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"Financing Public Universities" addresses newer practices of resource allocation which tie funding to indicators of performance. The gist of these efforts is to raise the quality of institutional systems. Performance-based budgeting and funding of public universities is part of broader efforts to reform public management, and it is being promoted and implemented by various government agencies around the globe. In particular, European universities with their normally strong governmental ties, or higher education systems molded on European universities, are prime targets of such reforms. Performance funding has made its inroads in attempts to grant university systems managerial autonomy: autonomy was to be granted in exchange for funding modes which are tied to the measurement of performance indicators. Unfortunately, performance-based budgeting or funding measures cannot meet the various expectations: they do not raise the quality of teaching or learning; they do not raise research performance; they take back a great deal of managerial autonomy which is commonly judged to be essential for the well being of higher education institutions, in particular research universities; and they act as automata in place of proper governance and management. "Financing Public Universities" addresses policy makers, higher education administrators, scholars and students of higher education management. After an introduction to the theme and to the book (Chapter 1), "Financing Public Universities" covers the evolvement of mass higher education and the associated curtailment of funding (Chapter 2), the public management reform debate (Chapter 3) within which performance-based budgeting or funding evolved (Chapter 4), sketches alternative governance and management modes which can be used instead (Chapter 5), and epitomizes inertia or challenges (Chapter 6). Four appendices cover more technical matters, such as a comparative exposition of the research performance of universities by nation (Appendix C) and examples of funding systems in the UK and in the USA (Appendix D). The author of this book is a former university administrator who finally became a researcher. This unusual background provides the author with a special understanding of university management but also, as a privileged observer, with a profound insight on university life. (.......) This book is a basic tool for understanding universities in a period of reforms and transformations. Jose-Gines Mora, Technical University of Valencia, President of the EAIR The present compendium by Marcel Herbst is of great help for all those who are involved in reflecting about and shaping the future of higher education and research. The reader will find an abundance of information and many comparisons of existing systems as well as suggestions for future developments. The author offers the reader not only a description of the actual situation. The reader will also find a wealth of challenging personal views which may help his of her own process of reflection. Jakob Nuesch, President emeritus, Swiss Federal Institute of Technology in Zurich (ETH Zurich).

Universities and colleges --- Government aid to higher education. --- Finance. --- Education, Higher --- State aid to higher education --- Government aid --- Finance --- 378.6 --- 378.6 Interuniversitaire instituten --(algemeen) --- Interuniversitaire instituten --(algemeen) --- Government aid to higher education

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The present anthology, edited by Marcel Herbst, is partially based on a conference, held in 2009, to reflect on the legacy of Ben-David, and contains a selection of substantially revised papers, plus four contributions specifically written for this volume. The book focuses on three major lines of Ben-David’s research, namely “Center and Periphery” (Part I), “Role and Ethos” (Part II), and “Organization and Growth” (Part III). In addition, comprehensive introductory (“Prologue”) and concluding chapters  (“Epilogue”, Part IV) by Marcel Herbst are provided. The volume addresses the following disciplines: higher education, history and sociology of science, philosophy of science, history of medicine, public administration, policy studies, Jewish studies, and economics. The anthology is one of two new publications on Joseph Ben-David after the special Minerva edition Vol. 25, Numbers 1–2, March 1987,  and Gad Freudenthal’s collection of Ben-David’s writings [1991]. The text can be used in graduate studies, it addresses higher education professionals or public officials, and serves as a gateway to researchers in the field of higher education, science studies, or policy sciences.

Political philosophy. Social philosophy --- Philosophy of science --- Ben-David, Joseph --- Scientists --- Education, Higher --- Research --- History. --- Ben-David, Joseph. --- Social sciences --- Medicine. --- History of Science. --- Philosophy of the Social Sciences. --- History of Medicine. --- Philosophy. --- Clinical sciences --- Medical profession --- Human biology --- Life sciences --- Medical sciences --- Pathology --- Physicians --- Social philosophy --- Social theory --- Annals --- Auxiliary sciences of history --- Health Workforce --- Philosophy and social sciences. --- Medicine—History. --- Social sciences and philosophy

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Trotz der Arbeiten des EU-Verfassungskonvents zweifeln viele an der Möglichkeit europäischer Verfassunggebung, weil die EU kein Staat ist und es kein einheitliches EU-Volk gibt.Tobias Herbst untersucht, wie Hoheitsgewalt durch Verfassunggebung legitimiert werden kann. Dabei kritisiert er die simplifizierende »urheberorientierte« Vorstellung, dass legitime Verfassunggebung auf ein einheitliches, souveränes Staatsvolk zurückgehen müsse. Unter Rückgriff auf die Verfassungstheorien der Amerikanischen und der Französischen Revolution und auf die Theorie des Gesellschaftsvertrages entwirft Herbst ein Prinzipienmodell der Verfassunggebung mit drei zum Teil gegenläufigen Legitimitätsprinzipien: Freiheitssicherung, kollektive Autonomie und dauerhafte Konsensfähigkeit. Aus diesem Modell lassen sich Aussagen über die Legitimität staatlicher und supranationaler Verfassungen gewinnen. Europäische Verfassunggebung ist demnach jedenfalls möglich und setzt kein einheitliches, souveränes EU-Volk voraus.Das Buch erhellt den staatsphilosophischen Hintergrund der gegenwärtigen Diskussion über eine Europäische Verfassung und spricht damit Juristen, Politikwissenschaftler und interessierte Laien an.

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"Financing Public Universities" addresses newer practices of resource allocation which tie funding to indicators of performance. The gist of these efforts is to raise the quality of institutional systems. Performance-based budgeting and funding of public universities is part of broader efforts to reform public management, and it is being promoted and implemented by various government agencies around the globe. In particular, European universities with their normally strong governmental ties, or higher education systems molded on European universities, are prime targets of such reforms. Performance funding has made its inroads in attempts to grant university systems managerial autonomy: autonomy was to be granted in exchange for funding modes which are tied to the measurement of performance indicators. Unfortunately, performance-based budgeting or funding measures cannot meet the various expectations: they do not raise the quality of teaching or learning; they do not raise research performance; they take back a great deal of managerial autonomy which is commonly judged to be essential for the well being of higher education institutions, in particular research universities; and they act as automata in place of proper governance and management. "Financing Public Universities" addresses policy makers, higher education administrators, scholars and students of higher education management. After an introduction to the theme and to the book (Chapter 1), "Financing Public Universities" covers the evolvement of mass higher education and the associated curtailment of funding (Chapter 2), the public management reform debate (Chapter 3) within which performance-based budgeting or funding evolved (Chapter 4), sketches alternative governance and management modes which can be used instead (Chapter 5), and epitomizes inertia or challenges (Chapter 6). Four appendices cover more technical matters, such as a comparative exposition of the research performance of universities by nation (Appendix C) and examples of funding systems in the UK and in the USA (Appendix D). The author of this book is a former university administrator who finally became a researcher. This unusual background provides the author with a special understanding of university management but also, as a privileged observer, with a profound insight on university life. (.......) This book is a basic tool for understanding universities in a period of reforms and transformations. Jose-Gines Mora, Technical University of Valencia, President of the EAIR The present compendium by Marcel Herbst is of great help for all those who are involved in reflecting about and shaping the future of higher education and research. The reader will find an abundance of information and many comparisons of existing systems as well as suggestions for future developments. The author offers the reader not only a description of the actual situation. The reader will also find a wealth of challenging personal views which may help his of her own process of reflection. Jakob Nuesch, President emeritus, Swiss Federal Institute of Technology in Zurich (ETH Zurich).

Education. --- Political science. --- School management and organization. --- School administration. --- Higher education. --- Public finance. --- Social policy. --- Higher Education. --- Public Economics. --- Administration, Organization and Leadership. --- Political Science. --- Social Policy.

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This book shows how the practice of script writing can be used both as a pedagogical approach and as a research tool in mathematics education. It provides an opportunity for script-writers to articulate their mathematical arguments and/or their pedagogical approaches. It further provides researchers with a corpus of narratives that can be analyzed using a variety of theoretical perspectives. Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both “low tech” implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.

Education. --- Mathematics --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Study and Learning Skills. --- Study and teaching. --- Mathematics. --- Study Skills. --- How to study --- Learning, Art of --- Method of study --- Study, Method of --- Study methods --- Life skills --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Mathematics—Study and teaching. --- Teachers—Training of. --- Learning, Psychology of. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects