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Higher Education in America is a landmark work--a comprehensive and authoritative analysis of the current condition of our colleges and universities from former Harvard president Derek Bok, one of the nation's most respected education experts. Sweepingly ambitious in scope, this is a deeply informed and balanced assessment of the many strengths as well as the weaknesses of American higher education today. At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline

Describes an innovative teacher education program at the University of California (UCLA) in which urban high school students of color actually trained pre-service teachers. The students took UCLA summer courses and participated inresearch projects in the sociology of education. Them, along with teacher education faculty, they helped to train pre-service teachers by giving guest lectures, presenting their research findings, and participating in critical dialogue. This reversal of the traditional teacher-student relationship proved away to develop pedagogy and curricula rooted in diversity and real-life issued of social justice as understood from the perspective of urban students of color. (Original abstract - amended)

This volume provides an in-depth analysis of the critical dimensions of higher education in India. It focuses on the growth and expansion of private higher education and public policy. The volume discusses issues related to the growth of for-profit and not-for-profit private higher education institutions and their implications at the policy level. It outlines the role of such institutions towards the internationalization and global ranking of the Indian higher education system. The book discusses the trends in internationalisation adopted by private higher education institutions and explains the resulting impact on aspects such as the diversity of programs, skill formation, employability, pedagogic practices, standards, curriculum development, and research and development, as well as the wider externalities in terms of promoting India's soft power and international relations with other countries. While outlining the challenges of Open Distance Learning (ODL) and online education in India, the book also discusses the use of ICT, OER, and MOOCS among others to address the challenges of the ODL system. This volume will be of interest to teachers, students, and researchers of education, public policy, political science, international relations, law, sociology, economics, and political economy. It will also be useful for academicians, policymakers, and anyone interested in the internationalization of Indian Higher Education.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the s

This volume provides an in-depth analysis of the critical dimensions of higher education in India. It focuses on the growth and expansion of private higher education and public policy. The volume discusses issues related to the growth of for-profit and not-for-profit private higher education institutions and their implications at the policy level. It outlines the role of such institutions towards the internationalization and global ranking of the Indian higher education system. The book discusses the trends in internationalisation adopted by private higher education institutions and explains the resulting impact on aspects such as the diversity of programs, skill formation, employability, pedagogic practices, standards, curriculum development, and research and development, as well as the wider externalities in terms of promoting India's soft power and international relations with other countries. While outlining the challenges of Open Distance Learning (ODL) and online education in India, the book also discusses the use of ICT, OER, and MOOCS among others to address the challenges of the ODL system. This volume will be of interest to teachers, students, and researchers of education, public policy, political science, international relations, law, sociology, economics, and political economy. It will also be useful for academicians, policymakers, and anyone interested in the internationalization of Indian Higher Education.--

We compare the returns to education (RTE) for entrepreneurs and employees, based on 19 waves of the NLSY database. By using instrumental variable techniques (IV) and taking account of selectivity, we find that the RTE are significantly higher for entrepreneurs than for employees (18.3 percent and 9.9 percent, respectively). We perform various analyses in an attempt to explain the difference. We find (indirect) support for the argument that the higher RTE for entrepreneurs is due to fewer (organizational) constraints faced by entrepreneurs when optimizing the profitable employment of their education. -- Entrepreneurship ; self-employment ; returns to education employment

Inhalt: Gellert, Claudius: Introduction: Changing Patterns in European Higher Education. - Structural Modifications of the Major Models (Teichler, Ulrich: Structures of Higher Education Systems in Europe. - Rau, Einhard: Inertia and Resistance to Change of the Humboldtian University. - Kogan, Maurice: The End of the Dual System? The Blurring of Boundaries in the British Tertiary Education System. - Jallade, Jean-Pierre/Lamoure, Jean/Lamoure Rontopoulou, Jeanne: Tertiary Diversification in France and the Conditions of Access. - Moscati, Roberto: Moving Towards Institutional Differentiation: The Italian Case. - Lamo de Espinosa, Emilio: The Spanish University in Transition). - Adaptation and Distinctiveness: Diversification in European Tertiary Training Systems (Grilo, Eduardo Marcal: The Transformation of Higher Education in Portugal. - Saitis, Christos: Main Features of Higher Education in Greece. - Clancy, Patrick: Goal Enlargement and Differentiation: The Evolution of the Binary System in Ireland. - Maassen, Peter A. M./Goedegebuure, Leo C. J./Westerheijden, Don F.: Social and Political Conditions for the Emerging Tertiary Structures in the Netherlands. - Wielemans, Williy/Vanderhoeven, Johan L.: New Tasks and Roles for Higher Education in Belgium and Luxembourg. - Bache, Poul: Reform and Differentiation in the Danish System of Higher Education). - Policy Impacts and Institutional Change (Witte, Bruno d: Higher Education and the Constituion of the European Community. - Leitner, Erich: Developments in European Community Politics of Higher Education - Observation from Outside. - Moses, Ingrid: Against the Stream: Australia's Policy of Tertiary Integration. - Gellert, Claudius: Structures and Functional Differentiation - Remerks on Changing Paradigms of Tertiary Education in Europe) (PHF/übern.)

The cultural industries are an area of continued international debate. This edited volume brings together original contributions to examine the experiences and realities of working within a number of creative sectors and address how higher education can both enable students to pursue and critically examine work in the cultural industries

Using higher education as a context, this article explores public policy and policy analysis in relation to language policy studies and argues for greater consideration of language issues in public policy and policy analysis. Conversely, language policy studies must also expand to integrate elements of public policy analysis in order to reveal the complexities of language practices and policies in societies where linguistic heterogeneity is the norm. This article is divided in two parts, with the first part drawing on a literature review to explore language issues in public policy for higher education. Using data from various studies on Francophone students' access to and postsecondary experiences in a minority context, the second part will examine higher education in Ontario, Canada, from a public policy and a language policy perspective.*The author wishes to thank the reviewers for their helpful comments, the participants of the 2010 Language Policy and Planning Invited Symposium for the dialogism of our first meeting, and Professor Emeritus Stacy Churchill for his mentorship, his stewardship to the field of LPP and his inspiring work. ; Cet article explore les liens entre les études en politique, gestion et aménagement linguistique et les études en politique publiques dans le context de l'enseignement postsecondaire. Il démontre la nécessité pour les politiques publiques et institutionnelles et pour la recherche en enseignement supéreur de tenir compte d'éléments linguistiques. L'inverse s'applique également : le domaine d'études en politique, gestion et aménagement linguistique doit s'informer de méthodes en sciences politiques et d'évaluations de politiques publiques pour faire ressortir adéquatement les complexités de réalités linguistiques hétérogènes, qui sont la norme non seulement au Canada mais à l'échelle mondiale. Une analyse de la présence d'éléments linguistiques dans deux domaines de politiques publiques mondiales en enseignement supérieur sera suivie d'une analyse des politiques d'accès et de l'expérience étudiante de jeunes Francophones qui fréquentent des établissements postsecondaires en Ontario.*The author wishes to thank the reviewers for their helpful comments, the participants of the 2010 Language Policy and Planning Invited Symposium for the dialogism of our first meeting, and Professor Emeritus Stacy Churchill for his mentorship, his stewardship to the field of LPP and his inspiring work.

Higher Education: Open for Business presents a well-argued critique of the emergence of commercial values in a system reserved for learning and scholastic inquiry. Through closer examination of academic areas such as the campus environment, the classroom, academic research, and college sports, the audience is made aware that we have to think carefully whether we want to turn a 'college nation' into a 'college corporation'

Higher education institutions have increasingly been identified as potentially radicalising locations. The 2015 Counter-Terrorism and Security Act consolidated this belief in the form of a legal duty of"due regard to prevent people from being drawn into terrorism". This duty made engagement with counter-radicalisation mandatory for universities and has required the development of systems that monitor potential avenues for the propagation of the extremist and radicalising ideas that are deemed to be the cause of contemporary political violence. This book explains why radicalisation has become such an important and controversial issue in contemporary higher education. The authors chart the ascent of radicalisation as a central explanation for the causes of modern terrorism and document the development of counter-radicalisation in the UK using higher education institutions as a unique case study. Drawing on a comprehensive assessment of university policy documents and original focus group research with university lecturers and undergraduate students, this book demonstrates the risks involved in taking the 'safeguarding route' to counter-radicalisation and provides recommendations for how universities can better navigate these policy challenges in the UK and elsewhere. McGlynn and McDaid provide a critical assessment of these counter-radicalisation policies upon higher education institutions in the UK making this an invaluable text for students, researchers and policy makers in the field of terrorism studies.