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higher education --- higher education leadership --- policy in higher education
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#ANTIL9511 --- #ANTILTPNE9609 --- Higher education
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Higher education institutions play an important role as leaders in knowledge creation and dissemination by setting the grounds for society to advance and to improve welfare. Despite the long-standing tradition of some higher education systems, Higher Education continuously evolves to adapt to the challenges that current societies open up to. The objective of this book is to capture some recent advances made in Higher Education by addressing these challenges. To do so, some specific topics related to the inputs, outputs and process of education in Higher Education were selected to be analysed by a scientific research approach. The book is arranged in five parts in accordance with these topics. Part I is related to the most important input of higher education institutions, that is, students, and particularly to address students' preparation when they access higher education studies. The next three parts of the book analyse different aspects of the learning process that take place in Higher Education. Part II assesses student learning from different points of view. Part III contains two chapters on the creation and availability of resources in higher education institutions. Part IV describes and analyses some innovative teaching and learning methods. Finally, Part V consists of three chapters that deal with the relation of Higher Education with industry, which is the main destination of graduates.
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Collective mobilization arises in the context of social movements and people's desire for change. In this book, collective mobilization is discussed in light of a variety of perspectives, theories and methodological entryways. Grassroots mobilization is an important principle in community work along with citizen collaboration, influence, and co-creation in the development of local environments and communities. This anthology explores current issues related to welfare policies and practices, as well as global challenges associated with environmental and societal problems. The authors show how community work as a subject, theory, method, and field of research can contribute to greater understanding and development of sustainable solutions. The chapters include examples from a minority organization's work to counteract negative social control, peer-support consultants' contributions in treatment programs, young persons' entry into and resolution of conflicts on social media, union organization of women in India, and neighborhood development planning in urban areas. With Freire's consciousness-raising teachings on teamwork and Putnam's and Bourdieu's ideas about social capital as an underpinning, the authors examine how collective mobilization happens and how it is exercised. As such, the book is a contribution to disciplines and educational programs within the social sciences and social professions. Collective Mobilization is relevant for students, researchers and practitioners within various disciplines and professional areas where collective approaches to society's challenges are of interest. The book is the result of a collaboration that originated in the community work research group at Western Norway University of Applied Sciences. The editors are Gudmund Ågotnes and Anne Karin Larsen, associate professor and associate professor emerita, respectively, at Western Norway University of Applied Sciences.
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"This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the US, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women's choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career level. Contributing to the United Nations' (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly. Hyun Kyoung Ro is Associate Professor of Higher Education at the University of North Texas, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Elizabeth Ramon is a PhD student in Higher Education at the University of North Texas, USA"--.
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"Democracy and the Discourse of Relevance is set against the backdrop of the spread of neoliberal ideas and reforms since the 1980s, accepting also that these ideas are rooted in a longer history. It focuses on how neoliberalism has worked to transform the university sector and the academic profession. In particular, it examines how understandings of, and control over, what constitutes relevant knowledge have changed. Taken as a whole, these changes have sought to reorient universities and academics towards economic development in various ways. This includes the installation of strategies for how institutions and academics achieve recognition and status within the academy, the privatisation of educational services and the downgrading of the value of public higher education, as well as a steady shift away from the public funding for universities. Research universities are increasingly adopting a user- and market-oriented model, with an emphasis on meeting corporate demands, the privileging of short-term research, and a strong tendency to view utility, and the potential to sell intellectual property for profit, as primary criteria for determining the relevance of academic knowledge..."
Colleges of higher education --- Democracy --- discourse --- higher education --- knowledge production
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intercultureel --- onderwijs --- #A9412A --- Higher education
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The present book aims to highlight the importance and gains of the Bologna reforms, but also to reflect on the unfulfilled promises and the technical and substantive ambiguities that it may bear. A necessary debate in a moment of profound reflection on the pertinence, place, consistency and usefulness of the knowledge produced in higher institutions and on how it is disseminated and replicated. In the background a renewed discussion on the cultural and normative patterns of contemporary societies: what kind of knowledge is being produced today? How the relationship between teachers and students has changed? How the issues of plurality and respect for difference are placed in contexts of greater mobility and internationalization? How the equity in access and attendance of higher education is ensured by greater pressures for effectiveness and comparability? These and other issues are addressed in the various chapters of the book.
Higher education --- Reform --- Bologna process
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