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This volume explores the various issues that have impact on the academic career of professionals in European Higher Education. Higher education institutions (HEIs) are now traversed by profound uncertainties and are more challenged than ever on quality issues, in its conceptual nature and in the extension and amendment of its mission. The first part of book deals with the challenges and issues in the higher education academic career. It discusses, amongst others, the influence of European policies and changes, the cultural differences in academics’ preferences for teaching or research, the increasing inequality in academics’ working conditions and the changing nature of academic strategy in the transformational world of higher education, which holds implications for academic structures, work and careers. The second part analyzes the findings of a national study on satisfaction of academics in the Portuguese higher education, carried out at the Centre for Research on Higher Education Policies (CIPES). The third part of this book offers a comparative analysis on a number of national European case studies, focusing on the changing relevance and increasing expectations around the academic career. The concluding chapter of the volume argues if the academic profession is merely an artificial term that has to do with a heterogeneous range of occupations or if there are important common elements of the academic profession across European Higher Education systems. .
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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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Can higher education policy-making be imaginatively theorized?
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"This book offers concrete, data-driven approaches to creating higher education institutions that foster gender equity for faculty and staff, especially in STEM fields (science, technology, engineering, and mathematics), where gender representation is most lopsided. The coauthors analyze specific strategies that have been implemented and evaluate their efficacy"--
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"Forms of institutional governance critically shape the culture, creativity and academic outcomes of higher education. This book provides an updated, research-based account of the changing face of the governance of British higher education. Historically, British universities were deemed amongst the most autonomous in Europe, with governance rooted in their collegial disciplinary structures. This assessment must now be revised, although the belief systems deriving from it remain buried deep in university culture. Drawing on the authors' investigation of the governance of higher education in the four UK nations, including on-site interviews, and discussions with government policy-makers, the book shows how global, national and system level pressures have changed the face both of the external governance of higher education institutions and how universities govern themselves"---
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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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