Bücher der Reihe Higher Education Dynamics

This volume presents the most comprehensive international discussion yet on the role of markets in higher education. The book draws together leading international scholars in higher education to explore different theoretical perspectives and present new empirical evidence on market mechanisms in higher education in several Western countries.

This indispensable guide provides a unique insight into the academic profession at a time of major change. For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.

This volume presents the most comprehensive international discussion yet on the role of markets in higher education. The book draws together leading international scholars in higher education to explore different theoretical perspectives and present new empirical evidence on market mechanisms in higher education in several Western countries.

It analyzes the development of international policies in higher education and the impact of mutual observation and policy borrowing on national policies, and offers insights into recent changes and challenges for students, staff, and labour market relationships.

Through case studies, the authors analyze higher education policy in Canada, Mexico, and the USA using a common theoretical framework that identifies economic globalization, international trade liberalization, and post-industrialization as common structural factors exerting a significant influence on higher education in the three countries.

This is the most comprehensive international discussion of higher education governance ever published. It presents a critical analysis of governance issues and reforms in: Australia, Belgium, Canada, France, The Netherlands, Norway, Portugal, the UK, and the USA.

It analyzes the development of international policies in higher education and the impact of mutual observation and policy borrowing on national policies, and offers insights into recent changes and challenges for students, staff, and labour market relationships.

This Open Access book analyses the past, present and future of the technical university as a single faculty independent institution. The point of departure is a view of changing academic realities, through which the identity as a technical university is challenged and reconstituted. More specifically, the book connects the development of technical universities to changes in the structure and dimensioning of national higher education systems, to changes in the disciplinary basis of academic research and to changes in the governance of higher education institutions.Introduced in the age of industrialization, polytechnical schools rose to prominence in many national settings during the second half of the 19th century. Over time, new technologies have been developed and incorporated into the repertoire, and waves of academisation have swept over the former polytechnics, transforming them into technical universities. Their traditions and brands, however, prevail. Several technical universities are included among the most prestigious academic institutions of their nations and the training of engineers and engineering research still enjoys a high level of prestige and national priority, e.g. in the context of innovation and industrial policy. But the world keeps changing, and the higher education sector with it. Will technical universities have an equally attractive position within university systems in the decades to come?

This book focuses on quality work in higher education, and examines the relationship between the organizational and pedagogical dimensions of quality work in higher education.

This indispensable guide provides a unique insight into the academic profession at a time of major change. For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.

This book offers detailed comparative analyses of graduate employment and work, drawn from a survey of graduates in 11 European countries and Japan. The book shows how transition to employment, job assignments, employee assessments of the quality of employment and work vary by the graduates' socio-biographic and educational background.

Higher Education in the BRICS Countries

This book provides the first academically rigorous description and critical analysis of the Higher Education system in the Kingdom of Saudi Arabia, and of the vision, strategies and policy imperatives for the future development of Saudi universities.

This groundbreaking book deals with change processes in higher education systems in seven countries. The book offers a fresh look at higher education, breaking down current walls between specialists in higher education, public management and research policy.

The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers?

"Governance p- terns" can be roughly de?ned as "complex regulatory structures coordinating the actions of interdependent actors". The third section presents the governance model for the p- lic research sector which was developed by the research group and underlies the 1 contributions in this anthology.

This is the first cross-national study on the research mission of higher education institutions outside the university sector. The study assesses the challenges and opportunities for these colleges, and provides key information to aid their development.

Oxford, the Collegiate University addresses the possible shift in balance of authority at one of the world's greatest universities, and arrives at a positive conclusion. Oxford will continue to remain an effective collegiate university and, while its identity will change, its core values persist.

The high level Douro seminars are now a well-established tradition in the annual activities promoted by Hedda, a European consortium of nine centres and ins- tutes devoted to research on higher education, and CIPES, its Portuguese associated centre.

The demand and the costs for higher education have risen steeply in recent years. The most common response worldwide has been some form of cost sharing: shifting per-student costs from governments and taxpayers to parents and students.

This book focuses on how the Northern futures are transformed through regional cooperation in the Barents eduscape: a study of the social, cultural and political aspects of higher education and the exchanges of learning and people in the Euro-Arctic Barents region, especially between Norway and Russia.Cultural exchange through higher education involving actors such as students and institutions is an integral part both of the Bologna process and of the policies currently changing higher education. It is also a process of social and cultural change of which we have limited knowledge. Cultural exchange is learned, implemented and performed by the actors who are involved, from the highest political level to the grassroots and the students themselves. Available knowledge of these macro- and micro-processes of cultural exchange is largely fragmented and distinctly framed in national and/or disciplinary (i.e. pedagogical) contexts. In order to understand the transformative potentials of higher education and cultural exchange, this book focuses on the social, cultural and political aspects of the transformations of the futures in the North. This book shows that educational cooperation between Norway and Russia is possible, but also that the existing practices are extremely vulnerable to changes seen through micro theoretical perspectives. By developing new theories which bind major theories, international political decisions, methodological procedures and contextual descriptions together, this book is a first step in the direction of institutionalizing educational cooperation between the various and different academic societies, cultures and political systems.

This book explores a noteworthy variety among economically advanced countries in the competences fostered by higher education, and the emphasis placed either on laying a broad basis of knowledge or direct preparation for professional tasks. in others, students typically face a long period after graduation for the search of a suitable career.

Starting from these observations, this book analyses patterns of internationalisation comprising the national and supranational level, the level of higher education institutions and private companies, as well as the level of individual researchers and graduates.

Since 1999 European higher education has been engaged in the most radical reform of its 900 years of history. This volume brings together a group of higher education researchers across Europe and looks into the implementation of the Bologna Process in the countries often attributed a peripheral status.

This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature.

The book presents the most comprehensive and most thorough study of the developments in South African higher education and research after the first democratic elections of 1994, that is of post-Apartheid South African higher education. The benefits to the reader are that he/she will get a detailed insight into the new (i.e.

This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature.

This volume presents a rich account of the development of accreditation and evaluation in 20 European countries. The book is unique in its analysis of forces driving towards the spread of different models of accreditation in the emerging European Higher Education area.

It addresses the key question of how changes in management thinking and practice are affecting internal institutional dynamics and is relevant to scholars and students, institutional managers, government officials, university administrators and university board members.

It addresses the key question of how changes in management thinking and practice are affecting internal institutional dynamics and is relevant to scholars and students, institutional managers, government officials, university administrators and university board members.