Football: The Philosophy Behind the Game, by Stephen Mumford
Michael Wheeler enjoys an account of how philosophy can illuminate many aspects of ‘the beautiful game’
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Books interview: Elizabeth Otto
The author of Haunted Bauhaus on youthful mysteries, rediscovering lost women in the archives and queering history
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Effective Personal Tutoring in Higher Education, by David Lochtie, Emily McIntosh, Andrew Stork and Ben W. Walker
Harriet Dunbar-Morris applauds a new guide to how academics can serve as coaches and ‘signposters’
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Range: Why Generalists Triumph in a Specialized World, by David Epstein
Randy Robertson urges universities to look again at the downsides of highly specialist degrees
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Unequal footing
Obama’s election supposedly heralded a ‘post-racial’ era, yet inequalities persist for the black community. Today, HBCUs have lessons for us all
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Interview with Fran Martin
The cultural studies scholar reflects on Tiananmen Square, the experience of Chinese students in ߣߣÊÓƵ, and why online education can never replace a sage on the stage
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William Brown, 1945-2019
Global tributes paid to a leading expert in industrial relations
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UUK president aims to show degree value ‘not all about money’
Julia Buckingham also aims to protect funding, as response to Augar review is debated
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The week in higher education – 3 October 2019
The good, the bad and the offbeat: the academy through the lens of the world’s media
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Most European campuses ‘use journal impact factor to judge staff’
Preliminary results of EUA survey suggest three-quarters of responding institutions draw on much-criticised metric
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Matthew Hedges: universities fail to protect staff working abroad
Researcher held in UAE for five months suggests commercial relationships may trump concern for researchers’ well-being
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What is the point of a university press?
Recent controversy over the future directions of both Stanford and Melbourne university presses have raised questions about the role of in-house publishing arms in a world of commercialisation,...
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Academics are people, too
Universities rightly make every effort to protect learners’ feelings. But what about teachers’ feelings, asks Alice WickendenÂ