectively address campus security issues. Presented in three sections, the first examines the legal context of crime by offering five chapters whose focus is on the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act and its state-leve

Drawing from a long history of feminist writing grounded in personal reflection and informal dialogue between feminist thinkers, Cobb and Godden-Rasul present an email-based conversation with Jess Lishak, the outgoing Women's Officer at the University of Manchester Students' Union (2014–2016). The conversation draws on Cobb and Godden-Rasul's experience as feminist academics engaged in critical institutional practice through such initiatives as editing the Inherently Human blog, organising the Inspirational Women of Law exhibition, and participating in university working groups on campus-based harassment and violence. In asking Lishak to reflect on her journey to feminism and her experiences of activism, the conversation ranges over such issues as personal influences and experiences, strategies for securing institutional support, encouraging student engagement with feminism, and campaigning tactics. The conversation developed out of a "Campus Feminisms" event in March 2016, which explored the rise of exciting new grassroots single-issue campaigns and political mobilisations by students in higher education, and was organised by Cobb and Godden-Rasul at Newcastle University, UK. Undergraduate and postgraduate students shared their personal struggles and achievements in bringing feminist ideas and campaigns to their university campuses. Lucy Morgan, the Gender Equality Officer at Newcastle University Students' Union, offered inspiring reflections on her efforts to reinvigorate the 'F' word, in the face of simultaneous student apathy and backlash. Many of these campus-based mobilisations have demanded better institutional responses to sexual violence against women. At around the same time, Cobb was beginning a new role as the co-chair of the University of Manchester's first Task & Finish Group on Sexual Violence and Harassment on Campus. This followed Universities UK's decision to create a taskforce to consider options for improving institutional responses to student safety. In the process, Cobb crossed paths with Lishak, who had been appointed a member of the UUK Taskforce in light of her path-breaking students' union work addressing violence against women. Since Lishak was an exemplar of this new feminist wave in higher education, one that was still inadequately understood by feminist academics despite often working side-by-side within the same institutions, the authors embarked on this conversation in order to better understand the relationship between academic and student feminist activism on campus. As Lishak makes clear in her own reflections, there is nothing inevitable about the synergies between these movements, but there is potentially a great deal that could be achieved through their closer engagement.

On the one hand, trade in tertiary education is highly regulated; on the other hand, it is a considerably liberalized area of services. This is especially true in the case of Mode 3 of international services trade, namely oversea campuses. In the case of Japan, foreign universities are/were free to open campuses in Japan to supply tertiary education services, but those were regarded informal education that was not recognized by the Japanese government until 2004. For campuses in Japan established by foreign universities to supply formal education services in Japan, they are required to satisfy the criteria set by the government to be examined by the University Council and the Minister; but no foreign university campus in Japan actually obtained a formal school status. Moreover, program at the campuses in Japan were not regarded as an equivalent to the program provided at the home campuses abroad. It was only in 2004 when the Japanese government introduced a new scheme called "Japanese Branches of Foreign Universities", under which they can receive the treatment similar to formal Japanese universities except taxation, though only four campuses obtained this status so far. This paper reviews the development of regulatory status of services trade in tertiary education services, especially education through oversea campuses, and considers the policy implications on two critical issues regarding the regulation of services industry: (i) who between the government and the University Council the regulator is; and (ii) who between the home country and host country has the jurisdiction over the oversea branches of universities.