Suchergebnisse

This paper will investigate the state's utilisation of higher education policy as 'compensatory legitimation' within the Cypriot context in the late 1980s. It argues that not only the establishment of the University of Cyprus in 1989 - after thirty years of strong nationalist opposition during the British colonial administration and another thirty years of state hesitation and postponement during political independence - but also the character of the established University (state-based and linked to the international community of scholarship) can be explained mainly as the result of the state's decision to utilise higher education in order to make up for its serious deficit in legitimacy. It also maintains that the state used the policy strategy of expertise and to a lesser extent the policy strategy of participation in order to legitimate the process that determined the character of both the University and the knowledge that it was expected to produce. ; peer-reviewed

For the past two centuries, higher learning has been set firmly within the bounds of the Nation State. With the rise of a "higher education space" in the European Union, a range of powerful and influential decision-making bodies are giving new meaning to the "supranational dimension" in the world of academe. In this book, some leading higher education researchers and practitioners address issues related to the relationship between higher education and the Nation State. Guy Neave takes us on a historical excursion, showing trends towards Europeanisation and de-Europeanisation in different forms in various parts of state levels of government in higher education in the United States. Alberto Amaral takes up the issue of quality assurance in the European context. Kurt De Wit and Jef Verhoeven report on recent developments concerning the interplay between higher education policies at the Nation State and supranational levels. In addition, Antonio Ruberti addresses the issue of research co-operation, and Fons van Wieringen discusses privatization in post-compulsory education in the Netherlands. (HoF/text adopted)

"One of a series of papers written as part of the Postsecondary Education for a Changing Economy: Resource Agent for Policies and Practices Project for the National Institute for Work and Learning."--p. 1. ; Appendix consists of a reprint of The public investment in higher education: report of a policy briefing for legislators from Vermont. ; At head of title: Postsecondary Education for a Changing Economy Project. ; Cover title. ; Bibliography: p. 33-35. ; Mode of access: Internet.

"Part I: study findings." ; "December 1987." ; Mode of access: Internet.

This article describes the special relationship between the state and higher education in Turkey in the context of a case study of Mulkiye College, currently the College of Political Sciences at Ankara University. By focusing on the social and organizational context within which institutionalization takes place, it shows how conflict and functional factors each play a role in the process of institutionalization. The article demonstrates how attention to an organization and its field yields critical information about the macro processes that govern micro individual habits as well as taken-for-granted outcomes that contribute to our understanding of societal order. It is suggested that Mulkiye College presents a unique case study that contributes towards an understanding of the relationship between higher education organizations and the state in Turkey. ; peer-reviewed