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In a modern Europe, even with 900 years of history and learning
behind it, the European Research University faces major challenges
on multiple fronts. This book maps out both the present and the
long-term issues that the European Research University must now
tackle.
Originally published in 1975 How They Fared looks at some of the
effects of 'going comprehensive'. The book's investigation provides
information about the inflow of students from comprehensive
schools. In what way do these students differ from their fellows
from selective establishments? What does this tell us about the
relationship between school and university? Do comprehensive school
students differ in in their reasons for entering higher education
from the more 'traditional' pattern of university students? The
book seeks to answer these questions by examining the effects of
the changing pattern of secondary education upon the university.
Originally published in 1975 How They Fared looks at some of the
effects of 'going comprehensive'. The book's investigation provides
information about the inflow of students from comprehensive
schools. In what way do these students differ from their fellows
from selective establishments? What does this tell us about the
relationship between school and university? Do comprehensive school
students differ in in their reasons for entering higher education
from the more 'traditional' pattern of university students? The
book seeks to answer these questions by examining the effects of
the changing pattern of secondary education upon the university.
New strategies and policies regarding higher education are needed
to solve the present higher education crisis occurring in many
developing countries. The important question is whether specific
forms of government regulation are more effective than others in
helping to solve this crisis. This book addresses this question by
analysing the relationships between government and higher education
in 12 states in Africa, Asia and Latin America. Recent changes in
these relationships are explored in an attempt to discover which
are the most effective. Each chapter contains a case study of a
specific country, exploring issues such as the market as a
mechanism for coordination, autonomy in higher education, state
control and supervision, governmental steering models, the question
of "governance fit" and innovations in higher education. The final
chapter combines theoretical concepts with the observations made in
the country case-studies to formulate overall conclusions.
A comprehensive, wide ranging and detailed account of the unfolding
of higher education and higher education policy in Portugal from
1974 to 2009 by leading policy-makers and scholars, with the
explicit purpose of showing how different disciplinary canons and
perspectives contribute to the study of higher education and higher
education policy including Law and Science Policy perspectives.
Whilst focusing on one referential system, this book deals with
current policy issues emerging in the wake of the post Bologna
period. It also examines their long term historical origins in
addition to the measures taken to address them. The substantive
chapters are preceded by a detailed Introductory overview that
places the issues treated in this volume in a solidly European
perspective and sets out explicitly the differences in the dominant
political, cultural and social values that set Portuguese as other
Continental European systems of higher education apart from their
Anglo Saxon counterparts.
The Fourth Mid Term Conference of Heads of Universities was hosted
by Chulalongkorn University in Bangkok, Thailand and took place
between November 12th and 14th 1997. The occasion brought together
heads and representatives of universities and of major national,
regional and international bodies whose concern lies with higher
education world-wide and in all its manifestations. The purpose of
their meeting was to debate the general theme The Universities'
Responsibilities to Society.
It is a theme which over the past decade has been gathering weight
and momentum. Higher education is taking on more students,
employing more teachers and researchers and is advancing the
frontiers of knowledge at an ever-increasing pace.
Included in this publication are all the keynote and plenary
addresses which dealt with the three broad sub-themes of the
Conference. These are: University and Development: anticipating
change; Universities and the International Knowledge Enterprise;
Academic Freedom and University Autonomy: pre-requisites for the
University meeting its Responsibilities.
Hardbound. This book contains a number of cross-national analyses
of policies and policy-processes regarding higher education.
Design, dynamics and outcomes of a variety of policies are studied
at both the national and the institutional level. The theoretical
perspectives on which the empirical studies are mainly based are
founded in public administration, political science, economics, and
sociology. Comparisons are made within Europe, and between Europe,
the United States and Australia. Next to comparative insights in
higher education policy, the book also offers up-to-date and
comparable information on these higher education systems.The book
is highly relevant for administrators, policy-makers, researchers
and students in the field of higher education. In addition, it
offers a wealth of information for everyone interested in the
application of policy-analysis in general.
A comprehensive, wide ranging and detailed account of the unfolding
of higher education and higher education policy in Portugal from
1974 to 2009 by leading policy-makers and scholars, with the
explicit purpose of showing how different disciplinary canons and
perspectives contribute to the study of higher education and higher
education policy including Law and Science Policy perspectives.
Whilst focusing on one referential system, this book deals with
current policy issues emerging in the wake of the post Bologna
period. It also examines their long term historical origins in
addition to the measures taken to address them. The substantive
chapters are preceded by a detailed Introductory overview that
places the issues treated in this volume in a solidly European
perspective and sets out explicitly the differences in the dominant
political, cultural and social values that set Portuguese as other
Continental European systems of higher education apart from their
Anglo Saxon counterparts.
The high level Douro seminars are now a well-established tradition
in the annual activities promoted by Hedda, a European consortium
of nine centres and ins- tutes devoted to research on higher
education, and CIPES, its Portuguese associated centre. At the
seminars, each member of a small group of invited researchers
presents and discusses an original research-based paper that is
revised afterwards taking into account the comments of the
participating colleagues. The revised papers form the basis for the
annual thematic book published by Springer in the book series
called Higher Education Dynamics (HEDY). Paying tribute to the
regularity of the seminars, it was decided that the volumes
originating from the initiative would be collected in a 'series in
the series' called the Douro Series. Previous seminars were
dedicated to in-depth analyses of different aspects of higher
education systems and institutions, including institutional
governance, the emergence of managerialism, markets as instruments
of public policy, cost-sharing and accessibility of students to
higher education and developments in quality assurance. The present
volume aims at analysing the change process which the European
university is undergoing as a consequence of European integration
efforts. In the case of higher education, these have materialised,
amongst other things, in the - plementation of the Bologna process,
while the Lisbon summit also has important consequences for the
university. In March 2000, the Lisbon European Council set the goal
for the EU to become the most competitive and dynamic
knowledge-based society in the world by 2010.
The high level Douro seminars are now a well-established tradition
in the annual activities promoted by Hedda, a European consortium
of nine centres and ins- tutes devoted to research on higher
education, and CIPES, its Portuguese associated centre. At the
seminars, each member of a small group of invited researchers
presents and discusses an original research-based paper that is
revised afterwards taking into account the comments of the
participating colleagues. The revised papers form the basis for the
annual thematic book published by Springer in the book series
called Higher Education Dynamics (HEDY). Paying tribute to the
regularity of the seminars, it was decided that the volumes
originating from the initiative would be collected in a 'series in
the series' called the Douro Series. Previous seminars were
dedicated to in-depth analyses of different aspects of higher
education systems and institutions, including institutional
governance, the emergence of managerialism, markets as instruments
of public policy, cost-sharing and accessibility of students to
higher education and developments in quality assurance. The present
volume aims at analysing the change process which the European
university is undergoing as a consequence of European integration
efforts. In the case of higher education, these have materialised,
amongst other things, in the - plementation of the Bologna process,
while the Lisbon summit also has important consequences for the
university. In March 2000, the Lisbon European Council set the goal
for the EU to become the most competitive and dynamic
knowledge-based society in the world by 2010.
Higher education legislation is frequently changed by policy
makers, who are acutely conscious that specific changes have
repercussions through the law of general applicability, and
eventually may alter and revise fundamental societal concepts.
However, normative systems are complex, and the impact and
direction of legal and social repercussions are neither always
intended, nor are they easily foreseen. It is the purpose of this
book to identify the chosen directions, and to contribute to the
further development of issues in the higher education and research
sector and to trace beginnings of new trends. This volume is
intended to appeal to the reader's personal, practical perspective
to help generate the creativity and inspiration needed in order to
maintain the equilibrium between consolidation and change.
In the Council of Europe, much thought has been given to these
problems in recent years. The Higher Education and Research
Committee (CC-HER), previously known as the Standing Conference of
University Problems (CC-PU), has established a Legislation Reform
Programme for Higher Education (LRP). The Programme is intended to
give effective support to the process of legislative reform in
higher education, particularly, but not exclusively, in the new
member states in central and eastern Europe.
To promote dissemination of experience acquired throughout Europe
and as a complement to its ongoing advisory and multilateral
activities, the Programme's Steering Group has decided to publish a
series entitled Legislating for Higher Education and Research in
Europe'. The first volume of this series, "Relations between State
and Higher" "Education," is hereby presented to the generalpublic.
"Relations between State and Higher Education" has been compiled in
close co-operation with States Parties to the European Cultural
Convention. It seeks, as will subsequent volumes, to identify core
issues which countries may need to confront in their legislations,
and offers examples of good practice.
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