The world’s foremost business thinkers explore organizations can be redesigned to survive and thrive in tomorrow’s hypercompetitive global environment.

This distinguished collection of essays, edited under the direction of David Lyle Jeffrey and Dominic Manganiello, emerged from the discussions that surrounded the 1995-1996 McMartin Lectures. Dedicated to studying the relationship and contributions of historic Christian thought to the intellectual life of university disciplines, this series of lectures served as an occasion for scholars to rethink the present crisis in the relationship between the historic identity of the university and the development of the modern university. Published in English.

Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.

Rethinking Europe's Future is a major reevaluation of Europe's prospects as it enters the twenty-first century. David Calleo has written a book worthy of the complexity and grandeur of the challenges Europe now faces. Summoning the insights of history, political economy, and philosophy, he explains why Europe was for a long time the world's greatest problem and how the Cold War's bipolar partition brought stability of a sort. Without the Cold War, Europe risks revisiting its more traditional history. With so many contingent factors--in particular Russia and Europe's Muslim neighbors--no one, Calleo believes, can pretend to predict the future with assurance. Calleo's book ponders how to think about this future. The book begins by considering the rival ''lessons'' and trends that emerge from Europe's deeper past. It goes on to discuss the theories for managing the traditional state system, the transition from autocratic states to communitarian nation states, the enduring strength of nation states, and their uneasy relationship with capitalism. Calleo next focuses on the Cold War's dynamic legacies for Europe--an Atlantic Alliance, a European Union, and a global economy. These three systems now compete to define the future. The book's third and major section examines how Europe has tried to meet the present challenges of Russian weakness and German reunification. Succeeding chapters focus on Maastricht and the Euro, on the impact of globalization on Europeanization, and on the EU's unfinished business--expanding into ''Pan Europe,'' adapting a hybrid constitution, and creating a new security system. Calleo presents three models of a new Europe--each proposing a different relationship with the U.S. and Russia. A final chapter probes how a strong European Union might affect the world and the prospects for American hegemony. This is a beautifully written book that offers rich insight into a critical moment in our history, whose outcome will shape the world long after our time.

Rethinking the SAT is a unique presentation of the latest thoughts and research findings of key individuals in the world of college admissions, including the president of the largest public university system in the U.S., as well as the presidents of the two companies that sponsor college admissions tests in the U.S. The contributors address not only the pros and cons of the SAT itself, but the broader question of who should go to college in the twenty-first century.

Rethinking Basic Design in Architectural Education provides historical and computational insights into beginning design education for architecture. Inviting the readers to briefly forget what is commonly known as basic design, it delivers the account of two educators, Denman W. Ross and Arthur W. Dow, from the turn of the twentieth century in Northeast America, interpreting key aspects of their methodology for teaching foundations for design and art. This alternate intellectual context for the origins of basic design as a precursor to computational design complements the more haptic, more customized, and more open-source design and fabrication technologies today. Basic design described and illustrated here as a form of low-tech computation offers a setting for the beginning designer to consciously experience what it means to design. Individualized dealings with materials, tools, and analytical techniques foster skills and attitudes relevant to creative and technologically adept designers. The book is a timely contribution to the theory and methods of beginning design education when fast-changing design and production technology demands change in architecture schools’ foundations curricula.

Despite the promise of competency-based education (CBE), learner-centered issues related to support, retention, and program completion rates remain problematic. In addition, the infrastructure for higher education, including issues related to faculty (intellectual property, workload, and curriculum), pose barriers and challenges in the design, development, implementation, and delivery of CBE. In response, administrators, faculty, designers, and developers of competency-based experiences must incorporate innovative strategies that are foreign to the traditional institution. A strong emphasis on retention and graduation rates must surround the student with support, starting with the design and development of the CBE system. There are few resources that can help prepare instructional designers, advisors, academic administrators, and faculty to meet the many challenges of designing, developing, implementing, and managing CBE. Career Ready Education Through Experiential Learning is an essential reference book that includes strategies for design and development of competency-based education (CBE) programs, as well as administrative and delivery strategies as examples of how CBE can be implemented. Through a strong theoretical framework, chapters present the best practices, strategies, and practical tips as examples and scenarios that can be used in higher education settings. While highlighting education courses, programs, and lessons across various institutions and educational domains, this book is ideal for higher education administrators and policy designers/implementors, instructional designers, curriculum developers, faculty, public policy leaders, students in curriculum and instruction and instructional technology programs, along with researchers and practitioners interested in CBE and experiential learning in higher education.