Academic Identities—Academic Challenges? American and European Experience of the Transformation of Higher Education and Research PDF Download
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Author: Tor Halvorsen
Publisher: Cambridge Scholars Publishing
ISBN: 1443834718
Category : Political Science
Languages : en
Pages : 410
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Book Description
The university in Europe – as a central institution of society – is presently met with many new expectations challenging established practices and self-understandings of academics across Europe. In the European Union, the higher education and research system has become a foremost tool of change. Current reforms across national higher education systems are seen as a potential for creating a European Higher Education Area, as well as an opportunity to introduce EU policies and ideas addressing how reforms can contribute to promote this as an EU dimension. An argument that only reforms of the higher education institution – in particular the research university, as a European institution – can make Europe regain its competitive force and economic growth-potential has gained currency in the last decade with reference to the US. The university system of the US, particularly its highly regarded elite universities, is also held forth as a model for the developments in the EU, and thus for the reforms of the different countries of EU. In this book, however, it is demonstrated that much of the political rhetoric about the construction of the future knowledge economy of Europe and the promotion of a European Higher Education Area may contradict basic values that give Europe its identity as a cultural region. Promoting the US university as an ideal model does not do justice to the kind of problems the US is facing in their own reform efforts, nor does it reflect properly the social costs of copying such an elite system. The book raises a number of issues relating to elitism and democracy, internationalisation and regionalisation, and new forms of governance in higher education and research which current EU policies seem to neglect.
Author: Tor Halvorsen
Publisher: Cambridge Scholars Publishing
ISBN: 1443834718
Category : Political Science
Languages : en
Pages : 410
Get Book Here
Book Description
The university in Europe – as a central institution of society – is presently met with many new expectations challenging established practices and self-understandings of academics across Europe. In the European Union, the higher education and research system has become a foremost tool of change. Current reforms across national higher education systems are seen as a potential for creating a European Higher Education Area, as well as an opportunity to introduce EU policies and ideas addressing how reforms can contribute to promote this as an EU dimension. An argument that only reforms of the higher education institution – in particular the research university, as a European institution – can make Europe regain its competitive force and economic growth-potential has gained currency in the last decade with reference to the US. The university system of the US, particularly its highly regarded elite universities, is also held forth as a model for the developments in the EU, and thus for the reforms of the different countries of EU. In this book, however, it is demonstrated that much of the political rhetoric about the construction of the future knowledge economy of Europe and the promotion of a European Higher Education Area may contradict basic values that give Europe its identity as a cultural region. Promoting the US university as an ideal model does not do justice to the kind of problems the US is facing in their own reform efforts, nor does it reflect properly the social costs of copying such an elite system. The book raises a number of issues relating to elitism and democracy, internationalisation and regionalisation, and new forms of governance in higher education and research which current EU policies seem to neglect.
Author: Liudvika Leišytė
Publisher: Edward Elgar Publishing
ISBN: 1800378211
Category : Education
Languages : en
Pages : 459
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Book Description
The Research Handbook on the Transformation of Higher Education captures the complexities and paradoxes associated with higher education transformation. Drawing upon current empirical and theoretical scholarship, it identifies the drivers, actors, developments and outcomes of transformational processes within the field.
Author: Halvorsen, Tar
Publisher: African Minds
ISBN: 0620557893
Category : Education
Languages : en
Pages : 314
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Book Description
Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a 'global template' for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global 'knowledge society' or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, 'more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORD's primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.
Author: Marcella Milana
Publisher: Springer
ISBN: 1137557834
Category : Education
Languages : en
Pages : 1049
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Book Description
This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.
Author: Gry Cathrin Brandser
Publisher: Berghahn Books
ISBN: 1800735375
Category : Education
Languages : en
Pages : 391
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Book Description
Humboldt Revisited offers a fresh perspective on the contemporary discourse surrounding reform of European universities. Arguing that contemporary reform derives its basis from pre-constructed truths about the so-called ‘Humboldt-university,’ this monograph traces the historical descent of these truths to the American reception of Humboldt's ideas from the mid-19th century up until the 1960s. Drawing from a rich selection of historical sources, this volume offers an alternative to conventional explanations of the forces behind the ongoing reform of European universities. It also challenges the conventional historical narrative on the Humboldt University, providing new insight into the American reception of the German ideas.
Author:
Publisher: BRILL
ISBN: 9004462716
Category : Education
Languages : en
Pages : 382
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Book Description
This 50th volume examines current global trends in higher education, which include the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.
Author: Kronstad Felde
Publisher: African Books Collective
ISBN: 1928502288
Category : Education
Languages : en
Pages : 330
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Book Description
Democracy and the Discourse on Relevance Within the Academic Profession at Makerere University is set against the backdrop of the spread of neoliberal ideas and reforms since the 1980s. While accepting that these ideas are rooted in a longer history, the authors reveal how neoliberalism has transformed the university sector and the academic profession. In particular, they focus on how understandings of what knowledge is relevant, and how this is decided, have changed. Taken as a whole, reforms have sought to reorient universities and academics towards economic development in various ways. Shifts in how institutions and academics achieve recognition and status, combined with the flow of public funds away from the universities and the increasing privatisation of educational services, are steadily downgrading the value of public higher education. As research universities adopt user- and market-oriented operating models, and prioritise the demands of the corporate sector in their research agendas, the sale of intellectual property is increasingly becoming a primary criterion for determining the relevance of academic knowledge. All these changes have largely succeeded in transforming the discourse around the role of the academic profession in society. In this context, Makerere University in Uganda has been lauded as having successfully achieved transformation. However, far from highlighting the allegedly positive outcomes of this reform, this book provides worrying insights into the dissolution of Ugandas academic culture. Drawing on interviews with over ninety academics at Makerere University, from deans to doctoral students, the authors provide first-hand accounts of the pressures and problems the reforms have created. Disempowered, overworked and under-resourced, many academics are forced to take on consultancy work to make ends meet. The evidence presented here stands in stark in contrast to the successes claimed by the university. However, as the authors also show, local resistance to the neoliberal model is rising, as academics begin to collaborate to regain control over what knowledge is considered relevant, and wrestle with deepening democracy. The authors careful expos of how neoliberalism devalues academic knowledge, and the urgency of countering this trend, makes Democracy and the Discourse on Relevance Within the Academic Profession at Makerere University highly relevant for anyone working in higher education or involved in shaping policy for this sector.
Author: Iveta Silova
Publisher: IAP
ISBN: 164113884X
Category : Education
Languages : en
Pages : 613
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Book Description
Reflecting on almost three decades of postsocialist transformations, the second edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the first edition in 2011. Rather than viewing these transformations in isolation, the authors place their analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. This new edition, in addition to a revised introduction and a newly added conclusion, consists of four thematic sections, each reflecting a key theme in the educational life of the Central Asian states. These thematic sections, introduction and conclusion collectively update our understanding of the recent developments and challenges in education of the five Central Asian states. They, however, go beyond mere information update, so as to complicate, re-engage, re-form and re-define the margins, taking up ‘margins’ a conceptual, geographic, cultural, and geo-political construct. Notwithstanding the diversity of local and international authors, variety of theoretical perspectives, methodological approaches, and conceptual lenses, the essays reveal the complexity and uncertainty of the post-socialist education transformations. Instead of portraying the transition process as the influx of Western ideas into the region, Globalization on the Margins provides new lenses to critically example education as a contested field of diverse perspectives, competing forces, and multidirectional flow of ideas, concepts, and reforms in Central Asia. ENDORSEMENTS: "Hindsight famously brings clarity. And, much of what happened after the fall of the Berlin Wall and the collapse of the Soviet Union has now been correctly deeded over to historians. Nonetheless, we ignore that history at our peril. The contributors to this volume show that carefully textured and historically attuned education research generates deep insights into ongoing transformations and the political, cultural, social and economic structures, relations, and practices that do the work of producing margins and centers in the first place." ~ Noah W. Sobe, Loyola University Chicago "Globalization on the margins and at the epicentre of the battles of the Great Powers. Two excellent educators, Sarfaroz Niyozov and Iveta Silova, compiled a timely and long-awaited scholarly work based on empirical research in societies, which had similar history close to three decades ago. All the contributors are prolific educators who know the education system from within and without, who either hailed from the region or have spent a considerable amount of time to know the systems well. The book contains remarkable stories of education through the ups and downs of historical evolution. It is a must-read primer for anyone interested in learning about high quality research in the field of education in Central Asia. It is a huge contribution to educational research with an impact on research and teaching for years to come." ~ Duishon Shamatov, Nazarbayev University, Kazakhstan "The challenge of moving Central Asia from the borders of the Soviet Empire to the world’s center is the focus of the discussions in ‘Globalization on the Margins.’ The transition to the Western models of education was happening in the context of major paradigm shift, which entire humanity was experiencing and which could be described as the arrival of the new post-industrial civilization. During this process, Central Asian countries have been pushed to the margins, because their contribution to the wealth of the new world know-how was much less pronounced than that of their Western neighbours. Therefore, investment into the research that contributes to local knowledge production seems a natural solution to the problem. All the contributors to this book have a vast experience in the region and many of their observations are thought provoking. This is a very insightful and much needed book." ~ Elena Lenskaya, Moscow School of Social and Economic Sciences, Russia
Author: Marcelo Rabossi
Publisher: Studera Press
ISBN: 938588364X
Category : Education
Languages : en
Pages : 320
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Book Description
The pursuit to construct “world-class” universities is an ongoing global obsession across the world, which lays emphasis on the development of competitive higher education and research systems as core national economic approach. The portrayal “world-class” is more contextual rather than absolute, the expression “world-class university” has an irrefutable cachet. There is no solo, clear-cut definition of what organises a world-class university (WCU), but there are few common attributes that majority of the experts point towards. The three attributes stated by Philip Altbach and Jamil Salmi that focus on a high concentration of talent, abundant resources and favourable governance have been widely discussed in writings and practice. Both in developing and developed countries, policymakers and higher education leaders are attempting to identify and outline their desires and plans aimed at achieving global ranking for their university/universities. Despite condemnation of the methodology, the choice of indicators and weightings, and the reliability and quality of data used for comparing performance, the obsession for constructing world-class universities has increased over the period of time. But how much do we really discern or comprehend regarding the ranking systems? What do the rankings really measure? Do rankings measure the quality and help in attaining the broad assignment of higher education? Does the competition as outcome of ranking raise standards? Is the ranking system an apposite instrument to frame higher education policies? This edited volume tries to look at the concept of world-class universities in milieu of different countries of the world and explore their experiences either in existing WCUs or constructing WCU or attempting to create WCU. The country-based chapters show differentiated paths of achievements and their approach towards the concept of WCU.
Author: Tamás Kozma
Publisher: Springer Science & Business Media
ISBN: 3658023333
Category : Political Science
Languages : en
Pages : 371
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Book Description
The Bologna Process opened a new chapter in the history of the European higher education. The idea of a common European Higher Education Area was developed in Western Europe and accelerated increasingly there in the second half of the 20th century, as a phenomenon of globalization. For the post-communist states in Eastern Europe the complete change of the political system made it possible to join the European Union and the Bologna Process. These changes had an impact not only on the educational policies but also on the educational system and the educational culture as well. This book shows the changes in the higher education of ten countries in Central and Eastern Europe. The country studies are supplemented with an international and a historical comparative analysis, to point out the special features of the implementation of the Bologna aims in the region.
