Bücher der Reihe Higher Education Research and Policy

The book examines the impact of Europe-wide and global developments on national higher education systems along the issues of convergence and diversity, of equity and of the relationship of centres and peripheries in higher education. The book is an outcome of research collaboration between six institutes.

The book studies transformations of European universities in the context of globalization and Europeanization, the questioning of the foundations of the "Golden Age" of the Keynesian welfare state, public sector reforms, demographic changes, the massification and diversification of higher education, and the emergence of knowledge economies.

Higher education in the Western Balkans is currently undergoing substantial changes influenced by European reform ideas, new domestic policy initiatives and universities and colleges in the region trying to adapt to new expectations and challenges. The book analyzes recent changes in both higher education policy and practices in the region.

This book provides university teachers, leaders and policymakers with insights on current works on assessing students' learning outcomes around the world. It is founded in research, shaped by policy and designed to be of enduring relevance to practice. Framed by a cycle of quality improvement, it discusses policy contexts and research concepts.

The central focus of this monograph is the concept of higher education reform in the light of an international and global comparative perspective. This volume takes a close look at these changes, the drivers of change, their effects and possible future scenarios.

Privatization has become a common policy choice in higher education reforms globally mainly due to financial pressures. The author investigates the policy processes of its implementation to Kuwaiti higher education system, concluding that its introduction resulted from an interplay of both global and local pressures.

This book analyses the promises and challenges of doctoral studies as a form of teacher professional development. Drawing on a study of 30 Polish teachers with PhDs, this text suggests that the doctorate is an important vehicle for enhancing teachers' knowledge and research skills, and, ultimately, building a research-rich teaching profession.