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The concept of integrating restorative justice into schools is an idea that is gaining in popularity and implementation attempts. Many institutions are turning to this approach when their traditional discipline policies are seen as failing, or in response to external legislative pressure. However not all programs with the words "restorative justice" in them are created equal, and not all such programs can be said to result in "restorativeness." In this dissertation, two sequential phases of attempted implementation of restorative justice elements were examined, in three alternative education high-schools. Both theoretical and practical outcomes were assessed. The first effort mainly consisted of an in-school-suspension classroom and a staff-student mediation process, as well as a new school posture and training. The second effort consisted of minor modifications to the staff-student mediation process, and attempted skills and ethos training in basic restorative practices, including affective statements, restorative questions, and circles. Four years of data on suspensions and suspensions incidents were collected and analyzed, as well as three years' worth of staff and student surveys, and a sample from two consecutive years of discipline referral forms used in a staff-student mediation process. The data was then analyzed using a combination of ARIMA modeling for time series data, ANOVA, and T-Tests. The findings provide some mixed support for both phases of intervention but more strongly for the second phase, including an observed reduction in suspensions and suspension incidents—but not a hoped for improvement in teacher-student relationships. Further, a process change in the language of the main discipline referral form used in the staff-student mediation process provides some insight into the power of language to impact engagement in the process. Specifically, the form was changed to include a set of restorative questions instead of the previous set of questions, which coincided with greater engagement on the part of staff and students. These and several more nuanced results are discussed in relation to the theoretical ideals of restorative justice or restorative practices in a school setting, and where the efforts went well or could have been improved. Future directions for research and implementation efforts are highlighted.

This concise volume presents a series of conversations conducted by its editor with internationally renowned educators, scholars and social critics. The primary focus is on a set of important social and cultural issues and the complex nature of the global contemporary crises in higher education and economics, and the values and goals educational institutions pursue and produce. Contributors to this volume discuss why the present systems of higher education are ailing almost everywhere, and which remedies have turned out to be their poison.The contributions here investigate how and why universities and the knowledge they seek have become hostages to an ideology based on neoliberalism, economism and a fundamentalism of the market. These ideologies have reshaped higher education and contributed to its commodification and commercialization, transforming educational institutions according to a model that originated in the domains of global business enterprises. Bureaucratization and the growth of a managerial class in higher education have led to universities that focus on what is purportedly marketable, while neglecting the commitment to the pursuit of truth, the education of character and the cultivation of civic values that informed older educational models. The contributors to this book argue, from many different angles, for resistance to these recent developments within higher education.

The future of higher education depends on how managers respond to the challenge of rising costs, changing labour markets and new technologies. More people will follow some form of education programme in the next couple of decades than did previously in all of human history. Most of the capacity to accommodate this demand will be created in the global online environment. The shift in what is currently 'valued' in higher education (towards a knowledge-based economy) is driving the need for new business models. As the pace of change accelerates, education providers need to redefine their strategy for sustainable success. This volume presents the thinking of leading higher education researchers and academics from IDRAC Business School and partner universities regarding the new stakeholders in higher education systems and structures, and the kinds of business models which are needed in order to offer a sustainable value proposition.The articles gathered together here provide an insight into changes taking place in higher education institutions (HEIs) and the responses to such change. They underscore the belief that pervasive technology and ubiquitous Internet access have transformed higher education, putting pressure on HEIs to review their traditional approach in order to deliver anywhere, any ware, and any time.HEIs have a critical role to play in society; the onus is on managers to integrate a philosophy of employability, to support small and medium-sized enterprises to be smarter, and to be more innovative as communities of learning. Both the popular press and academics have initiated debate around the changes taking place and the effectiveness of current business models in higher education. The weaknesses of the current system have been exposed and discussed at length; the general consensus is that a rupture with the past is needed. Now is the

A comprehensive, wide ranging and detailed account of the unfolding of higher education and higher education policy in Portugal from 1974 to 2009 by leading policy-makers and scholars, with the explicit purpose of showing how different disciplinary canons and perspectives contribute to the study of higher education and higher education policy including Law and Science Policy perspectives. Whilst focusing on one referential system, this book deals with current policy issues emerging in the wake of the post Bologna period. It also examines their long term historical origins in addition to the me

It is well established that returns on education are higher for women than for men in urban China. We argue that this finding, while accurate, is misleading owing to its individualist perspective. The income to which most working-age women and men have access includes not only their own income, but also spouse income. Furthermore, decisions about participation and investment in the labour force, both consequential for income trajectories, are likely to be made with partner income and potential income in mind. To our knowledge, no research in China has explored the returns to education enjoyed via spouse income, or the implications of pooling couple income, for illuminating the returns to schooling difference for women and men. In this article, using data from the China Urban Labour Survey (2001), we argue that the returns for women, conventionally defined, are higher than for men because many women trade their own income for spouse income, and this is particularly true among less educated women. We demonstrate, first, that women who are more educated are less likely to get married, while the reverse is true for men. Second, we show that among couples there is evidence of a trade-off in investments in careers. Moreover, among couples, the less educated the woman and the more educated the man, the less likely the couple is to depend heavily on her income. Finally, we show that among couples there is a compensating reverse pattern of returns differences by sex when income is conceptualized as spouse income. Thus, in terms of total couple income, there are no returns differences by sex. (China Q/GIGA)

AbstractIt is well established that returns on education are higher for women than for men in urban China. We argue that this finding, while accurate, is misleading owing to its individualist perspective. The income to which most working-age women and men have access includes not only their own income, but also spouse income. Furthermore, decisions about participation and investment in the labour force, both consequential for income trajectories, are likely to be made with partner income and potential income in mind. To our knowledge, no research in China has explored the returns to education enjoyed via spouse income, or the implications of pooling couple income, for illuminating the returns to schooling difference for women and men. In this article, using data from the China Urban Labour Survey (2001), we argue that the returns for women, conventionally defined, are higher than for men because many women trade their own income for spouse income, and this is particularly true among less educated women. We demonstrate, first, that women who are more educated are less likely to get married, while the reverse is true for men. Second, we show that among couples there is evidence of a trade-off in investments in careers. Moreover, among couples, the less educated the woman and the more educated the man, the less likely the couple is to depend heavily on her income. Finally, we show that among couples there is a compensating reverse pattern of returns differences by sex when income is conceptualized as spouse income. Thus, in terms of total couple income, there are no returns differences by sex.

Intro -- Foreword -- The German Higher Education System: Some Key Facts -- Types of Institutions -- Public and Private Higher Education Institutions -- Students and Academic Staff: Quantitative Developments -- Funding -- Governance -- Types of Degrees -- Academic Careers -- Contents -- List of Figures -- List of Tables -- Chapter 1: Introduction -- References -- Chapter 2: Recent Reforms in the German Higher Education System -- 2.1 General Societal Developments as a Fundamental Trigger for Reforms -- 2.2 Higher Education Reforms in Germany Since the Mid-1990s -- 2.2.1 Reforms in Teaching -- 2.2.2 Reforms in Research -- 2.2.3 Reforms in Financing -- 2.2.4 Reforms in Staffing Structures -- 2.2.5 Reforms in Governance Structures -- References -- Chapter 3: Quantitative-Structural Configuration and Developments -- 3.1 Quantitative Developments -- 3.1.1 The Expansion of Higher Education and Its Theoretical Explanation -- 3.1.2 Quantitative Development of the German Higher Education System in Terms of Students -- 3.1.3 Quantitative Development of the German Higher Education System in Terms of Academic Staff -- 3.2 Trends in Differentiation within the German Higher Education System -- 3.2.1 Developments in Differentiation by Type of Higher Education Institution -- 3.2.2 Differentiation in Terms of Ownership (Public vs. Private) -- 3.2.3 Developments in Differentiation by Reputation -- 3.3 Trends in the Funding of the German Higher Education System -- 3.3.1 Developments in the Extent of Financing-An International Comparison -- 3.3.2 Detailed Examination of the Development of Higher Education Funding in Germany -- 3.3.2.1 Developments in Basic Funding -- 3.3.2.2 Developments in Third-Party Funding -- References -- Chapter 4: Governance Structures and Their Developments -- 4.1 Governance Mechanisms and Their Properties.