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This book examines governance reforms in higher education in six
European countries: Austria, Denmark, Finland, France, the
Netherlands, and Portugal. It focuses in particular on the
governance of the systems and institutions in these countries. The
book shows that each of the national reform processes has been
characterised by its own specific pathways embedded in the
country's specific socio-economic contexts and cultures, but also
has a number of features in common with the other countries and
processes. The first chapter of the book presents a conceptual
framework to analyse the reform processes as an 'implementation
game' played by several actors with diverse interests. The second
chapter describes the national reform processes of the six selected
countries, giving a voice to the individual university rectors and
officials who played an important role during the reform processes.
Their stories constitute a vivid narrative of the government
drivers of reform and of the rationales of the institutions as main
partners in the reform processes. These narratives are analysed,
complemented by, and contrasted with a review of the literature on
the subject in the third chapter. The final chapter consist of
concluding remarks and lessons learned.
This book examines governance reforms in higher education in six
European countries: Austria, Denmark, Finland, France, the
Netherlands, and Portugal. It focuses in particular on the
governance of the systems and institutions in these countries. The
book shows that each of the national reform processes has been
characterised by its own specific pathways embedded in the
country's specific socio-economic contexts and cultures, but also
has a number of features in common with the other countries and
processes. The first chapter of the book presents a conceptual
framework to analyse the reform processes as an 'implementation
game' played by several actors with diverse interests. The second
chapter describes the national reform processes of the six selected
countries, giving a voice to the individual university rectors and
officials who played an important role during the reform processes.
Their stories constitute a vivid narrative of the government
drivers of reform and of the rationales of the institutions as main
partners in the reform processes. These narratives are analysed,
complemented by, and contrasted with a review of the literature on
the subject in the third chapter. The final chapter consist of
concluding remarks and lessons learned.
The Enchanted Isles begins with a dream in which Oh, the narrator,
returns to a voyage he made to the Galápagos - known as enchanted
because of their danger-ous currents, which lured seamen to their
deaths - ten years earlier. It was to be a voyage of enchantment, a
lovers' voyage, an eight-day cruise paid for by a magical win at
roulette, the number eight coming up eight times in a row. But in
the meantime, Ah and Oh have separated, and so the memory dream is
shot through with regret and also with a sometimes nightmarish
vision of the ugly black volcanic islands where Darwin, observing
mutations in finches, first came up with the idea of evolution. In
a multi-themed jazz rondo form, extracts from Darwin's writings,
geo-metry, chance and fate, giant tortoises complaining of human
depredation, iguanas, jellyfish, blades of grass, extinct
volcanoes, scuba diving and tender tourist conversation dance round
and round. Occasionally the music breaks down and stutters: we hear
dissonance as well as secret harmonies. This is a work of great
lyricism, teasing humour and complex originality, a poem of
everything. "A radical experiment in poetics, a world that is both
real and unreal." -Miguel Casado, La Vanguardia, Barcelona "One of
the best books in Spanish of the past 20 years."Â -Francesco
Tarquini, Ispanoamericana, University of Roma La sapienza
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