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This indispensable guide provides a unique insight into the academic profession at a time of major change. It is organized both thematically and geographically with attention given to regions rarely covered, such as China and Latin America. For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.

After the last quarter of twentieth century, it has become almost impossible not to take into consideration the importance of the contributions of Michel Foucault's legacy, and hence, its impact on various fields of human knowledge, concerning the achievement of a more refined comprehension of current social issues. In educational field, in particular, whether in regard to the analysis of the discursive and non discursive practices that currently take place in schooling and beyond it, or in studies on the subjectivation processes and, still, in investigations on the resonances between education and the political, economic and cultural changes in present times, the fact is that Foucault seems to be more alive than ever.

The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of "general skills", such as the pharmacist's professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki. ; Peer reviewed

This volume of Theory and Method in Higher Education Researchexplores several timely topics including transnational approaches to higher education policy, universities contributions to society, data collection in higher education, virtual and blended research, and more.

In July 1979, Nicaragua began a process of profound structural transformation to redistribute power and wealth in order to redress past societal inequities. This book critically examines the planning and implementation of one of the first programs of national transformation-the Nicaraguan National Literacy Crusade, an educational effort directly involving almost one-fourth of the country's population. International experts praised the program as an exemplary model for national development and unanimously chose the campaign to receive grand prize in literacy. A vivid combination of anecdote and analysis, Between Struggle and Hope is a study of policymaking and institution building within a revolutionary society. Written by an international adviser to the program, the book provides an insider's look at educational planning and political formation. A critique, it combines the human story of the struggle to create the literacy campaign with a detailed evaluation of program results, both positive and negative. Unique in the literature, it allows the reader to follow firsthand the behind-the-scenes development of an educational campaign designed as part of a national plan of structural transformation and to share the personal concerns, criticisms, and analysis of the program planners. Between Struggle and Hope offers a rare opportunity to examine the process of political change through education and to probe the internal dynamics of revolution.

The new social contract aims to establish a society in which individuals can live meaningful lives. While the state enjoys the outcome of citizens' responsible acts it has a duty to create the necessary conditions for such actions, and in so doing to close social and economic gaps between families and individuals alike.

Literature on public opinion in China suggests that public support for the Chinese Communist party (CCP) is quite high. No matter how survey questions regarding regime support are phrased, the results are the same. The obvious question arises: how does an authoritarian regime, such as the PRC, garner the support of the vast majority of its citizens? I argue that the exposure-acceptance model best explains the high level of public support in China. This model suggests that educated citizens, who are politically aware, display high levels of political support within an authoritarian regime, but citizens at the highest levels of education are more resistant to political messages and tend to have lower levels of support. However, in a developing country such as China there are unequal educational opportunities for rural and urban citizens. This has a significant influence on how education affects regime support. Despite lower levels of support among the most educated citizens, the CCP still manages to maintain a high level of popular support through strict control over the media and education system.

The relationship between education and labor market is significant and complex. Education increases employment opportunities and reduces the chance of occurrence and duration of unemployment. Earnings, among other things, represent private returns on investment in education and are in the center of the analysis of this article. The main aim of this article is to estimate private and social returns on investment in primary, secondary and tertiary education in selected old and new member states of the European Union (EU) by using two methods (Earnings function and Short-cut method) based on the Mincer equation. Results have shown that there is no statistically significant difference between the estimated private and social returns on investment in primary, secondary and tertiary education in groups of old and new EU members. New members converge towards the old members, at least when it comes to returns on investment in these three education levels. The results also indicate the existence of low and negative returns on investment in education in both old and new EU members. Thus, this article with its new findings contributes significantly to the literature that studies the universality of conclusions on returns on investment in education and the methodology that is used.