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The Globalisation Challenge for European Higher Education
The last decade has marked the European higher education with a particular dynamics. Today, after a decade of a «concerted» policy, national systems look much more convergent but new questions and dilemmas are emerging: about its nature and quality, about real impact of recent reforms in different countries as well as about its future. The book examines the impact of Europe-wide and global developments on national higher education systems. The authors try in particular to upfront 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 which developed a EuroHESC research proposal on the consequences of expanded and differentiated higher education systems.
The Dream Is Over
A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program for monographs. Visit www.luminosoa.org to learn more. The Dream Is Over tells the extraordinary story of the 1960 Master Plan for Higher Education in California, created by visionary University of California President Clark Kerr and his contemporaries. The Master Plan’s equality of opportunity policy brought college within reach of millions of American families for the first time and fashioned the world’s leading system of public research universities. The California idea became the leading model for higher education across the world and has had great influence in the rapid growth of universities in China and East Asia. Yet, remarkably, the political conditions supporting the California idea in California itself have evaporated. Universal access is faltering, public tuition is rising, the great research universities face new challenges, and educational participation in California, once the national leader, lags far behind. Can the social values embodied in Kerr’s vision be renewed?
Institutionalization of World-Class University in Global Competition
Moving the academic debate on from its current focus on development to a more nuanced sociological perspective, this fresh research is a collaboration between academics in South Korea and Germany that assesses the factors shaping world-class universities as institutional social systems as well as national cultural treasures. The work explores in detail how WCUs have moved to a central position in policy circles, and how these often ambitious government policies on WCUs have been interpreted and adopted by university administrators and individual professors. The authors provide a wealth of empirical data on universities, both world-class and aiming for WCU status, in a range of polities and c...
Questioning Excellence in Higher Education
Excellence in higher education is as old as university, but nowadays the concept is widely emphasized and its meaning has been redefined on the basis of different values and goals, especially those related to market. Excellence has become the meter on which institutions are assessed and public funding allocated, the tool by which worldwide comparisons and rankings of institutions are built, and a marketable brand used by higher education institutions to present themselves. This book offers an international and comparative view on excellence in higher education, ranging from policies to practices, mainly based on research results and empirical evidence, aiming at questioning the concept and i...
In Pursuit of World-Class Universities
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 h...
Reforms, Organizational Change and Performance in Higher Education
This open access book investigates the effects of changes in leadership and managerial structures of Nordic universities resulting from reforms in the last decade. It builds on a rich, comparative dataset across a multiplicity of system-wide (macro) and organisational (meso and micro) dimensions, namely: reform or policy initiatives; drivers, aims, instruments and actors; structural changes within universities; strategic and performance management; the rise of accountability regimes; incentive and evaluative systems; and perceived changes/effects by the key actors involved, at various levels. The volume provides critical insights to the larger phenomenon of change and adaptation within the public sector. Its findings and implications are of relevance to social science researchers, policy makers, managers/administrators, and external stakeholders.
Automation, Communication and Cybernetics in Science and Engineering 2013/2014
This book continues the tradition of its predecessors “Automation, Communication and Cybernetics in Science and Engineering 2009/2010 and 2011/2012” and includes a representative selection of scientific publications from researchers at the institute cluster IMA/ZLW & IfU. IMA - Institute of Information Management in Mechanical Engineering ZLW - Center for Learning and Knowledge Management IfU - Associated Institute for Management Cybernetics e.V. Faculty of Mechanical Engineering, RWTH Aachen University The book presents a range of innovative fields of application, including: cognitive systems, cyber-physical production systems, robotics, automation technology, machine learning, natural ...
The Three Cs of Higher Education
The thirteen papers in this collection address three aspects of higher education, primarily in Europe but also in the United States. These aspects are competition, collaboration, and complementarity, both on the level of policy and on the practical level of impact on students and staff. Competition, especially for funding, occurs between and within institutions. Collaboration, more than a basic code of conduct, has become a political principle across Europe. Complementarity in the market for higher education facilitates this collaboration. The themes and contexts in higher education for which the three Cs are examined include missions and identities, response to external forces, the impact of evaluation systems and ranking schemes, the effects of globalisation, intercultural awareness and gender imbalance, and the challenges of student participation. Statistical tables and visual aids support the analysis and arguments. This book is the fifth in a series of publications drawn from the annual Forums of the European Association of Institutional Research (EAIR) from 2013 onwards
Visioning Higher Education for Contemporary Global Challenges
Visioning presents a roadmap for university leaders to vitalize higher education in response to global problems. It addresses structural, programmatic, and curricular gaps in ways designed to prepare current and future generations for unfolding socio-ecological challenges. The book introduces five urgent and interconnected global challenges (sustainable development, climate change, migration, global health, and social justice) demanding attention from higher-education institutions worldwide. Each of these five chapters explores the challenge and then shifts focus to the needed roles of forward-looking higher-education institutions. These roles include building critical consciousness, develop...
The Civic University
This innovative book addresses the leadership and management challenges of maximising the contribution of universities to civil society both locally and globally. It does this by developing a model of the civic university as an academic concept, drawing out practical lessons for university management on how to embed civic engagement in the heartland of the university. To this end, the contributors compare experiences and reports on a developmental process in eight institutions: University College London and Newcastle University in the UK, Amsterdam and Groningen Universities in the Netherlands, Aalto and Tampere Universities in Finland and Trinity College Dublin and Dublin Institute of Technology in Ireland. It will be of interest to academics of politics, public policy and management studies, as well as having relevance to policymakers in the field.
