In this book, an international group of leading higher education
researchers draw on a wealth of social theory and comparative,
empirical research to analyse current developments and their
implications. Different contributions focus on different levels of
higher education, the system, the institution and the academic
practitioner, in different national and international contexts.
However, strong common themes bind these contributions together.
They include not only the significance of massification,
globalisation, neo-liberalism and managerialism for the governance
of higher education, its knowledge and values, but also the
complexities of change processes, the importance of context and
history and the strength of the stabilities that remain.
The inspiration for this work comes from the career and personal
influence of an individual scholar, Maurice Kogan. A central
feature of his work has been empirically grounded analysis of
interconnections between knowledge, values, authority and power and
how these are reflected in institutional structures and individual
practices. As a historian as well as a political scientist, he has
always insisted on locating contemporary developments in a longer
term perspective.
This volume is for researchers in higher education studies,
students in postgraduate courses in higher education policy and
management, higher education policy makers in national and
international organisations, higher education institutional
leaders, senior academics, managers and administrators.
Professor Teboho Moja, New York University, USA:
"It will be an invaluable resource inter alia for higher
education students, scholars, and institutional leadership."
"The book could provide a major contribution to the field of
higher education because of the different perspective different
authors present and an array of issues as well as frameworks to
discuss them."
"This book is bound for the desktops instead of the bookshelves
of administrators, researchers, and graduate students. It is likely
to be used time and again as readers explore new ways to transform
education systems or institutions, meet their needs for program
improvement, policy development, and general research. I expect
that most readers will weave through the chapters (...) on an
as-needed basis, until they have engaged all its excellent
content."
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