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The academic workplace is often described as a place of merit and equal opportunities. However, research shows a leaky pipeline where the share of women and people of color decreases in the higher echelons of academia. Explanations are often structural referring to the access barriers women are confronted with such as hiring and recruitment. This research investigates what goes wrong in the early phases of a female academic's career. From an intersectional perspective, I study the experiences with everyday sexism and racism of PhD and post‐doctoral researchers across disciplines. After conducting 50 in‐depth interviews four processes are discovered: smokescreen of equality, everyday cloning, patronization, and paternalism.

Motivation The case against inequality should be open‐and‐shut. Evidence shows that the happiest and healthiest people live in countries with low inequality. Yet, the argument that inequality constitutes perhaps the most pressing challenge the world faces today is an idea whose time has not yet come. Purpose Since the impact of inequality extends well beyond the economic realm, the scope of analysis must be broadened, taking a multidisciplinary perspective, including historians, sociologists, psychologists, moral philosophers and political scientists. Approach and methods Mostly a concise summary of the main findings of the literature and research from a wide range of disciplines. Findings The findings in these different disciplines must be brought together and complemented by deliberate efforts to convey them to the public at large. They show that inequality has a deep and far‐reaching influence on people and society. Policy implications Inequality will not be brought down by paying more lip service to it or by conducting more research that stays in an ivory tower. Only if we come to understand that inequality engenders near universal harm will we muster the courage to address it. Equity‐adjusted averages must replace standard statistics on human development.

Although it was written with the specific intention of analyzing the gun debate through a rhetorical, academic lens, the lessons in I After Gun Violence i can be applied outside of the ivory tower and more broadly to issues beyond gun violence. Dishearteningly, gun violence has become commonplace in America: there are more mass shootings here than anywhere else on earth, the gun homicide rate is over 25 times greater than in other high-income countries, and the gun suicide rate is 8 times greater. The United States' prioritization of individual liberty has become increasingly conspicuous in light of the COVID-19 pandemic and politicization of wearing masks. [Extracted from the article] Copyright of World Medical & Health Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This address explores the communication challenges facing the economics profession and agri‐food and rural economists in particular against a background of reputational damage to the profession and an apparent loss of trust in experts. It argues that a common thread linking many of the challenges is the need for more effective models of communication so that our economic concepts, ideas and research findings can be more timely, better understood and, most importantly, have greater impact. Five important challenges are examined: loss of trust in experts; emotions and decision making; the role of the media; the roles of agri‐food and rural economists; and competition from other disciplines and interests. A good practice communications framework is then proposed embodying ten important communication principles: understanding the target audience; understanding the political context of decision makers; generating a robust evidence base; building reputation and credibility; need for cross disciplinary working; consulting with stakeholder groups; getting the timing right; producing high quality presentations; making use of social media; and being prepared for challenges. Four stereotypical categories of communication incorporating different standards of rigour and relevance are identified: Ivory tower; Gold Standard; Populist; and Quicksand. Responses by the Agricultural Economics Society and the European Association of Agricultural Economists to the need for more accessible communications via the development of the innovative outreach journal EuroChoices are outlined.

Women of colour (WoC) working in British academia have been waiting a long time for a book like Ivory Tower to be published by a British publisher. Since, for far too long, our stories, experiences and marginalization have been ignored or left unattended to by the university sector we work in. In the post‐feminist post‐race university (Tate & Bagguley, 2017) women have been encouraged to identify only one area of difference that determines their marginalization by structures of power — their sex (Lorde, 1984; see also Liu, 2018). This narrow focus on sex permits a sector‐wide fictionalization of WoC's career trajectories that occludes Whiteness and class from an analysis of why WoC in academia are the most bullied, precarious, underpaid and junior workers in a given faculty (Runnymede Trust, 2017). By centering and drawing on Black Feminisms, Ivory Tower, as an edited volume of ten chapters written by ten British women academics of colour,supplies multiple counter‐narratives to the post‐feminist post‐race fictionalization. Drawing on similar projects from across the Atlantic (e.g., Muhs, Niemann, Gonzalez, & Harris, 2012), these narratives are published in the hope that they may spark critical consciousness among their readers who can then take the steps of informing others that WoC exist in British academia and that they are needed (Wilson, 2017). To this extent, Ivory Tower is much more than a book, writes Gabriel (2017, p. 3) in her introduction, it is a ‘collective research project centred on discursive activism’.

Using a nationally representative sample of college graduates, we estimate the post-collegiate labor market effects of fraternity and sorority membership during undergraduate tenure. We find that, after controlling for relevant factors, former sorority members’ labor market outcomes are indistinguishable from those of other female college graduates. Former fraternity membership, however, is associated with an increased likelihood of self-employment of about 10 percentage points and a sizable wage premium. Former fraternity members are indistinguishable from other male college graduates in terms of the probability of employment, historical unemployment, subjective beliefs of personal job security, job satisfaction and satisfaction with earnings.

This article examines how university corporate security (UCS) services engage in legitimation work in their attempts to make their university communities (i.e., faculty, staff, students) and political masters (i.e., university administrators, boards of governors, senators) believe that they are honest, trustworthy, and caring and have authority that should be deferred to. This is accomplished through the analysis of interview and observational data collected as part of a research project exploring UCS services at five Canadian universities and an examination of how UCS services at 14 Canadian universities communicate using the social media service Twitter. These UCS services were found to primarily use Twitter for the purposes of soliciting or requesting information and for networking. In communicating through Twitter, UCS services engage in public legitimation work in which they make claims about and attempt to demonstrate their expertise, authority, and accountability. This article argues that both UCS services’ particular legitimacy problem (i.e., their possession of both private and public attributes) and the interactive nature of public legitimation work create tensions that may serve to disrupt UCS services’ ability to attain legitimacy. Cet article examine la maniere dont les services de securite d'entreprise a l'universite (SEU) s'engagent a legitimer leurs tentatives de persuader leurs communautes universitaires (c'est-a-dire le corps professoral, le personnel et les etudiants) ainsi que la haute administration (c'est-a-dire les administrateurs de l'universite, le conseil des gouverneurs et les senateurs) qu'ils sont honnetes, attentifs, dignes de confiance, et qu'ils possedent un niveau d'autorite auquel quiconque devrait se referer. Ceci sera accompli en analysant un corpus d'entrevues et d'observations dans le cadre d'un projet de recherche examinant les services de type SEU dans cinq universites canadiennes, ainsi qu'une etude sur la maniere dont les services de SEU dans quatorze universites canadiennes gerent leurs communications sur le reseau de medias sociaux Twitter. Il a ete etabli que ces services de SEU utilisent principalement Twitter pour la sollicitation ou la demande d'informations, et pour le reseautage. En communiquant par Twitter, les services de SEU s'engagent dans un processus de legitimation par lequel ils revendiquent et tentent de demontrer leur expertise, autorite, transparence et responsabilite. Cet article propose l'argument suivant: la question de la legitimite particuliere des services de SEU (c'est-a-dire leur possession d'attributs a la fois prives et publics) combinee avec la nature interactive du processus de legitimation publique cree des tensions qui peuvent en fin de compte perturber la capacite des services de SEU a atteindre reellement cette legitimite.

In countries like Bolivia and Colombia, increased pressures on freshwater supplies are putting millions at risk, and effective adaptation strategies will be critical to mitigating the worst impacts in these regions. Transdisciplinary knowledge production frameworks can account for the interactions of natural and human-made environments, and provide a potential solution for those in developing regions. Recent scholarship has reconciled common perceptions of transdisciplinary knowledge within the literature; however, little is known about how practitioners define transdisciplinary knowledge, and whether this type of knowledge production is favored. Using the Q-methodology, this study examines the role of transdisciplinary knowledge among 22 practitioners from non-governmental organizations working on climate change adaptation projects in Bolivia and Colombia. Four statistically different perspectives emerged: 1) Engaged Multi-Dimensional Problem-Solver, 2) User-Focused Advocate, 3) Ivory Tower Producer, and 4) Development Traditionalist. These results and recommendations for using a transdisciplinary knowledge production framework to address climate change adaptation in developing regions will be discussed. Copyright © 2015 John Wiley & Sons, Ltd and ERP Environment

Strategic human resource management (SHRM) is the choice, alignment, and integration of an organization's HRM system so its human capital resources most effectively contribute to strategic business objectives. Kaufman's review (this issue) of four books in the field revealed key differences in two areas: the intended audience (academics and general managers versus researchers only) and orientation (the use of field observer and participant observation methods versus ivory tower scientism). Overemphasis on the latter produces research that is relevant only to academics and that is not used in organizations. I argue, as have others, that in addition to rigor, a successful scientific discipline must prove itself relevant to the society in which it is embedded. Hence, the objectives of SHRM should be twofold: to influence academic thinking and conceptualizing, but also to alter the way managers set priorities and make decisions. To do that, researchers have to work directly with managers. The challenge is to create models that reflect a broader view of performance as well as more complete taxonomies of internal and external factors that help shape business and HR strategies. © 2015 Wiley Periodicals, Inc.

Since quite a few years, philosophy is heading towards the bedside of the patient: the practice of philosophy has stepped out of its ivory tower, it seems, to deal with empirical or practical questions. Apart from the advantages, we should keep in mind the importance of a critical analysis of medical or clinical practice as such. If ethics partakes the clinical stage, it runs the risk only to discuss the how question and to forget the more fundamental what or why questions: what are we doing exactly and why is it good for? Starting from the principle of the empowerment of the patient, we will demonstrate how the discourse on empowerment in health care seems to forget a profound reflection upon this principle as such. By rehearsing some basics from the governmentality theory of Michel Foucault and the actualization of it by Nicolas Rose, we will argue how philosophical investigation in medical-ethical evolutions such as empowerment of the patient is still needed to understand what is really going on in today's clinical practice.

Objective This study examines extremely loyal fans of prominent American college sports teams. It seeks to find out how common they are and what their characteristics are. Methods The study defines die-hard fans as those whose published obituaries both note this loyalty and mention the team name for a specific university. A sample of such fans associated with 26 universities is compared to individuals picked at random from obituaries from the same states. Other comparisons employ data on political-party registration. Results Such fans are uncommon, making up only about 2 percent of adults whose obituaries are published. They tend to have been predominantly male and, compared to otherwise similar adults, had higher rates of college attendance, were more likely to be white, more likely to affiliate with mainline Protestant denominations but also more likely to have no religious affiliation, volunteered more often as coaches, and had a registered affiliation to some political party. Conclusion As a group, they represent an important link between the “common man” and the bastions of intellectual activity that are America's research universities. As illustration, many more die-hard fans were linked to their universities by way of state residence than by attendance. And many of them had blue-collar occupations or never went to college.

This article draws on research and activism with a local currency group, the Brixton Pound, in order to extend discussions of scholar-activism to encompass broad and inclusive notions of activism. As broad and inclusive notions of activism dislodge the boundaries between academia and activism, they have enabled scholars to challenge the idea that it is necessary to keep activism separate from research and to explore why and how activism and research might be combined. Despite this, however, the academic literature on scholar-activism is presently dominated by ‘capital A’ activism and activists, suggesting there is more to do to embed inclusive notions of activism within it. This article makes a contribution to such efforts, positioning involvement in a local currency group, the Brixton Pound, as combining activism with research, in order to provide motivation and resources to a more diverse audience, particularly those who may not have previously combined research with activism or who may be ‘put off’ by narrow notions of ‘capital A’ activism. In light of the continued centrality of concerns about the usefulness of academics in debates about activism and the academy, I choose ‘being useful’ as a rubric through which to organise this article. My involvement with the Brixton Pound suggests that the loss of the privileged position of critique atop the ‘Ivory Tower’ opens up a range of other contributions extending across boundaries between activism and research and between theory and method. I identify three ways of ‘being useful’, including practising ethics of reciprocity, developing embedded research projects through engagement and building more generative critical (geographical) scholarship. Together, these ways of being useful make a contribution towards transforming critical geography into a more hopeful, generative (sub-)discipline, more closely connected with issues of practical significance to (broadly understood) activism.

This article traces the author's personal reflections on the complexity and contradictions inherent in working for social change. She describes her experiences of movement-based learning and organizing to end poverty in the United States, concluding that radical adult educators cannot afford to be based solely within the academy, divorced from spaces that rest on a love of learning for the purpose of liberation.

This chapter presents one faculty member's narrative in which academic research, teaching, advising, and mentoring coalesced into an activist agenda for transformative learning and social justice.

What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically.

On the basis of participant-observation in an immigrant human rights coalition, this contribution offers reflections on the opportunities and challenges of being an academic in a politically active coalition. It first examines the ways in which university scholars can encounter rich fields for social scientific learning by engagement with coalitions in the communities that surround them, offering an alternative to the ivory tower model of anthropology done in distant fields. It then explores the challenges of coalition involvement through the theme of role expectations and conflicts. Among the topics examined through participant-observation are role expectations conflicts, time or schedule conflicts, resource tensions, legal and bureaucratic limits, social status inequalities, reduction of name visibility and ego gratification, and complex negotiations and compromises. It finishes with observations on commitment and objectivity, and proposes that coalitions shape particular forms of knowledge creating and communicating processes. These are real issues, but not insurmountable ones, and an honest accounting of them will result in more effective and rewarding coalitions between activists and academics.

This paper focuses on the interface between higher education and the arts, in particular the role of the music school or conservatorium as a cultural resource. The genesis of the Queensland Conservatorium of Music leading to its establishment in 1957 in Brisbane, Australia, and its subsequent development to the early 1990s, is used as a case study. Perceptions of cultural cringe, both in respect to the northern hemisphere and also the southern Australian states, have been lively discussion points in Queensland’s artistic development for many years. The foundation of the Queensland Conservatorium was therefore viewed as a cultural emblem of mature statehood, and threats to its survival have been debated in this light. The unique socio-political dynamics of the state, whose capital city Brisbane is far removed from regional centres, also play into any study of Queensland’s artistic development. The conservatorium’s cultural value in contributing to society as a talent pool, incubator of original work, and as an arts centre, is examined. Evidence that the relationship between academia and the broader arts community can be both symbiotic and ambivalent is also presented, largely through analysis of the mass print media, where much of the early history of Queensland Conservatorium is documented.

Many scholars have noted that, by 1950, the early radicalism and devotion to change that was characteristic of the Society for the Psychological Study of Social Issues had faded. It was slowly overshadowed by a more orthodox adherence to the principles of science and objectivity. This article demonstrates that the difficulties faced by the Society in their work on morale during World War II contributed to this shift. The Society had little success finding support for their work on morale, partly because of the association between “morale” and “propaganda.” Thus, funding agencies refused to back what they saw as a partisan propaganda agency and other groups questioned the ability of social scientists to step out of the ivory tower and conduct practical morale work. The Society therefore further retreated from their activist position and began to adopt a more cautious and tailored approach to the study of social issues.

In contrast to business programs, which face the difficulty of integrating design management content within their curricula, design schools are addressing the topic with increasing interest and rigor. Brigitte Wolf describes strategies used at the School of Design, in Cologne, Germany. Meredith Davis speaks to the positive momentum building within graphic design. Craig Vogel looks at design education in general and describes specific courses given at Carnegie Mellon University.

The themes, trends, and significant events of 2008 demonstrate that anthropology has established a new foothold in the public sphere—one that makes the most of novel forms of communication to reach far beyond the ivory tower to disseminate knowledge widely and freely. This review focuses on six topical areas of robust anthropological research in 2008 that also addressed some of the year's most pressing problems and issues, including the following: (1) war and peace; (2) climate change; (3) natural, industrial, and development-induced disaster recovery; (4) human rights; (5) health disparities; and (6) racial understanding, politics, and equity in the United States. It concludes by addressing some emerging issues in 2009 that especially require anthropological attention and insight, if we are to move beyond “business as usual.”[Keywords: practicing anthropology, public anthropology, 2009 trends, anthropological impacts]

Anyone familiar with Latin America who goes to Portugal immediately feels in recognisable territory. It seems worth exploring the applicability of development theory to such countries of the European periphery and studying their relationships with the core of Europe. We should abandon the convention that development is a problem only of the countries of Africa, Asia and Latin America which are eligible for aid. This approach, which has been rooted in political expediency and paternalism, now hinders the professionalisation of the subject. To progress further the coverage of development studies needs to be world‐wide. The significance of the European periphery is that it provides a bridge across which the subject can escape from its conventional, essentially tropical, boundaries. It is hard to deny that Portugal is part of the development field—and if Portugal, why not Greece, Spain, Italy, Britain ... ?

In a provocative article in this journal, Jean-Claude Usunier (2006) summarises the critique on country of origin (COO) research and proclaims it to be ivory tower research that is of little relevance for consumers and businesses. Against this background, our paper comments on recent studies criticising both past COO research and the relevance of the COO concept itself. We systematically counter the critique on COO research and provide reflections on the way forward for the field. Despite acknowledging Usunier’s (2006) views that research in this area might be guided by feasibility, rather than theoretical and practical relevance, and suffers from self-referential dynamics and overspecialization, we are critical of his conclusions with regard to the extant literature, its achievements, and future research. We argue that COO is still a very relevant area of research, but one that does need to address several critical challenges.

A study was conducted to determine how appropriate university students feel it is for professors to use varying bases of social power as a means of influence. Participants (n = 91) completed a modified version of the Interpersonal Power Inventory (Raven, Schwarzwald, & Koslowsky, 1998) and a demographic questionnaire. Students rated the use of soft power as significantly more appropriate than harsh power. Repeated-measures ANOVA indicated that informational and expert power were thought to be the most appropriate bases for professors to use, and a gender effect was observed such that female students rated the use of social power in the classroom as significantly less appropriate than did male students. Implications for university instructors and other power holders are discussed.

This paper explores the value and contribution of patient voices in health professional education. The important changes in policy and practice that are slowly transforming the way that services are provided and experienced by people who have a long-term condition challenges traditional approaches to health professional education. The authors describe their philosophy and approach that supports health professionals to learn from patient voices. The value of the approach extends beyond the insights and support for learners but also has an impact on the individuals who contribute their expertise and knowledge as part of the Patients as Teachers team. Valuing and supporting members of the local community to get involved in professional education is one way of opening up the ‘ivory tower’ and challenges assumptions about who are the teachers and who are the learners. Copyright © 2006 John Wiley & Sons, Ltd.

During fall semester 2004 eight graduate students from five disciplines wereidentified and brought together by the Public Scholarship Associates at PennState to learn collaboratively about public scholarship, an emergent educa-tional philosophy that seemed to match our professional interests. To thesepreprofessionals interested in both advancing academic careers and devel-oping civic habits, public scholarship appeared to promise the best of bothworlds. Through public scholarship, we could perhaps avoid identities splitby the gulf between the polis and the ivory tower. Our greatest dilemma, itseemed, was truly understanding what “this public scholarship thing” was.As a group we had a lot of heart but no specific charge—and certainly noconcise definition of our object of study.After attempting, unsuccessfully, to develop an evaluation instrumentto “test” the outcomes of public scholarship on students’ affective and cog-nitive development, we turned our collective energies toward a necessarilyprior step: identifying—or explicating (Chaffee, 1991)—the core dimen-sions of public scholarship as offered by the Public Scholarship Associates:democracy, public good, social responsibility, diversity, transference of dis-cipline knowledge, and ownership of education. In this chapter we presentan overview of these core identifiers as a necessary baseline investigation forfuture research, evaluation, and assessment of the impact of public schol-arship on student learning.

This article explores the provenance of some of those deepest heart-felt anxieties of modern times—and offers a practical response. There is a pervasive sense of angst in OECD countries about where we are headed. Somehow the values, public and private, we once thought we all stood for are compromised. The democratic process looks tired and shop-soiled. This backdrop plays upon deeper existential fears. Do we have any real control over our individual or collective destinies? The effect is morally and spiritually debilitating. This is, in brief, the core of the Argument from the first section. It is followed in section two by a presentation of the Facts that support this rather uninviting scenario. After looking at how things are shaping up on the socio-economic and political fronts, one provisional conclusion is that values and beliefs, along with policies and institutions, are in a state of poor repair. Section three on Findings adds to the sense of existential woe. It does so by exploring the real or imagined psychological disjunction which is common in the today's work-place and everyday living. The alienation and the loss of direction that affects the wellbeing and even the balance of otherwise normal people is striking. We are left with unanswered questions at many different levels. Why are the prospects of progress in dealing positively and constructively with these problems so uncertain? Is there any all-in-one solution, or are we simply to address each symptom as it comes along, and disregard the wider context? Section four of the paper tries to provide a holistic Prognosis of the situation, seen from an all-level encompassing perspective. It does so in the belief we cannot meaningfully begin to address specific symptoms outside the context of the wider whole. It concludes with a few simple, in some ways ageless aspirations of mankind, whose aim is to equate what we say with what we do. Copyright © 2006 John Wiley & Sons, Ltd.

This article reviews four different advocacies of bi-nationalism in the context of the Israeli–Palestinian conflict. Despite the differences in their context, content and style, let alone in motivations and implications, the four advocacies – the ‘old school’ and the ‘new school’ of Jewish bi-nationalism, contemporary Palestinian bi-nationalism, and bi-nationalist advocacy that comes from outside observers – present certain similarities which reduce their chances of becoming a mainstream option: (a) in all cases bi-nationalism is not the most desirable option; (b) they all gained momentum on both sides in periods of instability – due to transformations in the power relations between them or when the conflict reaches a point where the violence seems to become unbearable; (c) all these bi-nationalisms present a rather uneasy mixture of moralistic arguments and pragmatic ones; (d) in all cases the people who embrace the bi-national model are intellectuals. This gives their recommendations a touch of ‘ivory tower’ overrationalisation, further reducing thier public appeal.

Irving Fisher was born in Saugerties, New York, on 27 February 1867; he was residing in New Haven, Connecticut at the time of his death in a New York City hospital on 29 April 1947. Fisher is widely regarded as the greatest economist America has produced. A prolific, versatile and creative scholar, he made seminal and durable contributions across a broad spectrum of economic science. Although several earlier Americans, notably Simon Newcomb, had used some mathematics in their writings, Fisher's dedication to the method and his skill in using it justify calling him America's first mathematical economist. He put his early training in mathematics and physics to work in his doctoral dissertation on the theory of general equilibrium. Throughout his career his example and his teachings advanced the application of quantitative method not only in economic theory but also in statistical inquiry. He, together with Ragnar Frisch and Charles F. Roos, founded the Econometric Society in 1930; and Fisher was its first President. He had been President of the American Economic Association in 1918. Much of standard neoclassical theory today is Fisherian in origin, style, spirit and substance. In particular, most modern models of capital and interest are essentially variations on Fisher's theme, the conjunction of intertemporal choices and opportunities. Likewise, his theory of money and prices is the foundation for much of contemporary monetary economics. Fisher also developed methodologies of quantitative empirical research. He was the greatest expert of all time on index numbers, on their theoretical and statistical properties and on their use in many countries throughout history. From 1923 to 1936, his own Index Number Institute manufactured and published price indexes of many kinds from data painstakingly collected from all over the world. Indefatigable and innovative in empirical research, Fisher was an early and regular user of correlations, regressions and other statistical and econometric tools that later became routine. To this day Fisher's successors are often rediscovering, consciously or unconsciously, Fisher's ideas and building upon them. He can be credited with distributed lag regression, life cycle saving theory, the 'Phillips curve', the case for taxing consumption rather than 'income', the modern quantity theory of money, the distinction between real and nominal interest rates, and many more standard tools in economists' kits. Although Fisher was not fully appreciated by his contemporaries, today he leads other old-timers by wide and increasing margins in journal citations. In column inches in the Social Sciences Citation Index (1979, 1983) Fisher led his most famous contemporaries, Wesley Mitchell, J. B. Clark, and F. W. Taussig in that order, by rough ratios 5:3:1:1 in 1971-5 and 9:3:1:1 in 1976-80. Much more than the others, moreover, Fisher is cited for substance rather than for history of thought. For all his scientific prowess and achievement, Fisher was by no means an 'ivory tower' scholar detached from the problems and policy issues of his times. He was a congenital reformer, an inveterate crusader. He was so aggressive and persistent, and so sure he was right, that many of his contemporaries regarded him as a 'crank' and discounted his scientific work accordingly. Science and reform were indeed often combined in Fisher's work. His economic findings, theoretical and empirical, would suggest to him how to better the world; or dissatisfaction with the state of the world would lead him into scientifically fruitful analysis and research. Fisher's search for conceptual clarity about 'the nature of capital and income' led him not only to lay the foundations of modern social accounting but also to argue that income taxation wrongly puts saving in double jeopardy. Fisher turned his talents to monetary theory because he suspected that economic instability was largely the fault of existing monetary institutions. …

When we criticize practitioners for their practice, we need to be sure of both their practice and our criticism. If we try to tell a fire-station commander that his use of teams to fight house fires in an inner city housing area is based on romantic misunderstandings, we might just be dismissed as ivory tower academics. The use of teams to accomplish tasks that could not otherwise be accomplished is central to our species’ development. Catching antelopes on the Savannah 200,000 years ago or taking stones from the Preseli mountains in Wales to Stonehenge in southern England and erecting them in the famous circle could not have been accomplished without teamwork; heart bypass operations require tight interdependent working between surgeons, anaesthetists, surgical nurses and administrators; as passengers on airliners, we regularly rely on teamwork to deliver us safely to our destination. There are as many compelling examples as there are tasks that cannot be accomplished without people working interdependently in small groups. We suggest that the critical question researchers should seek to answer for those who work on such tasks is, ‘How can we work most effectively in teams to accomplish the task?’ A separate, but increasingly important question is, ‘How can we manage organizations so that team based working contributes optimally to organizational effectiveness?’ These, we believe, are the urgent questions we should be answering in research.

Several years ago, a student and a faculty member in our off-campus teacher education program went on a hunting trip out on the tundra of western Alaska. The student, a Yup'ik Eskimo who had grown up in the area, had completed only a few years of formal schooling but had successfully worked as a teacher's aide in the local school and had decided to pursue becoming a certificated teacher. The faculty member, who had a doctorate and several years of teaching experience, had just moved to the area as a field coordinator for the University of Alaska's Cross-Cultural Education Development (X-CED) Program and was about to begin his postdoctoral training in arctic survival. The student and the faculty member had worked out a deal in which the faculty member would help the student overcome some weaknesses in his reading and writing skills, while the student would teach the faculty member a few things about living on the tundra. Everything went fine during the first day out, as the faculty member followed closely behind his mentor, carefully staying in the track of the leading snow machine. By the second day the faculty member had built up enough confidence in his ability to read the seemingly featureless terrain that he decided to venture off the track and break a trail of his own.

Ray Barnhardt addresses a long-overdue search for a balance between indigenous cultures of America and mainstream academics that enhances students' connections to their communities, cultural traditions, and the larger society. Since its official conception in 19th-century federal Indian policy, the goal of Native American education has been to assimilate Native American children into the mainstream culture and to

Foerstal, Leonora, and Angela Gilliam, eds. 1992 Confronting the Margaret Mead Legacy: Scholarship, Empire, and the South Pacific. Philadelphia: Temple University Press. Krook, Susan P. 1993 An Analysis of Franz Boas' Achievements and Work Emphasis during the Last Five Years of His Life, Based on Documentation and Interpretation of the Federal Bureau of Investigation File Maintained on Him from 1936 to 1950. Ph.D. dissertation, University of Colorado, Boulder. Leacock, Eleanor 1982 Marxism and Anthropology. In The Left Academy: Marxist Scholarship on American Campuses. Bertell Ollman and Edward Vernoff, eds. Pp. 242-276. New York: McGraw-Hill. Nader, Laura 1997 The Phantom Factor: Impact of the Cold War on Anthropology. In The Cold War and the University: Toward an Intellectual History of the Postwar Years. Noam Chomsky et al. Pp. 107-146. New York: New Press. Peace, William 1993 Leslie White and Evolutionary Theory. Dialectical Anthropology 18:123-151. 1998 Bernhard Stern, Leslie A. White, and an Anthropological Appraisal of the Russian Revolution. American Anthropologist 100:84-93. Peace, William, and David Price N.d. The Cold War and Academics: The Case of Leslie White. Price, David 1997 Cold War Anthropology: Collaborators and Victims of the National Security State. Identities 4:1-42. Schrecker, Ellen W. 1986 No Ivory Tower: McCarthyism and the Universities. New York: Oxford University Press. 1998 Many Are the Crimes: McCarthyism in America. Boston: Little, Brown. White, Leslie A. 1931 An Anthropological Appraisal of the Russian Revolution. The New Masses 6:14-16. White, Leslie A. (aka John Steel) 1932 The Struggle for Food and Freedom. The Weekly People, March 19:3.

This paper considers the impact of managerialism and the reactions it has engendered in university life. It examines the degree to which institutions of higher education in the UK have in recent years been subjected to what some commentators have seen as a managerial assault, alongside economic pressures to restructure and reform, and explores the reactions of academic and administrative staff in middle and junior levels through a case study of two universities. Consideration is given to attempts to introduce managerial controls, including the setting of targets, appraisals and peer review, as well as to the resistances which followed. It is argued that the notion of resistance to domination and control has been underplayed in the literature of organization and management. In exploring its various manifestations it is shown that managerialism is not fully embedded in university life and that matters are far from settled. It is contended that those engaged in academe in middle and junior levels of the organizational hierarchy are actively seeking to keep alive the craft of scholarship by mediating and moderating the harsher effects of the changes through supportive or transformational styles of working.

Do Babies Matter?: Gender and Family in the Ivory Tower Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden. New Brunswick, NJ: Rutgers University Press, 2013.While debates over whether women can "have it all" rage through the popular media, Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden offer a thorough analysis of this issue in a very specific context: the American university. Do Babies Matter? opens with the important observation that while more women than men gain doctorates today, far fewer women reach the top of the academic ladder, and these women are less likely to be married parents than their male counterparts. Relying on empirical data gathered over a decade, the authors find-albeit unsurprisingly -that babies do indeed matter and suggest policy reforms to increase gender equity in the academic workplace.Conveniently devoting one chapter to each stage in the academic career, Mason, Wolfinger, and Goulden identify factors that influence women's reproductive decisions and their effects on career developments. As graduate students, many women are discouraged from having children by the lack of positive role models, access to quality childcare, and health insurance as well as a fear of being perceived as uncommitted. The logistics of job interviews and campus visits pose extreme challenges for nursing mothers applying for tenure-track positions. If married, women are also less likely to get hired when their husbands are presumed "unwilling to relocate" (31).While women with young children struggle early in their academic careers, marriage and parenthood are found to be beneficial to both male and female scholars when they are up for tenure, especially when the children are six years or older. Uncritically assuming that marriage makes people happier, healthier, and more productive, the authors argue that married tenuretrack faculty tend to have longer publication lists to support their tenure cases than single colleagues. Later in the career, marriage and children seem to have less of an effect on professional development, even though gender still plays a role. For instance, women tend to be assigned more service work, preventing them from producing the research necessary for promotion. Finally, the authors find no statistically significant difference in retirement age.As the authors explain in the appendix, their findings derive from two primary sources: one is the "Survey of Doctorate Recipients," conducted by the National Science Foundation, the other is a set of surveys the authors administered themselves on nine University of California campuses. …

In anticipation of an upcoming legislative debate, in the early summer of 1996 public advocacy groups in Illinois contracted with the Institute of Government and Public Affairs of the University of Illinois to provide analysis of school funding reform proposals. The intent was to make the analysis and models widely available for use by government officials as well as concerned citizens. We prepared a report on options for Illinois to help focus the school funding discussion on the fundamental policy choices facing lawmakers. In this article, we summarize the process of and the university's contribution to the policy debate. Five illustrative alternatives to the current system are analyzed. While we think these options are of interest for their own sake, our primary goal in writing this article is to provide an example of how academic analysts can make a constructive contribution to heated political debate without advocating any particular plan.

Contrary to the image of college campuses as “ivory towers,” the victimization of college students recently has been portrayed as a serious problem deserving policy intervention. Based on interviews designed after the National Crime Victimization Survey, which were conducted with 3,472 randomly selected students across 12 institutions, we examined both the level and sources of students'victimization. More than one-third of the sample reported being victims during the 1993–94 academic year. Informed by the lifestyle-routine activities approach, the analysis revealed that the risk of property victimization was increased by proximity to crime, target attractiveness, exposure, and lack of guardianship. The main predictor of violent victimization was a lifestyle that included high levels of partying on campus at night and the recreational use of drugs.

This article reports the results of a national survey that examines the concerns of American faculty about close university industry collaboration and explores how these concerns may impinge upon their participation in industrial innovation. The data show that while academics are generally, but cautiously, in favor of close collaboration, they live with deep tension that is caused by two powerfully competing realities: the instrumental need for industry funding, and the intrinsic need to preserve intellectual freedom. A challenge to public policy is to fashion a positive-sum strategy (e.g., tax incentives) in which firms would be encouraged to increase funding for their academic collaborators, who then may fulfill their research mission better while contributing to industrial innovation.

Cualquiera que haya experimentado la vida acad6mica de los Estados Unidos, en la ultima decada, sabe que el campus se ha convertido en un campo de batalla de las llamadas "Guerras Culturales." En su vida politica y social, los Estados Unidos han sufrido grandes tensiones debido a su caracter multietnico. Mas especialmente, se han enfocado en las "guerras por la verdad sagrada": la controversia sobre jerarquias previamente asumidas sobre el trabajo literario e intelectual de ciertos individuos que ha sido acunado como valor nacional. En Mexico donde la educacion superior es mas especializada y con un enfoque mas profesional, se discute muy poco sobre cuestiones de esta indole, a pesar de las diversidades linguisticas y culturales de este pais. Sin embargo, en los Estados Unidos, las tensiones sociales son generadas o influidas, en muchas ocasiones, por la naturaleza acad6mica liberal de las universidades norteamericanas. Anyone who has lived the academic life in the United States in the last decade or so knows that the campus has been a battleground; that the ivory tower, implying a safe haven from social issues and turmoils, is a monumental misnomer; that the neo-gothic stones have been reverberating and the ivy has been fluttering with the verbal cannonades of the so called "culture wars." In its social and political life, the United States has been suffering the often painful, sometimes creative tensions of its multiethnic character; and those tensions, and others, have found their own particular expression in the groves of academe. Sometimes they are played out directly, as in the court battles over affirmative action in university admissions, or the controversies over free speech and verbal harassment. At others, they have undergone a peculiar displacement, into abstruse academic arguments about the character of the curriculum. More especially, they have focused on the "canon wars": the controversies over previously assumed hierarchies among individual works in the nation's literary and intellectual heritage. The United States is far from alone among modern nations in suffering intracultural, often multiethnic, tensions; its related slings and arrows, in fact, may be milder than most. But it is closer to unique in the devotion to artes liberates, to the broader goals of liberal education, in its prestigious institutions of higher education. In Mexico, where higher education is both more professionally-oriented and more focused, one hears little about such concerns, despite the country's own cultural and linguistic diversity. But on campuses in the United States, social tensions have prompted a particular discourse suited to, or at least deriving from, the liberal academic heritage of the American college. This is, of course, as befits academic life, a very intricate debate, fed not only by social tensions but by intellectual currents in literary criticism, in political and feminist thought-and complicated by epistemological issues that we might trace back through the whole of modern philosophy since Kant. For those of us who identify ourselves as educators in the liberal tradition, however, it is of compelling pragmatic interest, because it affects what we teach. My intention is to address some of the principal issues that it raises precisely from that point of view-what do we teach?-and more particularly, to make some judgments on these issues based on my own experience in teaching about United States culture in Mexico. Permit me, then, to begin with a broad if necessarily crude overview of this debate, especially as it applies to professedly great works of the American past-to, if you will, a presumed American canon. There are, I would argue, four principal positions in this discussion, which we might label "universalist," "nationalist," "expansionist," and "separatist." The first two could both be called "assimilationist," and the second two, "multiculturalist." Let me give each of those airy labels a bit of substance. …

An account and an analysis of the success of the Glasgow School of Art/Strathclyde Regional Council Artists in Schools Project 1990-1996