دسترسی نامحدود
برای کاربرانی که ثبت نام کرده اند
برای ارتباط با ما می توانید از طریق شماره موبایل زیر از طریق تماس و پیامک با ما در ارتباط باشید
در صورت عدم پاسخ گویی از طریق پیامک با پشتیبان در ارتباط باشید
برای کاربرانی که ثبت نام کرده اند
درصورت عدم همخوانی توضیحات با کتاب
از ساعت 7 صبح تا 10 شب
ویرایش: [1st ed. 2022]
نویسندگان: Manja Klemenčič (editor)
سری:
ISBN (شابک) : 3031093992, 9783031093999
ناشر: Springer
سال نشر: 2022
تعداد صفحات: 348
[334]
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 8 Mb
در صورت تبدیل فایل کتاب From Actors to Reforms in European Higher Education: A Festschrift for Pavel Zgaga (Higher Education Dynamics, 58) به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب از بازیگران تا اصلاحات در آموزش عالی اروپا: فستیوالی برای پاول زاگا (دینامیک آموزش عالی، 58) نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این جلد به مفاهیم بازیگران و بازیگری در تحقیقات آموزش عالی میپردازد. این مجموعه طیف بازیگرانی را که در تحقیقات آموزش عالی شناسایی و تئوریزه شده اند (یا باید) بررسی می کند، فرآیندهایی که بازیگری را در اصلاحات آموزش عالی شکل می دهند و روابط بین بازیگران و اصلاحات آموزش عالی را بررسی می کند. این جلد با تکیه بر طیف وسیعی از چارچوبهای نظری و پروژههای تحقیقاتی، تحلیلهای عمیقی از بازیگران آموزش عالی و مسائل اصلاحی را از طریق دیدگاه مقایسهای نهادی، سیستمی یا بینالمللی ارائه میکند. این مجلد تجلیل می کند و در گفتگو با مشارکت های فکری پروفسور پاول زاگا است که کار او درک ما را از بازیگران و بازیگری در آموزش عالی و اصلاحات آموزش عالی ارتقا می دهد.
This volume addresses the conceptions of actors and actorhood in higher education research. It explores the range of actors that are (or should be) recognized and theorized in higher education research, the processes that shape actorhood in the higher education reforms and explores the relations between the actors and higher education reforms. Drawing on a range of theoretical frameworks and research projects, the volume provides in-depth analyses of higher education actors and reform issues through institutional, system or international comparative perspective. The volume celebrates and is in conversation with the intellectual contributions of Professor Pavel Zgaga whose work advances our understanding of actors and actorhood in higher education and higher education reforms.
Contents About the Editor Chapter 1: Introduction: From Actors to Reforms in European Higher Education 1.1 Reforming European Higher Education 1.1.1 Contributions in this Volume 1.1.2 Reforming European Higher Education 1.1.3 Global Challenges to Higher Education Reforms 1.1.4 Social dimension in Higher Education and Democracy 1.1.5 Teachers and Teacher Education, Academics, and Academic Profession 1.2 Conclusion Bibliography Chapter 2: Pavel Zgaga: Actor in Reforms of Higher Education 2.1 Introduction 2.2 Early Education and University Studies 2.3 Agency Aimed at Substantial Change in Higher Education 2.3.1 Intervention and Engagement No. 1 2.3.2 Intervention and Engagement No. 2 2.3.3 Intervention and Engagement No. 3 2.3.4 Intervention and Engagement No. 4 2.4 Conclusion References Part I: Reforming European Higher Education Chapter 3: The Silent Treks of Transformative Thinkers and Successful Reformers in Higher Education: A European Experience 3.1 Introduction: The Silent Treks of Transformative Thinkers and Leaders in Higher Education 3.2 Paradoxes of Memory in Higher Education 3.3 Pavel Zgaga and the Silent Trek of a Successful Reformer in European Higher Education References Chapter 4: The Myth of Power: Governing Reform in the Bologna Process of Higher Education 4.1 Introduction 4.2 Matching Aims and Objectives and the Governing Model 4.3 What Theory Tells Us 4.4 Conditions for Change 4.5 Derailed or Late Arrival? 4.6 Balance of Power 4.7 Conclusion References Chapter 5: From the EHEA to the EEA: Renewed State-Making Ambitions in the Regional Governance of Education in Europe 5.1 Introduction 5.2 Locating Bologna in the European Regional Project 5.3 History and Politics Matter 5.4 Enter the Bologna Process 5.5 Building the Region Within and Without 5.6 The 2008 Financial Crisis, Authoritarian Populism and Neo-nationalisms 5.7 Final Note References Chapter 6: Pavel Zgaga and Bologna Actors: Policymaking on the External Dimension and the Bologna Policy Forum, 2003–2009 6.1 Introduction 6.2 The BFUG Defined 6.3 Assembling Ideas 6.4 Developing a Strategy 6.5 Creating an Instrument 6.6 Legitimating a Decision 6.7 Actorhood in Practice and Theory 6.8 Concluding Remarks Annex 1 WG External Dimension Members 2005–2007 WG Global Setting Membership 2007–2009 References Chapter 7: Cooperation in Higher Education Before and Beside the European Higher Education Area: Slovenia and Austria 7.1 Introduction 7.2 Internationalisation, Europeanisation, Globalisation 7.3 Bilateral Cooperation Slovenia: Austria 7.3.1 Government Level: Agreements on Cooperation in Culture, Education and Science, on Scientific and Technological Cooperation, on the Mutual Recognition of Certificates and Studies 7.3.2 Institutional Level: University Cooperations and Academic Mobility 7.4 Cooperation in Central and Eastern Europe 7.5 Conclusion References Chapter 8: Higher Education in Two Countries from ex-Yugoslav Federation: 30 Years of Constitutional Embracement 8.1 Introduction 8.2 University Autonomy and Academic Freedom in the Constitutions Worldwide 8.3 Historical View: Autonomy as a Grace or as a Common Value 8.4 Thirty Transitional Years: Where Are Universities of Transitional Europe? 8.5 University Autonomy; Divisible Category? 8.6 Concluding Remarks References Part II: Global Challenges to Higher Education Reforms Chapter 9: Actors and Actorhood in Higher Education Regionalisms 9.1 Introduction 9.2 Pavel Zgaga and the External Dimension of Bologna Process 9.3 Higher Education Regionalism and the External Dimension of the Bologna Process 9.4 Higher Education Inter-Regionalism: The Case of SHARE 9.5 Some Reflections: Pavel Zgaga in Southeast Asia References Chapter 10: Agents of Global Competition in the International Student Market 10.1 Introduction 10.2 Meaning-Making and Global Events 10.3 Methodological Notes 10.4 A Variety of Motivations and Strategies 10.5 Universities and States as Competitive Agents 10.6 Social Relations at NAFSA 10.7 Private Actors at NAFSA and Resectoralising Higher Education 10.8 Conclusion References Chapter 11: The Diffusion of Higher Education Reforms from the Global North. The Case of Sub-Saharan Africa 11.1 Introduction 11.2 African Higher Education: Colonial Influences 11.3 African Higher Education Reforms: The Influences of the Bologna Process 11.3.1 Harmonization Strategy in Africa 11.3.2 Quality Assurance Mechanism and Accreditation in Africa 11.4 Conclusion References Chapter 12: Reforms in Quality Assurance: A Response to Recent Challenges in a Transforming Higher Education Sector 12.1 Introduction 12.2 Global Trends in Higher Education 12.3 Internationalizing Quality Assurance: Emergence of a Global Model 12.4 Student-Centered Approaches: Assessment of Learning Outcomes 12.5 Quality Assurance of Internationalization 12.6 Quality Assurance and Open and Distance Learning 12.7 QA of Digital Shorter Courses 12.8 Quality Assurance and Social Engagement 12.9 Conclusion References Chapter 13: Higher Education in Europe in the Context of Global Developments 13.1 Introduction 13.2 Globalisation and Europeanisation in Higher Education 13.2.1 Migration 13.2.2 Academic Freedom 13.2.3 Increasing Marketization 13.2.4 Competition and Rankings 13.2.5 European Forms of Higher Education Cooperation 13.2.6 Higher Education in Times of the Corona Pandemic 13.3 Conclusions References Part III: Social Dimension in Higher Education and Democracy Chapter 14: Unpacking the Social Dimension of Universities 14.1 Introduction 14.2 Widening Participation and Fair Access 14.3 Free Higher Education – Or Fees? 14.4 The Social Responsibilities of Universities 14.5 Conclusion References Chapter 15: Tuition Fees and University Reforms 15.1 Introduction 15.2 Tuition Fees as a Social Injustice 15.3 Tuition Fees as a Violation of Human Rights 15.4 Tuition Fees in Relation to Justice and Equity 15.5 Concluding Remarks References Chapter 16: The Democratic Role and Public Responsibility of Higher Education and Science 16.1 Introduction 16.2 Higher Education, Knowledge and Democratic Society 16.3 Knowledge-Based Economy 16.4 The Manifestation of the Democratic Role of Higher Education 16.5 Institutional Sphere, Contestations and Tensions 16.6 Final Reflections References Chapter 17: Education for Democracy: Balancing Intellectual Rigor and Political Action 17.1 Introduction 17.2 Why Education? 17.3 Democracy: Institutions, Laws – And Then What? 17.4 Competences for Democratic Culture 17.5 Conclusion References Part IV: Teachers and Teacher Education, Academics and Academic Profession Chapter 18: Teacher Education as Part of Higher Education: The Mission and Challenges 18.1 Introduction 18.2 Higher Education Facing New Demands 18.3 Teacher Education in the Middle of Many Dependencies 18.3.1 Demands to Revise Teacher Education Programs in Higher Education 18.3.2 The Role of Research Studies—Leading to Professionalism 18.3.3 Teacher Education’s Mission in Society 18.4 Conclusions References Chapter 19: The Transformative Potential of Doctoral Networks in Teacher Education: A European Perspective 19.1 Introduction 19.2 Towards a Model of Transformational Change Processes in Teacher Education 19.3 Transformation at the Institutional Level 19.4 Transformation at the Individual and Professional Levels 19.5 Conclusion and Future Perspectives References Chapter 20: Academics, Neo-liberalism and English Higher Education: Decline and Fall 20.1 Introduction 20.2 Neo-liberal Higher Education 20.3 Academic Complicity 20.4 Conclusion References Chapter 21: Global Vertical Stratification of Institutions and the Academic Profession: The Role of Research in Future High Participation Environments 21.1 Introduction 21.2 What Do High Participation Systems Mean? 21.3 Higher Education Futures and Academic Profession Futures 21.4 The Concentration of Research: Institutions and Individuals 21.5 The Top 1000 Universities 21.6 The Teaching-Focused Sub-sector of Higher Education 21.7 The Vertical Stratification of National Higher Education Systems 21.8 Positional Goods and Social Congestion 21.9 Final Words References Chapter 22: Impact of Internationalisation Strategies on Academics’ International Research Activities – Case Study of the Three HE Peripheries: Slovenia, Croatia and Lithuania 22.1 Introduction 22.1.1 Literature Review 22.2 Methods 22.2.1 Data 22.2.2 Measures and Covariates 22.2.3 Data Analysis 22.3 Results 22.3.1 Characteristics of the Samples 22.3.2 Institutional Focus on Research Excellence 22.3.3 Institutional Focus on Internationalisation 22.3.4 International Research Activities 22.4 Discussion and Conclusions Appendix Factor Analysis (Table 22.7) Cronbach Alpha Reliability Test (Tables 22.8 and 22.9) References Index