With the emergence of mass higher education, many national
governments have identified a diverse higher education system as a
policy objective. Diversity is seen as good because it supposedly
increases the range of choices for students, matches the education
provided to the needs and abilities of individual students, enables
and protects specialization within systems, and meets the demands
of an increasingly complex social order. However, little is known
about the internal dynamics of higher education systems working for
or against particular levels of diversity. The present volume
attempts to further our understanding of processes affecting
diversity by addressing them from a theoretical and empirical
perspective in a comparative setting.
The theoretical part of the book outlines three distinct but
complimentary perspectives. Burton Clark discusses the effects of
continued specialization at the disciplinary level and concludes
that this will stimulate diversity at the system's level. Guy Neave
draws attention to the possible homogenizing forces of the nation
state and of the emerging supra-national structures in Europe.
Frans van Vught also emphasizes the effects of the (policy)
environment on institutional and system diversity, and specifies
under what conditions this influence will lead to decreasing
diversity.
The empirical part of the book contains eight country studies.
These analyses provide detailed insights into the processes that
have affected differentiation in these countries. They also provide
the basis for an analysis of the theoretical arguments from a
comparative perspective. The concluding chapter is an analysis of
the conditions which influence change within highereducation
institutions and systems, and what the effects of these changes are
in terms of diversity.
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