Bøger i Higher Education Dynamics serien

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.

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.

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.

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.

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.

This book explores the visions underlying the attempts to reform the European University as well as two European integration processes. It presents a framework for analyzing ongoing modernization reforms and reform debates that take place at various governance levels and a long-term research agenda.

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.

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.

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.

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.

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.

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'.

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'.

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

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.

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.

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.

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.