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This timely Research Handbook provides a broad analysis and
discussion on how academics are managed. It addresses key issues,
including the changing nature of academic work and academic labour
markets, issues of power, leadership, ageing, human resource
management practices, and mobility. As academia is increasingly
questioned as an elite profession, a narrative of casualisation,
precarity, inequality, long hours, surveillance, austerity, erosion
of pay, exacerbated competition, and harmful power relations has
come to dominate. Expert contributors provide multiple perspectives
on how academics are managed and how the management of academics
influences their roles and careers. Chapters consider how
academics' characteristics, such as gender, age, and position in
their academic career, influence or are influenced by the way in
which academics are managed. Drawing together a range of
theoretical approaches as well as a broad geographical coverage,
this Research Handbook offers an important contribution to the
debates surrounding the shifting frontiers of managing academics
and the questions raised for individuals, higher education
institutions, and higher education systems. This Research Handbook
will be a useful resource for academics and advanced students with
an interest in human resource management, management and
universities, and management education. Higher education
professionals and policy makers will also find it to be a helpful
guide.
This book analyses European higher education policies and their
three main drivers: the European Commission, the European Court of
Justice and the building of the European Higher Education Area
through the Bologna Process. Central to the volume is the issue of
European institutions' intervention in higher education: building a
common area for higher education in a domain protected by
subsidiarity is no easy task, and one that must consider the
supra-national, national and institutional levels that all play a
role in policy implementation. In this volume, the editors and
contributors navigate within the tensions between the establishment
of an internal market on the one hand and national sovereignty on
the other. This volume will surely be of interest and value to
those studying and working in the area of higher education policy
and understanding relationships between European institutions and
member states.
This book analyses European higher education policies and their
three main drivers: the European Commission, the European Court of
Justice and the building of the European Higher Education Area
through the Bologna Process. Central to the volume is the issue of
European institutions' intervention in higher education: building a
common area for higher education in a domain protected by
subsidiarity is no easy task, and one that must consider the
supra-national, national and institutional levels that all play a
role in policy implementation. In this volume, the editors and
contributors navigate within the tensions between the establishment
of an internal market on the one hand and national sovereignty on
the other. This volume will surely be of interest and value to
those studying and working in the area of higher education policy
and understanding relationships between European institutions and
member states.
Higher education finances lie at the crossroads in many Western
countries. On the one hand, the surging demand of the past three or
four decades, driven by a belief in higher education as a principal
engine of social and economic advancement, has led to dramatic
growth of the higher education systems in these countries. On the
other hand, this growth in demand was accompanied by rapidly
increasing per-student cost pressures at a time when governments
seemed increasingly unable to keep pace with these cost pressures
through public revenues. Hence, worldwide, the most common approach
to the need for increasing revenue was to use some form or forms of
cost sharing, or the shift of some of the higher educational
per-student costs from governments and taxpayers to parents and
students. This raises several important challenges to higher
education systems. First, there is the political and social
controversy associated with most forms of cost-sharing,
particularly with tuition fees. Secondly, there are important
issues in terms of the broad context of social policy, such as the
role of families and students and the relationship that the state
establishes with each of them. Third, there is the comparison of
alternative instruments of cost-sharing and the direct and indirect
effects of each of them, notably in terms of educational equality.
Overall, underlying cost-sharing debates are fundamental questions
about social choice, individual opportunities, and the role of
government in society.
Higher education finances lie at the crossroads in many Western
countries. On the one hand, the surging demand of the past three or
four decades, driven by a belief in higher education as a principal
engine of social and economic advancement, has led to dramatic
growth of the higher education systems in these countries. On the
other hand, this growth in demand was accompanied by rapidly
increasing per-student cost pressures at a time when governments
seemed increasingly unable to keep pace with these cost pressures
through public revenues. Hence, worldwide, the most common approach
to the need for increasing revenue was to use some form or forms of
cost sharing, or the shift of some of the higher educational
per-student costs from governments and taxpayers to parents and
students. This raises several important challenges to higher
education systems. First, there is the political and social
controversy associated with most forms of cost-sharing,
particularly with tuition fees. Secondly, there are important
issues in terms of the broad context of social policy, such as the
role of families and students and the relationship that the state
establishes with each of them. Third, there is the comparison of
alternative instruments of cost-sharing and the direct and indirect
effects of each of them, notably in terms of educational equality.
Overall, underlying cost-sharing debates are fundamental questions
about social choice, individual opportunities, and the role of
government in society.
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