Old Neoliberalism in the US University

2021 ◽  
Vol 18 (4) ◽  
pp. 92-95
Author(s):  
Christopher Newfield
Keyword(s):  
The Us ◽  
2016 ◽  
Vol 30 (4) ◽  
pp. 257-266 ◽  
Author(s):  
Loet Leydesdorff ◽  
Henry Etzkowitz ◽  
Duncan Kushnir

Following a pause, with a relatively flat rate, from 1998 to 2008, the long-term trend of university patenting rising as a share of all patenting has resumed, driven by the internationalization of academic entrepreneurship and the persistence of US university technology transfer. The authors disaggregate this recent growth in university patenting at the US Patent and Trademark Organization (USPTO) in terms of nations and patent classes. Foreign patenting in the United States almost doubled during the period 2009–2014, mainly due to patenting by universities in Taiwan, Korea, China and Japan. These nations compete with the United States in terms of patent portfolios, whereas most European countries – with the exception of the United Kingdom – have more specific portfolios, mainly in biomedical fields. In the case of China, Tsinghua University holds 63% of the university patents in USPTO; followed by King Fahd University with 55.2% of the national portfolio.


2020 ◽  
Vol 51 (1) ◽  
pp. 115-143
Author(s):  
Heather Steffen
Keyword(s):  
The Us ◽  

2020 ◽  
Vol 9 (2) ◽  
pp. 258-272
Author(s):  
Prashanti Chennamsetti

Transiting to an unfamiliar academic culture poses several challenges for students. These challenges are more profound for international students who leave their home country to come to the host country in pursuit of higher studies. The purpose of the present study is to explore such challenges that hindered the adjustment of six Indian international students studying in a US university, using the phenomenological methodology. The data analysis generated five themes related to the challenges encountered: (1) living away from family and friends, (2) difficulty in expressing, (3) multitasking, (4) difficulty in fitting in, and (5) lack of positive attitude. Findings have implications for US universities. Higher educational institutions can play an essential role in addressing the challenges to facilitate a positive academic experience for international students.


2021 ◽  
pp. 114362
Author(s):  
Zui Narita ◽  
Rachel Banawa ◽  
Sasha Zhou ◽  
Jordan DeVylder ◽  
Ai Koyanagi ◽  
...  

2012 ◽  
Vol 10 (1) ◽  
pp. 1-4
Author(s):  
Jeffrey C. Isaac

In recent issues of Perspectives, we have sought to highlight the themes of inequality, exclusion, and the challenges facing democratic politics. We have done this because these themes resound throughout the current political world. Economist and Nobel laureate Joseph Stiglitz nicely summed up this state of affairs in a November 4, 2011 column circulated by Project Syndicate: “The protest movement that began in Tunisia in January, subsequently spreading to Egypt, and then to Spain, has now become global, with the protests engulfing Wall Street and cities across America. Globalization and modern technology now enable social movements to transcend borders as rapidly as ideas can. And social protest has found fertile ground everywhere: a sense that the ‘system’ has failed, and the conviction that even in a democracy, the electoral process will not set things right—at least not without strong pressure from the street.” The Occupy movement that spread like wildfire throughout the US, and that asserted itself on some major US university campuses, is simply the latest iteration of this diffusion of protest in which young people from Athens and Madrid to Cairo and Damascus seem to be playing a crucial role.


2021 ◽  
Vol 11 (8) ◽  
pp. 367
Author(s):  
Thilo Schramm ◽  
Anika Jose ◽  
Philipp Schmiemann

Phylogenetic trees are important tools for teaching and understanding evolution, yet students struggle to read and interpret them correctly. In this study, we extend a study conducted by Catley and Novick (2008) by investigating depictions of evolutionary trees in US textbooks. We investigated 1197 diagrams from 11 German and 11 United States university textbooks, conducting a cross-country comparison and comparing the results with data from the 2008 study. A coding manual was developed based on the 2008 study, with extensions focused on additional important aspects of evolutionary trees. The US and German books showed only a low number of significant differences, typically with very small impacts. In both samples, some characteristics that can render reading trees more difficult or foster misconceptions were found to be prevalent in various portions of the diagrams. Furthermore, US textbooks showed fewer problematic properties in our sample than in the 2008 sample. We conclude that evolutionary trees in US and German textbooks are represented comparably and that depictions in US textbooks have improved over the past 12 years. As students are confronted with comparable depictions of evolutionary relatedness, we argue that findings and materials from one country should easily be transferable to the other.


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