Bøger i Higher Education Dynamics serien

From his early writings on India and student activism to his recent work on research universities, Altbach has served as a key developer of the expansion of the field to include comparative higher education.

In spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the role of higher education across the BRICS have changed, or not, in recent years. Our point of departure is that, contrary to the conventional wisdom focusing on functionalistic perspectives, higher education systems are not just designed by governments to fulfill certain functions, but have a tendency for evolving in a rather unpredictable fashion as a result of the complex interplay between a number of internal and external factors. In reality, national higher education systems develop and change according to a complex process that encompasses the expectations of governmental agencies, markets, the aspirations of the population for the benefits of education, the specific institutional traditions and cultures of higher education institutions, and,increasingly so, the interests and strategies of the private firms entering and offering services in the higher education market. This basically means that it is of outmost importance to move away from conceiving of "universities" or "higher education" as single, monolithic actors or sector. One way of doing this is by investigating a selected number of distinct, but nonetheless interrelated factors or drivers, which, taken together, help determine the nature and scope of the social compact between higher education (its core actors and institutions) and society at large (government, industry, local communities, professional associations).

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.

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.

A number of the greatest discoveries and innovations in the history of science, such as Newton's laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today's system of determining and defining the form and content of science had dominated.

Generic advice in earning a PhD usually falls short of relevance, because of differences in the degree path from one discipline to another. Yet doctoral candidates and their supervisors know this process is governed by protocols and parameters - often implicit - that must be understood and mastered.

There has been a flare-up in interest in science policy and a key factor in this is the increased interest in analysing the role that research can play in informing policy making. A pioneering venture in this field was Government and Research: The Rothschild Experiment in a Government Department (1983) Heinemann. No other work had penetrated the deepest recesses of government to observe at first hand the attempts of a major department to determine its research agenda through collaboration with leading scientists in a wide range of fields, to observe how research was commissioned, and then evaluated by scientific teams, and how it began to enter the policy blood streams of the departments. This revised and augmented version updates the original text for current policy concerns and takes account of changes in science policy studies, whilst preserving its essential themes. It contains a succinct account of where matters now stand as well as an extended analysis of the themes that continue to dominate research and science policy.

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 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.

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.

This volume is for researchers in higher education studies, students in postgraduate courses in higher education policy and management, higher education policy makers in national and international organisations, higher education institutional leaders, senior academics, managers and administrators.

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.

Drawing together the implications of studies of Sweden, Norway and England in a set of comparative analyses, the authors assess the reforms of the higher education systems on three distinct levels, the state, the institution and the individual.

This survey provides unprecedented scope and detail of analysis on higher education in the Asia-Pacific region.

During the last decades ranking has become one of the most controversial issues in higher education and research. This new book presents a comprehensive overview of the current 'state of the art' of ranking in higher education and research, and introduces a completely new approach called 'multidimensional ranking'.

Presenting the results and policy implications of a huge research project that consulted 70,000 European graduates of higher education, this report on the REFLEX project assesses how suited today's graduates are to the imperatives of a 'knowledge' economy.

From his early writings on India and student activism to his recent work on research universities, Altbach has served as a key developer of the expansion of the field to include comparative 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.

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 volume is for researchers in higher education studies, students in postgraduate courses in higher education policy and management, higher education policy makers in national and international organisations, higher education institutional leaders, senior academics, managers and administrators.

As a consequence, new public policies on academic quality and new forms of academic quality assurance have rapidly emerged and swiftly migrated across continents and around the globe.

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.

A number of the greatest discoveries and innovations in the history of science, such as Newton's laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today's system of determining and defining the form and content of science had dominated.

During the last decades ranking has become one of the most controversial issues in higher education and research. This new book presents a comprehensive overview of the current 'state of the art' of ranking in higher education and research, and introduces a completely new approach called 'multidimensional ranking'.

In most Western European countries, higher education has to an increasing extent been developing outside universities, partly through the establishment of new ins- tutions, and partly through the upgrading of professional and vocational schools into higher education colleges.

Mary Henkel is one of the most renowned scholars of higher education. In honor of her 70th birthday, her colleagues have written and compiled this volume of articles analyzing the evolution of concepts of governance in higher education.

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.

This book investigates how social and cultural factors affect the education, training and career development of graduates of higher education in Japan and the Netherlands. It is based on a unique data set consisting of surveys held among graduates three and eight years after leaving higher education.

By bringing together leading experts on quality assurance in higher education from seven countries (from Europe, the USA and South Africa), this volume intends to go several steps further than most publications on the same subject.