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What is associated with a rise in academic career expectations, and why have levels risen to such levels wherein prominent dissatisfaction is a sustainably generated outcome? This paper examines work satisfaction among faculty in U.S. research universities. At a micro level, I discuss the career patterns of work satisfaction as found in a set of universities, drawing on data from qualitative studies of academic careers. I present findings on four analytic dimensions: the overall modal career patterns of professors, their overall work satisfaction, their work attitudes, and whether they would again pursue an academic career. The data capture variation in careers over time and the type of university in which they work. A prominent and pervasive pattern is transparent: that of ill-content and ill-institutional regard. At a macro level, these patterns are suggestively situated in developments in the social-institutional environment of U.S. higher education. This environment consists of systemic trends in which neoliberalism enables academic capitalism to flourish with its attendant effects in privatization and marketization. It is argued that a shift in organizational priority brought about by these conditions entails a “valorization of shiny things” – a valuing of market-related phenomena over knowledge of its own accord. This valorization, ritually supported by practices endemic of changed organizational culture, may weaken the ground on which the traditional scholarly role is played and may make precarious a basis for positive work sentiment.

The author argues that contemporary college culture is predicated on hedonism indicated by a use of predominantly social time in which parties, alcohol, casual sex, and lax academics pervade students' experiences. Coincident with this culture, however, is a deleterious pattern among students that has developed dramatically: their compromised mental health. The situation presents an apparent paradox: why are many students suffering when enveloped by fun? This chapter draws a connection between fun and suffering by treating each as conditions that spring from the sociohistorical context that situates institutions of higher education. In so doing, a theory is set forth to explain why despair is rendered applicable and how it is institutionally installed in the minds of modern-day college students.

Universities in both North America and Europe are under substantial pressure. We draw on the papers in this volume to describe those pressures and explore their consequences from an organizational standpoint. Building on the institutional logics perspective, field theories, world society theory, resource dependence, and organizational design scholarship, these papers show how the changing relationship between the state and higher education, cultural shifts, and broad trends toward globalization have led to financial pressures on universities and intensified competition among them. Universities have responded to these pressures by cutting costs, becoming more entrepreneurial, increasing administrative control, and expanding the use of rationalized tools for management. Collectively, these reactions are reshaping the field(s) of higher education and increasing stratification within and across institutions. While universities have thus far proven remarkably adaptive to these pressures, they may be reaching the limits of how much they can adapt without seriously compromising their underlying missions.

The article seeks to provide an overview of 55 recent books (2009‐2011) on higher education, with special emphasis on the authoritative overview edited Altbach et al., American Higher Education in the Twenty‐First Century (Johns Hopkins, 3rd Edition, June 2011, 511 pp.).

Books are grouped in nine categories: Global trends, Losing autonomy, Faculty, Students, Finance, Digitization, Curriculum, Diversity, and Moving forward. A concluding Coda discusses an important new paradigm of four types of scholarship, proposed in the seminal 1990 report on Scholarship Reconsidered, and the two types of scholarship that continue to be badly lacking in the academy, to the detriment of the world, the nation, and higher education itself.

American higher education is undergoing many changes and stresses, and all of the books considered here point to a “bleak horizon” in various ways, in part caused by the outdated structure of higher education. Altbach issues a timely call for a new “sense of academic mission,” which is discussed in the Coda.

This uniquely broad and up‐to‐date “frontier frame” overview, enabled by the GlobalForesightBooks.org web site on current affairs books, emphases the many perspectives on higher education, provides a broad frame to appreciate current thinking, and encourages more synthesis that seriously addresses the “Knowledge for What?” question.

This paper aims to provide exploratory evidence on corporate governance (CG) and corporate social responsibility (CSR) interfaces. Although there remains a voluminous literature on CG and CSR, very little effort has been put forward to explore the nature of this relationship.

Using interviews with Senior Executives of New Zealand Stock Exchange listed firms, this research assesses CG and CSR practices, identifies barriers for CG and CSR adoption and investigates the nature of the relationship between CG and CSR.

The results indicate a moderate level of CG and CSR practices, with a lack of resources and cost-time balance as common barriers for CG and CSR adoption. However, despite these barriers, we note that the majority of executives appreciate the increasing convergence between CG and CSR, and believe that a more robust CG framework will lead to more sustainable CSR practices.

These findings have important implications for managers and policymakers interested in understanding the CG-CSR nexus and promoting responsible business practices.