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This book explores and compares the systems of doctoral education
in twelve higher education systems, consisting of four systems in
East Asia, four in Europe and four Anglo-American systems. The
emphasis placed on doctoral education and training has increased
dramatically in many higher education systems in response to the
global competition for highly skilled human resources to serve the
needs of knowledge societies. Doctoral education is a key element
within the research and development infrastructure, and doctoral
students support university research and represent the next
generation of the professoriate. While doctoral education has
received considerable attention within national higher education
systems, there has been surprisingly little international or
comparative research on the structure of doctoral education and the
nature of contemporary reforms.
This book deepens our understanding of how higher education
governance has recently changed in the rapidly developing higher
education systems of East Asia. Focusing on China, Japan, Korea,
Malaysia and Taiwan, it explains the implications of how
state-centered political systems interpret political and economic
environments such as neoliberalism, as well as how each system is
coping with global pressures. The book makes a valuable
contribution to organization studies in higher education by
investigating and detailing how individual higher education
institutions are responding to their new environments.
This book explores and compares the systems of doctoral education
in twelve higher education systems, consisting of four systems in
East Asia, four in Europe and four Anglo-American systems. The
emphasis placed on doctoral education and training has increased
dramatically in many higher education systems in response to the
global competition for highly skilled human resources to serve the
needs of knowledge societies. Doctoral education is a key element
within the research and development infrastructure, and doctoral
students support university research and represent the next
generation of the professoriate. While doctoral education has
received considerable attention within national higher education
systems, there has been surprisingly little international or
comparative research on the structure of doctoral education and the
nature of contemporary reforms.
This book deepens our understanding of how higher education
governance has recently changed in the rapidly developing higher
education systems of East Asia. Focusing on China, Japan, Korea,
Malaysia and Taiwan, it explains the implications of how
state-centered political systems interpret political and economic
environments such as neoliberalism, as well as how each system is
coping with global pressures. The book makes a valuable
contribution to organization studies in higher education by
investigating and detailing how individual higher education
institutions are responding to their new environments.
This book discusses mass higher education development in East Asian
countries by means of three main issues: the strategy for higher
education development; the way professors and students in the
region are experiencing the rapid developments; and the challenges
imposed by mass higher education. These challenges include the
quality of education as well as structural changes in the rapidly
developing systems, funding sources for supporting mass higher
education, and job markets for college graduates. Part I discusses
how the East Asian countries have accomplished or are in the
process of accomplishing the rapid development of higher education.
Japan, Korea, China, Taiwan, Malaysia, Singapore, and Hong Kong
serve as case studies of mass higher education in the region. The
case studies introduce and discuss national strategies to develop
higher education, funding sources and mechanisms, and initiatives
to assure quality of education in a period of rapid growth. Part II
and Part III of the book focus on the phenomena of mass higher
education in the region and the influence on academia. Mass higher
education changes professors and students, who are different from
those in elite higher education. Part III further discusses the
challenges posed to Asian mass higher education. The Comparative
and International Education Society Higher Education (HESIG) has
awarded Mass Higher Education Development in East Asia the Higher
Education SIG Best Book Award 2015.
This volume provides an empirical and qualitative analysis of the
nature and extent of the Japanese academic profession, with a
special focus on the changes that occurred in the period between
1992 and 2007. Based on responses to two comprehensive surveys
administered to faculty samples with a similar questionnaire, the
book presents key aspects of the academic activities and views of
Japanese faculty members. Divided into five sections, the book
describes the changing social, economic and educational
environment, academic organization and life, productivity, as well
as the effects of the profession on society. The last section
describes the Japanese academic profession as observed from the USA
and Asia. In addition to its focus on empirical analysis, the book
makes use of historical and comparative perspectives to explore the
various aspects of the changes that have occurred in the academic
profession in this non-English-speaking country.
The modern university started as an innovative model - a
research-driven teaching and service model in the 19th century -,
but the contemporary university is in a crisis of identity. The
major challenge is how to harmonize different missions, e.g.,
teaching, research, and service. The triple function has become
questionable and research now dominates the other two functions in
contemporary higher education. This book takes a step towards
further academic and policy discussions on the restructuring the
triple functions of university and designing the future of the
post-massified university.
This book discusses how teaching and research have been weighted
differently in academia in 18 countries and one region, Hong Kong
SAR, based on an international comparative study entitled the
Changing Academic Profession (CAP). It addresses these issues using
empirical evidence, the CAP data. Specifically, the focus is on how
teaching and research are defined in each higher education system,
how teaching and research are preferred and conducted by academics,
and how academics are rewarded by their institution. Since the
establishment of Berlin University in 1810, there has been
controversy on teaching and research as the primary functions of
universities and academics. The controversy increased when Johns
Hopkins University was established in 1876 with only graduate
programs, and more recently with the release of the Carnegie
Foundation report Scholarship Reconsidered by Ernest L. Boyer in
1990. Since the publication of Scholarship Reconsidered in 1990,
higher education scholars and policymakers began to pay attention
to the details of teaching and research activities, a kind of
'black box' because only individual academics know how they conduct
teaching and research in their own contexts.
This volume provides an empirical and qualitative analysis of the
nature and extent of the Japanese academic profession, with a
special focus on the changes that occurred in the period between
1992 and 2007. Based on responses to two comprehensive surveys
administered to faculty samples with a similar questionnaire, the
book presents key aspects of the academic activities and views of
Japanese faculty members. Divided into five sections, the book
describes the changing social, economic and educational
environment, academic organization and life, productivity, as well
as the effects of the profession on society. The last section
describes the Japanese academic profession as observed from the USA
and Asia. In addition to its focus on empirical analysis, the book
makes use of historical and comparative perspectives to explore the
various aspects of the changes that have occurred in the academic
profession in this non-English-speaking country.
The modern university started as an innovative model - a
research-driven teaching and service model in the 19th century -,
but the contemporary university is in a crisis of identity. The
major challenge is how to harmonize different missions, e.g.,
teaching, research, and service. The triple function has become
questionable and research now dominates the other two functions in
contemporary higher education. This book takes a step towards
further academic and policy discussions on the restructuring the
triple functions of university and designing the future of the
post-massified university.
This ground-breaking and exhaustive analysis of university
ranking surveys scrutinizes their theoretical bases, methodological
issues, societal impact, and policy implications, providing readers
with a deep understanding of these controversial comparators. The
authors propose that university rankings are misused by
policymakers and institutional leaders alike. They assert that
these interested parties overlook the highly problematic internal
logic of ranking methodologies even as they obsess over the
surveys' assessment of their status. The result is that
institutions suffer from short-termism, realigning their resources
to maximize their relative rankings. While rankings are widely used
in policy and academic discussions, this is the first book to
explore the theoretical and methodological issues of ranking
itself. It is a welcome contribution to an often highly charged
debate. Far from showing how to manipulate the system, this
collection of work by key researchers aims to enlighten interested
parties.
This book discusses how teaching and research have been weighted
differently in academia in 18 countries and one region, Hong Kong
SAR, based on an international comparative study entitled the
Changing Academic Profession (CAP). It addresses these issues using
empirical evidence, the CAP data. Specifically, the focus is on how
teaching and research are defined in each higher education system,
how teaching and research are preferred and conducted by academics,
and how academics are rewarded by their institution. Since the
establishment of Berlin University in 1810, there has been
controversy on teaching and research as the primary functions of
universities and academics. The controversy increased when Johns
Hopkins University was established in 1876 with only graduate
programs, and more recently with the release of the Carnegie
Foundation report Scholarship Reconsidered by Ernest L. Boyer in
1990. Since the publication of Scholarship Reconsidered in 1990,
higher education scholars and policymakers began to pay attention
to the details of teaching and research activities, a kind of
'black box' because only individual academics know how they conduct
teaching and research in their own contexts."
This ground-breaking and exhaustive analysis of university
ranking surveys scrutinizes their theoretical bases, methodological
issues, societal impact, and policy implications, providing readers
with a deep understanding of these controversial comparators. The
authors propose that university rankings are misused by
policymakers and institutional leaders alike. They assert that
these interested parties overlook the highly problematic internal
logic of ranking methodologies even as they obsess over the surveys
assessment of their status. The result is that institutions suffer
from short-termism, realigning their resources to maximize their
relative rankings. While rankings are widely used in policy and
academic discussions, this is the first book to explore the
theoretical and methodological issues of ranking itself. It is a
welcome contribution to an often highly charged debate. Far from
showing how to manipulate the system, this collection of work by
key researchers aims to enlighten interested parties."
This book discusses mass higher education development in East Asian
countries by means of three main issues: the strategy for higher
education development; the way professors and students in the
region are experiencing the rapid developments; and the challenges
imposed by mass higher education. These challenges include the
quality of education as well as structural changes in the rapidly
developing systems, funding sources for supporting mass higher
education, and job markets for college graduates. Part I discusses
how the East Asian countries have accomplished or are in the
process of accomplishing the rapid development of higher education.
Japan, Korea, China, Taiwan, Malaysia, Singapore, and Hong Kong
serve as case studies of mass higher education in the region. The
case studies introduce and discuss national strategies to develop
higher education, funding sources and mechanisms, and initiatives
to assure quality of education in a period of rapid growth. Part II
and Part III of the book focus on the phenomena of mass higher
education in the region and the influence on academia. Mass higher
education changes professors and students, who are different from
those in elite higher education. Part III further discusses the
challenges posed to Asian mass higher education. The Comparative
and International Education Society Higher Education (HESIG) has
awarded Mass Higher Education Development in East Asia the Higher
Education SIG Best Book Award 2015.
This authoritative reference source covers all higher education
themes in a comprehensive, accessible and comparative way. It maps
the field for the twenty first century reflecting the massive
changes that have occurred and the challenges ahead for future
research. It provides a rich diversity of scholarly perspectives
and covers the entire spectrum of higher education from a
geographical, a topical and disciplinary perspective. It is
unrivaled in its capacity to go beyond national boundaries and
provides indispensible comparative analyses. The major reference
works available about higher education have been published more
than two decades ago and since then higher education has undergone
major changes that have resulted in a much larger, diverse, global,
and multidimensional reality. One of the main trends has been
relentless expansion on a worldwide scale. This has led to mass
higher education becoming a reality across continents, substantial
growth in the number of countries with universal access to higher
education, and great diversification of the student body. The
tremendous increase in the international links in higher education,
through issues such as training, students' mobility, staff
mobility, research activities, is another major change. The
consequence is a global dimension that is strongly associated with
the intensification of international networks in which institutions
and researchers explore, create and share knowledge. As a result of
the changes and trends, higher education has increasingly become
part of debates that highlight its complexity as an institution
that combines relevant political, social, economic, and cultural
purposes and dimensions. Asked to play important and varied
economic and social roles, higher education has had to reshape its
priorities, and organizational and decision-making structures. The
growth and increased complexity of the field have both led to more
attention being paid to all aspects of higher education and to the
expansion of research.
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