Transformations in Research, Higher Education and the Academic Market - gebonden uitgave, pocketboek

Boek bevindt zich in het datenbestand sinds 2008-03-30T04:57:51+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2023-10-29T00:24:08+02:00 (Amsterdam)
ISBN/EAN: 9789400752481

ISBN - alternatieve schrijfwijzen:
94-007-5248-2, 978-94-007-5248-1
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: rider, hasselberg, hasse, hassé, hassel, sharon
Titel van het boek: academic, dynamics education, education the, research higher education, breakdown, rider

Gegevens van de uitgever

Auteur: Sharon Rider; Ylva Hasselberg; Alexandra Waluszewski
Titel: Higher Education Dynamics; Transformations in Research, Higher Education and the Academic Market - The Breakdown of Scientific Thought
Uitgeverij: Springer; Springer Netherland
222 Bladzijden
Verschijningsjaar: 2012-12-28
Dordrecht; NL
Gedrukt / Gemaakt in
Taal: Engels
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
VI, 222 p.

BB; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Hochschulbildung, Fort- und Weiterbildung; Verstehen; Academic norms; Allocation of resources for teaching and research; Application of market principles on academic norms; Assessment and control of science; Assessment of scholarly value; Assessment of scientific value; Commercialisation of scientific research; Commercialisation of teaching; Flourishing of science; Free market of ideas; Privatisation of knowledge; Self-understanding of science and scholarship; Training in scientific thinking; Trends in higher education policy; Trends in research policy; University as a means for economic growth; Higher Education; Educational Policy and Politics; Sociology of Education; Economic Development, Innovation and Growth; Economic Policy; Bildungsstrategien und -politik; Pädagogik; Soziologie; Wirtschaftswissenschaft; Wirtschaftspolitik, politische Ökonomie; EA; BC

Richly interdisciplinary, the anthology explores a wealth of issues such as the phenomenon of bibliometrics (linking an institution’s success to the volume and visibility of publications produced). Many argue that the use of such indicators to measure scientific value is inimical to the time-consuming complexities of genuine truth-seeking. A number of the greatest discoveries and innovations in the history of science, such as Newton’s laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today’s system of determining and defining the form and content of science had dominated. With analytical perspectives from political science, economics, philosophy and media studies, the collection interrogates, for example, the doctrine of graduate employability that exerts such a powerful influence on course type and structure, especially on technical and professional training. In contrast, the liberal arts must choose between adaptation to the dictates of employability strategies or wither away as enrollments dwindle and resources evaporate. Research projects and aims have alsobecome an area of controversy, with many governments now assessing the value of proposals in terms of assumed commercial benefits. The contributors argue that these changes, as well as ‘reforms’ in the managerial and administrative structures in tertiary education, constitute a radical break with the previous ontology of science and scholarship: a change in its very character, and not merely its form. It shows that the ‘scientific thinking’ students, researchers, and scholars are encouraged to adopt is undergoing a rapid shift in conceptual content, with significant consequences not only for science, but also for the society of which it is a part.

References.- Index.

Richly interdisciplinary, the anthology explores a wealth of issues such as the phenomenon of bibliometrics (linking an institution’s success to the volume and visibility of publications produced). Many argue that the use of such indicators to measure scientific value is inimical to the time-consuming complexities of genuine truth-seeking. A number of the greatest discoveries and innovations in the history of science, such as Newton’s laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today’s system of determining and defining the form and content of science had dominated. With analytical perspectives from political science, economics, philosophy and media studies, the collection interrogates, for example, the doctrine of graduate employability that exerts such a powerful influence on course type and structure, especially on technical and professional training. In contrast, the liberal arts must choose between adaptation to the dictates of employability strategies or wither away as enrollments dwindle and resources evaporate. Research projects and aims have also become an area of controversy, with many governments now assessing the value of proposals in terms of assumed commercial benefits. The contributors argue that these changes, aswell as ‘reforms’ in the managerial and administrative structures in tertiary education, constitute a radical break with the previous ontology of science and scholarship: a change in its very character, and not merely its form. It shows that the ‘scientific thinking’ students, researchers, and scholars are encouraged to adopt is undergoing a rapid shift in conceptual content, with significant consequences not only for science, but also for the society of which it is a part.