New Knowledge: its impact on higher education, ed PDF Download

Author: Pacific Northwest Conference on Higher Education, 26th, Washington, 1964
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages :

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Author: Herbert C. Taylor jr.
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 118

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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309470641
Category : Education
Languages : en
Pages : 283

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In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Author: Lawrence Busch
Publisher: MIT Press
ISBN: 026203607X
Category : Education
Languages : en
Pages : 177

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How free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this. A new philosophy of higher education has taken hold in institutions around the world. Its supporters disavow the pursuit of knowledge for its own sake and argue that the only knowledge worth pursuing is that with more or less immediate market value. Every other kind of learning is downgraded, its budget cut. In Knowledge for Sale, Lawrence Busch challenges this market-driven approach. The rationale for the current thinking, Busch explains, comes from neoliberal economics, which calls for reorganizing society around the needs of the market. The market-influenced changes to higher education include shifting the cost of education from the state to the individual, turning education from a public good to a private good subject to consumer demand; redefining higher education as a search for the highest-paying job; and turning scholarly research into a competition based on metrics including number of citations and value of grants. Students, administrators, and scholars have begun to think of themselves as economic actors rather than seekers of knowledge. Arguing for active resistance to this takeover, Busch urges us to burst the neoliberal bubble, to imagine a future not dictated by the market, a future in which there is a more educated citizenry and in which the old dichotomies—market and state, nature and culture, and equality and liberty—break down. In this future, universities value learning and not training, scholarship grapples with society's most pressing problems rather than quick fixes for corporate interests, and democracy is enriched by its educated and engaged citizens.

Author: Katherine Kuhns
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 250

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The purpose of this dissertation is to try and understand the mechanisms that the Russian State uses to reform higher education, and thus help ensure its legitimacy, within the context of the new global knowledge economy. Most of the discussions to-date on the globalization of knowledge, the role of higher education, and their combined impact on states' competitiveness, focus on developed or developing countries. Very little discussion surrounds the issues faced by countries in economic and political transition. Countries in transition are frequently torn in two opposing directions: it is necessary for them to focus inward for their own internal stability and growth, yet they are very cognizant of the need to integrate into the world economy and correctly direct their internal growth towards international competitiveness. Often, the pull between authoritarian tendencies and liberal economic necessities paralyzes such a State's ability to definitively choose the most appropriate path for growth. Contemporary Russia exemplifies these contradictory tendencies and necessities. While all of the countries in the former Soviet Union participated in the same economic and social system for a good part of the last century, Russia is possibly the closest to the innovation centers in the West in terms of research culture and history, its current educational and technological capabilities, and its professed desire to compete equally in the new global economy. Given Russia's long history and strong tradition of higher education, particularly in the sciences, the country stands to gain from participating in this new global arena. Yet the result will depend on the future of its higher education system. Because of Russia's apparent uncertainty about its political direction, the Russian higher education system faces important questions about how institutional reform will take place and the future of the system's relationship with a State that is itself going through complex changes. The globalization of knowledge required by an integrated world economic system has ramifications for each country's system of higher education. In light of these new global demands and expectations, how does a traditionally authoritarian and nationalistic state in economic and political transition respond to these new global demands for improving higher educational quality, and to internal demands for greater institutional autonomy? Is an authoritarian state able to rationalize its financial constraints with the societal expectation of mass equitable access to higher education, against the pressure to make the national economy more globally competitive? To answer the aforementioned questions requires a theoretical framework that takes into account the relationship between State governance structures and higher educational institutions, while simultaneously taking into consideration how the State reacts to increasing global pressures and expectations. The Russian State is defined in this dissertation as an arena in which political power is contested by the country's economic and political elites. At the same time the State realizes it must represent a majority of the populace in order not to jeopardize its hold on power. It does this primarily through legitimation of its actions by providing social services. Contestation takes place when a State is trying to recreate its power at the same time it is trying to be legitimized. The main contestation therefore is not necessarily within and among the elites, but between the elites and the population as a whole. To be seen as legitimate, the State will try and provide good services for the populace to satisfy their demands and thus minimize contestation. However, this provision of services is only for as long as the populace does not attempt to interfere with the State's version of power. The provision of social goods serves as a "social contract" between the ruling elites and the larger population. The educational system and the State have a relationship of "compensatory legitimation" -- the State attempts to purchase legitimacy by providing public goods such as education. Legitimation becomes even more important in a global environment. Where domestic legitimation would have sufficed in the past, now the need for legitimation extends to the international realm as well. To be considered an educated society, a State must provide a strong educational system that meets international standards. Yet as the State tries to exert control over the higher education system in order to maintain quality, contestation takes place between the State and the intellectual leaders in educational institutions and higher education consumers, both of which have a large stake in the reform process. To ascertain the relationship between the Russian State (e.g., political and economics elites) and administrators of institutions of higher education, and the efficacy of the State's rationalization of the reform process, a series of interviews was conducted with over 60 university, regional and local governmental officials, and Ministry of Education and Science officials. The institutions were chosen from a larger study of universities undertaken by State University -- Higher School of Economics (Moscow), 2008-2011. While evaluating my interviews with Russian higher education administrators, I looked for four identifiers of Russia's willingness to reform higher education for international competitiveness: symbols of domestic legitimacy (academic standards reform and quality improvement); symbols of international legitimacy (accession to Bologna Process); the professionalization of Russian HE (creation of elite institutions); and symbols of institutional autonomy (institutional mergers and closures). One might imagine that the State would attempt to assert control over all aspects of the reform process, most especially in the creation of new academic standards and institutional autonomy. However, the evidence for assertion of control over the higher education system becomes apparent through the indirect financial levers that the State can employ (e.g., direct funding of elite institutions and institutional mergers). The higher education system in Russia is State funded and centrally overseen from Moscow, which already gives it enormous leverage over higher educational institutions. But the control mechanism is through funding (or lack thereof) and not direct coercion. Thus, only part of what we observe in the actual reform process of the Russian higher education system is about modernization and globalization. The remaining thrust of the reform effort revolves around the rationalization of financing balanced against the need to create "world class" universities. This rationalization is important because of the possibility of a decline in demand for higher education in the near term due to the changing demographic situation. It also serves as a mechanism by which the State can regain more effective central control of the higher education system, and ensure a quality system that will be able to further the country's economic development. Despite the fact that the Russian State takes very seriously the need for higher education reform, the State reforms might not work because of the reluctance of university intellectuals, the lack of financing should the global economy and the price of oil decline, the public outcry at mass institutional closures, and the ineffectiveness of the State itself. If this were to happen, the State might have to revert to direct coercion, which might make things worse in the long run both domestically and internationally. As history has demonstrated, the State is ultimately not the most efficient and effective reformer. This inability leads to chaos in the reform process and further undermines the reforms.

Author: Timo Aarrevaara
Publisher: Springer Nature
ISBN: 3030765792
Category : Education
Languages : en
Pages : 431

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Springer is proud to announce that 'Universities in the Knowledge Society' has received the ASHE-CIHE award for Significant Research on International Higher Education. Congratulations to Timo Aarrevaara, Martin Finkelstein, Glen A. Jones, Jisun Jung and all contributors! This book explores the complex, multi-faceted relationships between national research and innovation systems and higher education. The transition towards knowledge societies/economies is repositioning the role of the university and transforming the academic profession. The volume provides a foundational introduction to the concepts of knowledge society and knowledge economy, and these concepts ground the detailed case studies of eighteen systems, located across five continents. Each case study was written by a leading expert in that jurisdiction, and provides a critical analysis of the research and development infrastructure, the role of universities, and the implications for the academic profession. The book describes how nations in various geographic regions and at various stages of economic maturity are restructuring their university systems to adapt to the new imperatives, and provides a cross-case analysis identifying common themes and distinctive features. In telling the story of higher education’s on-going global metamorphosis, the contributing authors place current developments in the context of the university’s historic evolution, survey the changing metrics that national governments are adopting to measure university performance, and describe a new international project, the Academic Profession in the Knowledge-based Society [APiKS] that involved a common survey of academics in more than twenty countries to take the pulse of developments “on the ground” while documenting the challenges confronting knowledge workers in the new economy.

Author: Arthur M. Cohen
Publisher: John Wiley & Sons
ISBN: 0470480068
Category : Education
Languages : en
Pages : 661

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THE SHAPING OF AMERICAN HIGHER EDUCATION SECOND EDITION When the first edition of The Shaping of American Higher Education was published it was lauded for its historical perspective and in-depth coverage of current events that provided an authoritative, comprehensive account of??the history of higher education in the United States. As in the first edition, this book tracks trends and important issues in eight key areas: student access, faculty professionalization, curricular expansion, institutional growth, governance, finance, research, and outcomes. Thoroughly revised and updated, the volume is filled with critical new data; recent information from specialized sources on faculty, student admissions, and management practices; and an entirely new section that explores privatization, corporatization, and accountability from the mid-1990s to the present. This second edition also includes end-of-chapter questions for guidance, reflection, and study.???? "Cohen and Kisker do the nation's colleges and universities a much needed service by authoring this volume. The highly regarded histories of American higher education have become badly dated. They ignore the last quarter century when American higher education was transformed. This volume provides comprehensive information on that era." — Art Levine, president, Woodrow Wilson National Fellowship Foundation, and author, When Hope and Fear Collide: A Portrait of Today's College Student "The second edition of The Shaping of American Higher Education is a treasure trove of information and insight. Cohen and Kisker provide us with astute and straightforward analysis and commentary on our past, present, and likely future. This book is invaluable to those seeking to go to the heart of the issues and challenges confronting higher education." — Judith S. Eaton, president, Council for Higher Education Accreditation "Arthur Cohen and his collaborator have now updated his superb history of American higher education. It remains masterful, authoritative, comprehensive, and incisive, and guarantees that this work will stand as the classic required resource for all who want to understand where higher education came from and where it is going. The new material gives a wise and nuanced perspective on the current crisis-driven transformations of the higher education industry." — John Lombardi, president, Louisiana State University System "The Shaping of American Higher Education is distinguished by its systematic approach, comprehensive coverage, and extensive treatment of the modern era, including the first years of the twenty-first century. In this second edition, Arthur Cohen??and Carrie Kisker are??especially adept at bringing historical perspective and a balanced viewpoint to controversial issues of the current era." — Roger L. Geiger, distinguished professor, The Pennsylvania State University, and author, Knowledge and Money

Author: Herbert C. Taylor (Jr.)
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 118

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Author: Peter Quiddington
Publisher:
ISBN: 9781604977172
Category : Education
Languages : en
Pages : 0

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This work reveals the fraught nature of the relationship between the academy and the state in order to provide a more coherent framework for thinking about the way in which universities, and academic activities in general, are best organized and regulated. It uses extensive historical case analysis based on the emergence of the nation state and the academy in Europe, along with very focused case material examining events in Australia within the context of developments in international education, particularly in the Asia Pacific region. The study of higher education and the role of universities in society invariably falls among the disciplines of public policy, higher education, and philosophy, but these very different perspectives offer conflicting narratives and inadequate solutions to current problems. This work redefines the parameters of these historic debates and brings together, for the first time, trends in thinking about the changing role of the nation state with major developments within higher education around the globe. More importantly, it develops a very robust theoretical approach to the way in which higher learning is understood, offering important new insights into the legitimizing role of the academy. Drawing on a wealth of historical and current empirical evidence, this book presents a powerful argument that universities are foremost civil institutions, not unlike parliament or the judiciary. Their broad purpose, as the crucibles and legislatures of advancing human technology, cannot be understated. They make up a large part of the ballast that allows the democratic state to function properly. Unlike many other critiques of academic capitalism, this work does not wholly reject the use of the market to help organize universities; however, it does provide an overarching framework through which the role of the market and its influence on the state might be properly considered. As national governments and policy makers all around the world struggle to finance the massive demand in higher education, this work provides a timely and penetrating analysis.

Author: Dominic Orr
Publisher: Springer Nature
ISBN: 3030448975
Category : Education
Languages : en
Pages : 77

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This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.