100 Books Like Successful Fund Raising for Higher Education

When I received tenure in 1990, I bought this book for myself as a gift.

I thought that now that my university, at the time Ohio State, had agreed to invest in me, I should think more seriously about the idea of a university. I enjoyed it tremendously. It is lively, colorful, and witty. Written by the former dean of arts and sciences at Harvard, the book offers a wide-ranging overview of the American university.

Even if some of the statistics are dated, this book remains one of the most appealing introductions to, and overviews of, the American research university.

When I became a chairperson at Ohio State the year after I received tenure, I found this book on my desk, a gift from the provost, presumably sent to all new chairpersons.

The book had a good bit of practical advice on a wide range of subjects, and I have held on to my copy, even though I have long since moved on to other positions. The chapter on “Faculty Evaluation” was particularly helpful to me when for the first time I had to evaluate colleagues and recommend salary adjustments.

When I became a dean, I bought a few books on being a dean, and for some time, even after my term ended, continued to follow the literature.

Most such advice is commonsensical, but one needs to be reminded of common sense. The Academic Deanship offers a thoughtful and often wise account of the broader responsibilities and daily work of deans. Chairpersons, who work closely with deans, might also benefit from its perspectives.

When I became a dean in 1997, much of my serious reading moved from my discipline to higher education.

It made sense to me that the differences between chairperson, dean, provost, and president had more to do with demands on one’s time than the kind of work one needs to do, and indeed, I learned much from this book, which makes the case for strong and charismatic leadership.

While it is among the most compelling books on presidential leadership and its possible impact on a campus, much of the advice is transferable to persons in less senior positions.

The message of Leadership Reckoning is that we need do a better job of developing human-centered business leaders who can meet the challenges of a disrupted world. I believe the approach in this book will also achieve the goal of building more inclusive organizational cultures in which all employees can thrive, regardless of their variations.

There are many different strands of feminism, but the ones I find most compelling show that gender is always inflected by other axes of difference. In fact, it is impossible to make sense of some of the dynamics of peacekeeper gender training without attending to histories of colonisation.

In this vein, this book brings a crucial decolonial perspective to questions of feminist pedagogy. It shows how and why liberation from patriarchy must be linked to liberation from coloniality and racism. In addition to its important insights into higher education and teaching and learning more broadly, I love the range of materials that Sara de Jong, Rosalba Icaza, and Olivia Rutazibwa have curated for this book. It features poetry, manifestos, and other creative forms of writing alongside more traditional academic essays.

Ellis chronicles the history of how the university turned from an institution of open inquiry into a political monoculture that requires those in it to adhere to a particular ideology. Ellis is particularly good at showing how the strengths of the traditional university were turned into weaknesses and allowed it to be captured by the adherents of identity politics. Old-style independent scholars are hard to organize, Ellis points out, because they are just that—independent. But these truly independent scholars were no match for the politically organized groups that wanted to use the university to advance a political agenda.

Cracking the Wall 20 Years Later is a special title for me, not only because of the significance of its content. I used the original edition in 1993 as a student at the University of San Francisco and then later as a professor at the College of Notre Dame. This book showcases the history of 14 women in academia and highlights the importance of the array of significant changes that need to be made today. What I love most about this book is that the same authors have updated their original chapters and their personal perspective of their experiences and career paths as leaders.  They speak from the heart as they share their transformational stories. They do not sugarcoat anything.  Even though there have been considerable changes in two decades, a great deal has remained the same for women. This is another essential title of empowerment, which lets women know… show more.

In a sense, Reitter and Wellmon’s book is an extended answer to Celenza’s question. It convincingly shows that there is nothing new about our perception of the humanities having reached a point of “crisis.” Ever since the nineteenth century, humanities scholars have been taking on defense postures. Moreover, in these defenses, they have often presented humanities education as a remedy to various other crises – be it a crisis of morality in a technological age or a crisis of democracy in a neoliberal era. But should we continue to play this card? Reitter and Wellmon don’t believe that the humanities should teach moral values. Rightly, I think, they prefer to see the humanities as a space for second-order reflection on “possible meaningful forms of life for this world.”

McMay and Kimble’s edited volume brings together a wide range of case studies looking at some form of higher education behind bars. Meant to showcase many different forms of higher education in prison, this book underscores the diversity of what higher education in prison can look like. In each case study, strengths and challenges of a given approach are visible and provide an honest look at how to support learners in a range of circumstances.

*Disclaimer—I have a chapter in this volume.