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Dante’s Divine Comedy is frequently taught in core curriculum programs, but the mixture of classical and Christian symbols can be confusing to contemporary students. In teaching Dante, it is helpful for students to understand the concept of noumenal truth that underlies the symbol. In re-telling the Ulysses’ myth in Canto XXVI of The Inferno, Dante reveals that the details of the narrative are secondary to the spiritual truth he wishes to convey. Dante changes Ulysses’ quest for home and reunification with family in the Homeric account to a failed quest for knowledge without divine guidance that results in Ulysses’ destruction.

The purpose of the study is to map global research in international higher education. Specifically, the study uses bibliometric and social network analysis methods to identify key individuals, institutions, countries, and disciplines contributing to research in international higher education and to investigate patterns of connectivity among authors, journals, disciplines, and topics. The dataset representing research covers 2302 publications from the Web of Science for the period 2002–2011. Unlike prior attempts to draw a representative sample of articles capturing key research in international higher education by choosing articles from key journals, this study sampled articles more broadly by applying a keywords search to all journals included in the bibliographic database. To address the ambiguity in defining the boundaries of the field, the keywords used in constructing the dataset were generated from an explicit definition of \"research in international higher education\" with the definition being U.S.-centric, i.e. defining the field from the perspective of a U.S.-based researcher. Results indicated that although the number of research studies on international higher education has grown from 68 in 2002 to 472 in 2012, networks among researchers of higher education continue to operate largely within national borders and are still dominated by a few Western countries. While the 3362 researchers in international higher education came from 1164 different institutions/organizations around the world, only 11.3 % of articles were authored by researchers from at least two countries.

As many countries expand their higher education systems, they must attract, support, and retain qualified academic staff. This paper focuses on the United Arab Emirates (UAE) as a case study of a nation drawing on large numbers of mostly expatriate faculty working in short-term academic appointments. The paper begins by considering the national context within which expatriate faculty work in the UAE. Then, using a published conceptual framework highlighting key elements of academic work, the paper examines defining aspects of the work experience of expatriate faculty in the UAE, including work expectations (teaching, research, and service); equity (compensation, incentives, and benefits); autonomy, academic freedom, and flexibility; collegiality and institutional involvement; and professional growth. The discussion considers the implications of these elements of academic work for the satisfaction, motivation, and institutional commitment of the expatriate faculty members. The sample of 29 expatriate faculty studied is drawn from the population of full-time instructors at three public and three semi-public institutions in the UAE who teach in education or media, humanities and social sciences, science or engineering, and business or economics. The discussion of findings highlights satisfactions and concerns, as well as the relationship of work experiences with organizational commitment. The nature of academic work in many countries is shifting toward temporary and short-term contract-based appointments. Thus, analysis of the experiences of expatriate academic staff working within the UAE, where the majority of faculty members are in short-term positions, raises issues relevant to those in other countries where the nonpermanent academic workforce is increasing. Additionally, issues considered are of interest to those who study the academic career and the factors shaping it.

This paper examines the sources of satisfaction and frustration among Malaysian academics across three types of higher education institutions (HEIs)—public research university, public comprehensive university and private non-profit university. Based on interview with 67 academics across six HEIs, there is a clear pattern and relationship between the sources of satisfaction and frustration and the types of institutions these academics were affiliated. The major sources of satisfaction are related to the nature of academic work, which includes supervising, mentoring, teaching and interacting with students, as well as conducting research and disseminating knowledge through publication. However, the major sources of frustration are predominantly related to the governance of higher education, resulting from unrealistic expectations, lack of transparency of the promotion and reward system, and a strong bureaucratic culture. The understanding of satisfaction and frustration has helped us to understand issues of morale, retention and, possibly, productivity of academics across these HEIs, and in turn, the understanding of these issues about academics has implications in understanding the governing structure of HEIs. Although this study is limited only to HEIs in Malaysia, the findings have wider implications in contributing to the understanding of governance and academic culture in the broader context of higher education.

Cross-border Partnerships in Higher Education looks beyond student and faculty exchanges to examine the myriad ways international colleges and universities work together as institutions. These partnerships have involved the creation of branch campuses, joint research and technology initiatives, collaboration in strengthening institutional management, testing, faculty development efforts, collaboration in quality assurance, and sharing of technology. Cross-national collaborations are a growing financial and informational resource for universities, and non-Western schools are increasingly taking part. The volume provides an overview of the purposes and types of cross-border collaborations, an analysis of the benefits, and an examination of issues arising from these efforts. A cross-cutting goal is to provide a critical look at the models being employed, the challenges encountered, and the unintended consequences of such collaboration, both positive and negative. The book is intended for scholars and students of international higher education, higher education leaders and practitioners who are charting a course toward greater cross-border collaboration, and leaders in international development assistance organizations that are often asked to support such initiatives. Section I. Framework and Overview 1. Expanding Across Borders: The Growth of Cross-border Partnerships in Higher Education , Robin Sakamoto, Kyorin University and David W. Chapman, University of Minnesota 2. Higher Education Crossing Borders: A Framework and Overview of New Developments and Issues , Jane Knight, University of Toronto Section II. Moving Campuses (Instead of Students) Across Borders 3. Motivation and Aspirations for International Branch Campuses , Patricia W. Croom, Michigan State University 4. Joint Ventures in Cross-border Higher Education: International Branch Campuses in Malaysia , Jason E. Lane, University at Albany, SUNY Section III. Partnerships beyond the Classroom Research 5. Cross-border Higher Education and the Internationalization of Academic Research , Stéphan Vincent-Lancrin, Organization for Economic Cooperation and Development Faculty Development 6. Fostering Organizational Change and Individual Learning through \"Ground-Up\" Inter-Institutional Cross-border Collaboration , Ann E. Austin, Michigan State University and Cheryl Foxcroft, Nelson Mandela Metropolitan University Quality Assurance 7. Cross-border Collaboration for Quality Assurance in Oman: Contested Terrain , Thuwayba Al-Barwani, Sultan Qaboos University, Hana Ameen, Oman Ministry of Higher Education, and David W. Chapman, University of Minnesota Section IV. Partnerships in Fields of Practice Health Care 8. Global Nursing: Sustaining Multinational Collaboration Over Time , Jane C. Shivnan, Johns Hopkins University and Martha N. Hill, Johns Hopkins University Business Administration 9. Making Cross-border Partnerships Work: The Case of China’s Hong Kong System , Peter Fong, Hong Kong University and Gerard Postiglione, Hong Kong University Agricultural Extension 10. Collaboration for Instructional Technology Systems in Agriculture , Gauri Maharjan, United Graduate school of Agriculture, Iwate University and Robin Sakamoto, Kyorin University Section V: Partnerships in Pursuit of Benefits beyond the Campus Sustainable Development 11. Region-wide Education for Sustainable Development Networks of Universities in the Asia-Pacific , Ko Nomura, Nagoya University, Yoshihiro Natori, United Nations University Institute of Advanced Studies, and Osamu Abe, Rikkyo University Poverty Reduction 12. Cross-border Collaboration in the Service of Human Capacity Development , Christopher S. Collins, UCLA Equity and Access 13. Cross-border Collaboration for Inclusive and Sustainable Higher Education: Searching for Priorities , Jouko Sarvi, Asian Development Bank Conclusion 14. The Future of Cross-border Partnerships in Higher Education , David W. Chapman, University of Minnesota and Robin Sakamoto, Kyorin University Robin Sakamoto is a Professor in the Faculty of Foreign Studies of Kyorin University, Japan as well as a lecturer at the University of Tokyo. David W. Chapman is the Birkmaier Professor of Educational Leadership at the University of Minnesota where he teaches comparative and international education in the Department of Organizational Leadership, Policy, and Development.

AbstractVisitors to London are often seeking an imaginary city, one defined through literary depictions and pop culture. To (dis)cover Victorian London requires the visitor to disentangle the corporeal, historical, and mythical manifestations of the city. Thus, the corpus of London is both a literary and a physical space with geographical features, architectural styles, and visual references that sometimes form the viewer’s experience and are sometimes formed by the viewer’s expectations. The corpus of London is not only an experience of recognition but also one that leads inevitably to magnification, distortion, disruption, and even erasure of the cultural artifact.

Visitors to London are often seeking an imaginary city, one defined through literary depictions and pop culture. To (dis)cover Victorian London requires the visitor to disentangle the corporeal, historical, and mythical manifestations of the city. Thus, the corpus of London is both a literary and a physical space with geographical features, architectural styles, and visual references that sometimes form the viewer's experience and are sometimes formed by the viewer's expectations. The corpus of London is not only an experience of recognition but also one that leads inevitably to magnification, distortion, disruption, and even erasure of the cultural artifact.

Cross-border university networks have recently been advocated as an effective strategy for addressing national and regional development needs while simultaneously strengthening the capacity of the participating institutions. While university-to-university partnerships generally involve two institutions collaborating to accomplish a particular activity, university networks typically involve a larger number of institutions and focus on a broader set of activities organised around a particular issue or goal. They can take on activities which would exceed the capacity of individual institutions and the intention often is to establish a longer-term, more sustainable set of relationships than are typical in university-to-university twinning arrangements. This paper synthesises key lessons which have emerged from three recent efforts of establishing multi-university networks, one in Africa and two in Asia. Their experience suggests that such networks can be a useful mechanism for promoting a social and educational agenda while at the same time strengthening the capacity of participating universities. However, findings also suggest that success is not guaranteed. While university networks can expand resources and capabilities, they also increase operational complexity. The authors' analysis of the advantages and constraints encountered in the development and implementation of university networks aims to offer guidance to those pursuing this mechanism as a means of strengthening higher education and achieving broad development goals. Les réseaux universitaires transfrontaliers sont ces derniers temps préconisés comme stratégie efficace pour répondre aux besoins de développement national et régional tout en renforçant les capacités des institutions affiliées. Alors que les partenariats bilatéraux rapprochent typiquement deux universités qui coopèrent à une activité spécifique, les réseaux transfrontaliers impliquent généralement plusieurs institutions et se consacrent à une série d'activités gravitant autour d'une question ou d'un objectif particulier. Ils sont en mesure de mener des activités qui dépasseraient la capacité des établissements individuels, et leur intention est souvent d'instaurer un ensemble de relations de longue durée plus pérennes que dans les jumelages universitaires classiques. Les auteurs de cet article synthétisent les principaux enseignements tirés de trois initiatives récentes visant à créer des réseaux pluri-universitaires, l'une en Afrique et deux en Asie. Leur expérience suggère que ces réseaux peuvent être des dispositifs efficaces pour promouvoir un programme social et éducatif tout en renforçant les capacités des institutions membres. Mais les conclusions signalent également que le succès n'est pas garanti. Car si les réseaux universitaires peuvent amplifier les ressources et les capacités, ils intensifient également la complexité opérationnelle. Par leur analyse des avantages et des contraintes rencontrées lors de la création et du fonctionnement de ces réseaux universitaires, les auteurs visent à donner une orientation aux personnes qui adoptent ce mécanisme dans le but de renforcer l'enseignement supérieur et d'atteindre des objectifs généraux de développement.

Background The multitargeting tyrosine kinase inhibitor (TKI) sunitinib is currently the first-line drug therapy for metastasizing renal cell carcinoma (RCC). TKIs have profound effects on tumor angiogenesis, leading to modifications of the tumor microenvironment. The goal of this study was to determine whether these treatment-induced changes can be detected with [ 18 F]FAZA. Methods The present study utilized positron emission tomography (PET) to analyze tumor oxygenation status during and after sunitinib therapy in the murine Caki-1 RCC tumor model. Dynamic and static scans were performed, as well as ex vivo biodistributions at 3 h post injection (p.i.). Immunohistochemical analysis of tumor tissue was carried out for the quantification of pimonidazole binding and the hypoxia-associated factors CD-31, Ki-67, and Von Willebrand factor (VWF). In addition, in vitro cellular uptake studies were done to analyze the direct effects of sunitinib on the Caki-1 cells. Results During therapy with sunitinib (40 mg/kg/day), uptake of [ 18 F]FAZA into Caki-1 mice decreased by 46±5% ( n = 4; 5 days) at 3 h post injection (p.i.) during the first study and 22±5% ( n = 8; 9 days) during the long-term study, indicating a decrease in the tumor's hypoxia level. However, when drug therapy was stopped, this effect was reversed completely, and the tumor [ 18 F]FAZA uptake increased to 126±6% ( n = 6) of the control tumor uptake, indicative of an even higher level of tumor hypoxia compared to the therapy starting point. Sunitinib had no direct effect on [ 18 F]FAZA uptake into Caki-1 cells in vitro . Conclusion [ 18 F]FAZA PET could be used to monitor drug response during sunitinib therapy in RCC and may guide combination therapies based on the tumor's hypoxia status.

Identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to changing external contexts, offers examples of institutional responses to these issues, and considers these within a systems perspective which recognizes that each response impacts how institutions handle other critical issues. Half of the students enrolled in higher education worldwide live in developing countries. Yet, in many developing countries, government and education leaders express serious concerns about the ability of their colleges and universities to effectively respond to the pressures posed by changing demographics, new communication technologies, shifts in national political environments, and the increasing interconnectedness of national economies. This book identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to these changing contexts: seeking a new balance in government-university relationships; coping with autonomy; managing expansion while preserving equity, raising quality, and controlling costs; addressing new pressures for accountability; and supporting academic staff in new roles. These papers offer examples of institutional responses and consider these within a systems perspective that recognizes that each response has a rippling effect impacting institutions' responses to other critical issues. Only as government and education leaders understand the interwoven nature of the problems now facing colleges and universities and the interconnections among the intended solutions they seek to implement can they offer effective leadership that strengthens the quality and improves the relevance of higher education in their countries.