Bøger i Higher Education Dynamics serien

This book examines the pros and cons of the internationalization of higher education institutions, which is an important feature of modern universities. It makes a significant contribution to our understanding of universities and an important input to the assessment of the internationalization of higher education institutions both for regulators and for the universities themselves.The book¿s three parts focus on a number of issues associated with internationalization. The first part ¿ Perspectives on Internationalization ¿ provides critical reflections on internationalization, on the globally distributed European-American university and on the impact of rankings. The second part ¿ The Obstacles to Internationalization ¿ deals with the significance of language, challenges of mobility and environment concerns. The third part ¿ Alternative Modes of Internationalization ¿ discusses internationalization at home, international distance education and the establishment of international branch campuses.

This volume provides an overview of the state of the art of research on the politics of higher education policy in Canada, the US, and Western Europe. Each thematic chapter combines an extensive literature review with original empirical work that further advances our understanding of policymaking dynamics in higher education.The book covers five key aspects of policymaking, namely the politics of governance as well as funding reforms, the role of interest groups, policy diffusion, and policy framing. These aspects are explored using a unique comparative design that combines comparisons within as well as between regions, and among the five key aspects of policymaking. The conceptual framework is anchored in approaches from institutional theory, namely sociological and historical institutionalism.¿This rare book coherently focuses on the same critical challenges that higher education faces in a changing global and national environment. These include vital governance and finance issues and how these are framed and contested by different organizations and interest groups as well as state actors. Within a broad institutionalist framework that reflects the tensions between historical university and national legacies on the one hand and regional and global influences on the other, the authors focus on policymaking in Western Europe, Canada, and the US. This is an engaging and creative endeavor, a must-read for scholars and policymakers alike.¿Francisco O. Ramirez, Graduate School of Education Stanford University¿This is a real achievement that will contribute to the development of research in politics of higher education policy, finance, and economic development. It is timely in an era when higher learning is increasingly salient to national policy, interest groups, and supranational bodies such as the EU. The focus on Canada, the US, and Europe frames a comparative approach to a competitive higher educational policy arena thathas not received systematic study."Sheila Slaughter, Louise McBee Institute of Higher Education, University of Georgia¿This fills a gaping hole in research on the politics of higher education. In bringing together research perspectives from governance studies with comparative public policy as well as scholars from Europe and Northern America, this volume will serve as an important reference point for a rapidly growing research field. The exceptionally high quality of editorship is documented by the fact that the chapters are convincingly subsumed under five sub-themes. In short: A must-read for any researcher and student interested in understanding the political foundations of higher education.¿Marius R. Busemeyer, Department of Politics and Public Administration, University of Konstanz

This collection focuses on the role of higher education institutions concerning datafication as a complex phenomenon. It explores how the universities can develop data literac(ies) shaping tomorrow skills and ¿formae mentis¿ to face the most deleterious effects of datafication, but also to engage in creative and constructive ways with data. Notably, the book spots data practices within the two most relevant sides of academics¿ professional practice, namely, research and teaching. Hence, the collection seeks to reflect on faculty¿s professional learning about data infrastructures and practices.The book draws on a range of studies covering the higher education response to the several facets of data in society, from data surveillance and the algorithmic control of human behaviour to empowerment through the use of open data. The research reported ranges from literature overviews to multi-case and in-depth case studies illustrating institutional and educational responses to different problems connected to data. The ultimate intention is to provide conceptual bases and practical examples relating to universities¿ faculty development policies to overcome data practices and discourses' fragmentation and contradictions: in a nutshell, to build ¿fair data cultures¿ in higher education.

At the beginning of the 1990s the world was watching with anxiety at South Africa. Would the country be able to get rid of the despicable apartheid regime without bloodshed? Could a civil war be avoided? And would it be possible to develop a democratic society without having to build up a whole new set of social institutions? The latter concern certainly referred to the educational sector that was steered at each level by a number of separate Ministries of Education, i. e. one for each identified race group. Given the developments in other countries in the region as well as elsewhere in the world the prospects were not too hopeful. In addition, many especially white South Africans left the country the weeks before the first elections, and the stories of violence and contradictions between the various political groups in the country dominated for a while the international press' coverage of the pre-94-election situation. However, ten years after the first democratic elections in 1994 it is fair to say that South Africa has gone through a far-reaching transformation that is characterised by a remarkably low level of political violence. The general impression of the transformation suggests that the country has managed to change rather smoothly most of its social institutions, without dramatically affecting the continuity in the operations and performance of these institutions. This also refers to higher education.

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.

The next four chapters deal with the development of universities from medieval times, through the Renaissance, towards the research universities in the nineteenth century in Europe and the United States.

This book examines the transformative power and the limitations of one of Europe's most significant university reforms from an ethnographic and historical perspective. By conceiving of the university as 'enacted' in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways.

This book unravels the origins, continuities, and discontinuities of Finnish higher education as part of European higher education from the Middle Ages to the 21st century.

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.

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.

This book covers newer practices of resource allocation in higher education which tie funding to indicators of performance, which seek to raise the quality of institutional systems.

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.

Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy.

This book focuses on models, strengths, opportunities, constraints and tensions in internationalisation in Vietnamese higher education. It examines the key drivers and dimensions of internationalising Vietnamese higher education, and compares internationalisation in Vietnam to that in other countries.

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.

Governing universities is a multi-level as well as a highly paradoxical endeavor. The featured studies in this book examine critically the multifaceted repercussions of changing governance logics and show how contradictory demands for scholarly peer control, market responsiveness, public policy control, and democratization create governance paradoxes. While a large body of academic literature has been focusing on the external governance of universities, this book shifts the focus on organizations' internal characteristics, thus contributing to a deeper understanding of the changing governance in universities. The book follows exigent calls for getting back to the heart of organization theory when studying organizational change and turns attention to strategies, structures, and control mechanisms as distinctive but interrelated elements of organizational designs. We take a multi-level approach to explore how universities develop strategies in order to cope with changes in their institutional environment (macro level), how universities implement these strategies in their structures and processes (meso level), and how universities design mechanisms to control the behavior of their members (micro level). As universities are highly complex knowledge-based organizations, their modus operandi, i.e. governing strategies, structures, and controls, needs to be responsive to the multiplicity of demands coming from both inside and outside the organization.

Otto Hüther and Georg Krücken analyze the developments of the last 20 years in their new book on German higher education.The foreign observer of German higher education, even the informed foreign observer, struggles to find denominators, not to mention common denominators of a bewildering array of approaches. Otto Hüther and Georg Krücken, in this book, do an absolutely splendid job of offering theoretical perspectives, qualitative and quantitative data, and comparative assessmentsThis book discusses the main higher education structures in Germany, both conceptually and with a particular emphasis on recent developments like, e.g., the growth and differentiation of the system, governance reforms, and the Excellence Initiative. It analyses recent developments from an international perspective, as the German system is clearly embedded in broader, transnational trends. As such, the book provides a comprehensive and detailed account of both new dynamics and stable paths in the German higher education system. This book will be of interest to scholars and students dealing with higher education or Germany as an object of study (e.g. in education research, science studies, organization studies, sociology, psychology, political science), and to higher education managers, leaders, and policymakers who are interested in recent trends in German higher education

This book focuses on models, strengths, opportunities, constraints and tensions in internationalisation in Vietnamese higher education. It examines the key drivers and dimensions of internationalising Vietnamese higher education, and compares internationalisation in Vietnam to that in other countries.

Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy.

This book addresses the critical knowledge gaps of mergers involving higher education institutions.

Across national contexts and analytic methods, authors analyze the growth of national policies that see universities as a sub set of economic development, casting universities as corporate research laboratories and education as central to job creation.

Some of his most important work was as director of the Carnegie Commission on Higher Education and the Carnegie Council on Policy Studies in Higher Education, which laid the foundation for sophisticated policy-making.

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.

Taking the multilevel governance of the science system into account, the authors describe the effects of the reforms on different aspects: research collaborations and research lines, PhD education, performance profiles, research funding and legal aspects.

Otto Hüther and Georg Krücken analyze the developments of the last 20 years in their new book on German higher education.The foreign observer of German higher education, even the informed foreign observer, struggles to find denominators, not to mention common denominators of a bewildering array of approaches. Otto Hüther and Georg Krücken, in this book, do an absolutely splendid job of offering theoretical perspectives, qualitative and quantitative data, and comparative assessmentsThis book discusses the main higher education structures in Germany, both conceptually and with a particular emphasis on recent developments like, e.g., the growth and differentiation of the system, governance reforms, and the Excellence Initiative. It analyses recent developments from an international perspective, as the German system is clearly embedded in broader, transnational trends. As such, the book provides a comprehensive and detailed account of both new dynamics and stable paths in the German higher education system. This book will be of interest to scholars and students dealing with higher education or Germany as an object of study (e.g. in education research, science studies, organization studies, sociology, psychology, political science), and to higher education managers, leaders, and policymakers who are interested in recent trends in German higher education

This book analyzes the reforms that led to a differentiated landscape of higher education systems after university practices and governance were considered poorly adapted to contemporary settings and to their new missions.