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The unification of Germany extended the economic and political
system of the west to the east. The system transfer led to a
problematic normalisation as East Germans have tried to adjust to
uncertainties they had never known: in employment, education and
training, family life, immigration. A decade on, the book examines
what kind of civil society has emerged, how East Germans fared in
th social transformation and how processes of transformation in the
new Germany relate to European policy agendas for analysing social
transformation and its two key tenants: the transformation process
affecting advanced industrial societies generally, and the process
of post-communist transformation pertaining to Germany.
The thirteen papers in this collection address three aspects of
higher education, primarily in Europe but also in the United
States. These aspects are competition, collaboration, and
complementarity, both on the level of policy and on the practical
level of impact on students and staff. Competition, especially for
funding, occurs between and within institutions. Collaboration,
more than a basic code of conduct, has become a political principle
across Europe. Complementarity in the market for higher education
facilitates this collaboration. The themes and contexts in higher
education for which the three Cs are examined include missions and
identities, response to external forces, the impact of evaluation
systems and ranking schemes, the effects of globalization,
intercultural awareness, and gender imbalance, and the challenges
of student participation. Statistical tables and visual aids
support the analysis and arguments. This book is the fifth in a
series of publications drawn from the annual Forums of the European
Association of Institutional Research (EAIR) from 2013 onwards.
Resilience is ostensibly acknowledged as a cross-disciplinary
issue, yet resilience analysis has seldom been applied to the
understanding of universities and the academic world. The
contributions to this volume aim to fill this gap through the
presentation of both theoretical and empirical studies. The book's
title reflects the desire to extend the debate in new directions
and to assemble a fresh set of models and tools for thinking about
resilient universities. Bringing together a range of experts in the
field, this collection marks a novel departure within the social
sciences and is intended to act as a first step towards
establishing a holistic approach to future university governance
and adaptation. Today's European universities are confronted by
profound changes. This book constitutes an accessibly written,
polemical and bold exploration of how current crises facing higher
education institutions could be more effectively addressed by
institutional resilience and new forms of adaptive, future oriented
governance.
The paradigmatic values underlying British and German higher
education emphasise personal growth, the wholeness of the
individual, intellectual freedom and the pursuit of knowledge,
which cumulatively can be viewed as a form of academic
essentialism. However, these concepts were generated within a
particular cultural and historical context which has largely been
supplanted by neoliberalism. This book studies the emergence over
the last twenty years of trends that define themselves in
opposition to the traditional university ethos. It addresses the
first experiments with private universities in both the United
Kingdom and Germany, the instigation of bidding and competition for
funding, the assertion of a practical over a theoretical focus in
British teacher education and the contrasting views of their
institutions held by British and German students and staff. It
shows how the antithesis of a neoliberal university system, that of
the former German Democratic Republic, was transformed under the
impact of unification policies. The author also analyses important
social issues, such as gender, in relation to the academic
profession, highlighting how the individual may feel atomised
despite a discourse of equality. Finally, the two higher education
systems are examined within the context of the Bologna Process,
which in many respects embraces academic capitalism - the epitome
of neoliberalism. The book encompasses both qualitative and
quantitative research spanning two decades of scholarship, and
reflects the author's profound engagement with universities and
with British and German academic culture.
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