The social transformation of American higher education
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 261-292
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 261-292
In: Regional contexts and citizenship education in Asia and Europe., S. 53-65
The chapter describe the development of political education and political didactics in schools, showing it to be a process of increasing professionalization having grown resulted from various political influences. The beginnings of political didactics and the school subject of politics are presented. This is followed by a description of the phase of professionalization of political didactics and teacher education through the establishment of chairs of political didactics at institutes of political science. The next section traces the politicization and depoliticization of didactics and of the teaching of politics. Then the didactic moves to a variety of new normative questions. The current situation is characterized by a new phenomenon - the start of a theoretical development. The different theoretical considerations on the subject-specific competences of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competence are presented.
In: Adult learning and education in international contexts. Future challenges for its professionalization. Comparative perspectives from the 2016 Würzburg Winter School., S. 197-209
In: Globalisation, knowledge and labour. Education for solidarity within spaces of resistance/ ed. by Mario Novelli..., S. 80-102
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 219-244
In: Globalisierung als Herausforderung der Erziehung: Theorien, Grundlagen, Fallstudien, S. 248-257
The interest in developing effective multicultural education practices derives from the increasing heterogeneity of most societies... The growing worldwide relevance of cultural awareness in general and multicultural competence in particular (did not) imply a comitant growth in the appreciation for the disciplinary contributions of cultural anthropology... In fact, anthropology has benefited only mariginally from the "cultural turn" taken by the humanities and social sciences since the mid-1970s. The article characterizes the American case underlining that the contributions of scientists have been disregarded or downright misused. Than it reviews the results of the COER survey (Commission of Ethnic Relation) which was organized in preparation for the 14th ICAES (International Union of Anthropological and Ethnological Sciences) world congress which was held in 1998 in Virginia (USA). Finally there are given some basic recommendations in developing multicultural education. (DIPF/Orig./St.)
In: Incentives and performance. Governance of research organizations., S. 155-170
Over the last 20-30 years, many European governments have implemented reforms to improve the efficiency and competitiveness of their national higher education and research systems. They have granted universities more autonomy while introducing new accountability tools and fostering competition through performance-based funding schemes. The growing emphasis on productivity and efficiency has led to the diffusion of a variety of performance indicators, including publication and citation counts, and university rankings. Another approach increasingly applied in the higher education sector is frontier efficiency analysis. Similarly to university rankings, efficiency analyses include several indicators for research and teaching in order to assess the performance of a university or a university department. However, as opposed to most rankings, they relate the outputs to the inputs used and do not necessarily favor larger or richer institutions. Moreover, estimation techniques such as Data Envelopment Analysis (DEA) do not require any assumption about the form of the production function and allow for different factor combinations to achieve efficiency. The method thus accounts for the diversity among universities and does not necessarily penalize more teaching-oriented institutions as compared to research-oriented ones. In this contribution we present the frontier efficiency approach and its application to higher education, highlighting the main estimation techniques and methodological specifications. We provide an overview of studies that have applied DEA to the higher education sector and discuss their results, methodological contributions, and shortcomings. We conclude by identifying the advantages and limitations of frontier efficiency approaches as compared to other performance measures in higher education and delineating possible areas for further research. (HRK / Abstract übernommen).
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 245-260
In: Die Europäische Union - Marionette oder Regisseur?: Festschrift für Ingeborg Tömmel, S. 335-359
"This contribution adopts a state- and regulation-theoretical approach to the welfare state in Europe and the more general issue of whether the EU operates more as a marionette or regisseur. I argue that the concepts of welfare and competition state are too vague to provide a useful account of recent transformations in European statehood and propose instead that a transition is now well under way from different forms of Keynesian national welfare state to different forms of Schumpeterian workfare postnational regime. I also reject the two competing descriptions of the European Union and suggest an-other, namely, that the EU is a co-dependent co-regisseur of the multilevel metagovernance of the contradictory and conflictual process of Europeanization in a still emerging world society. In this context I further argue that, while the EU is the dominant metagovernance instance within Europe in this regard, it is only a nodal instance of multilevel metagovernance on the global stage." (extract)
In: Education: a critical path to gender equality and empowerment
Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum
Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum
Investigates the impact of educational policies & practices on immigrant children in NJ, drawing on a survey of 161 school districts concerning their immigrant student population & programs to serve that population, supplemented by in-depth case studies of 12 school districts with promising programs & services. No coherent immigrant education policy exists at either the federal or state level. This has meant that education of these students is shaped by a series of legislative & judicial mandates handed down at both the state & federal levels. School districts tend to concentrate on the language needs of students, to the neglect of other economic, social, cultural, & psychological factors that influence the learning process. As NJ's immigrant population becomes more diverse, & children's educational needs become more complex, school districts will have to create better programs to assist these students. The federal government is encouraged to allocate more money for professional development, & researchers are urged to develop more creative & effective solutions to problems faced by school districts in this area. 8 Tables, 2 Appendixes, 19 References. D. M. Smith
In: Global perspectives on sustainable regional development. [... conference on "Sustainable Global and Regional Development" held in Zürich, Switzerland, in 2014]., S. 223-236
In: Ideas of education. Philosophy and politics from Plato to Dewey.