Suchergebnisse
Filter
218 Ergebnisse
Sortierung:
Universities are Radical
In: What is Radical Politics Today?, S. 204-212
Are universities specific organisations?
In: Towards a multiversity?: universities beetween global trends and national traditions, S. 63-84
Are universities specific organisations?
In: Towards a multiversity?. Universities beetween global trends and national traditions., S. 63-84
Die Autorin zeigt in ihrem Beitrag, dass die Hochschulen nicht nur Institutionen sind, welche ihre Legitimität und Ressourcen von ihrem sozialen Umfeld aus beziehen. Universitäten sind auch Organisationen, die sich durch ihre historisch gewachsenen Strukturen und Prozesse in deutlicher Weise von anderen Institutionen unterscheiden. Während die Organisationsforschung zum Beispiel die Bürokratie und die Wirtschaftsunternehmen als integrierte und miteinander verwobene Systeme beschreibt, werden Universitäten typischerweise als lose miteinander verbundene Systeme betrachtet. Diese Sichtweise gerät jedoch zunehmend unter Druck, da die Hochschulen oftmals als "normale Organisationen" angesehen werden, auf welche sich allgemeine Lösungswege und Konzepte für Organisationen, wie z.B. das "New Public Management" anwenden lassen. Obwohl dies in bestimmten Fällen zutreffend sein kann, sind die Hochschulen dennoch aufgrund ihrer primären Tätigkeitsfelder - Forschen und Unterrichten - spezifische Organisationen, die sich nicht problemlos standardisieren lassen. Während sich die Aufgaben in anderen Organisationen in Richtung einer weniger voraussagbaren und festumrissenen Struktur entwickeln, können die Universitäten hingegen als Modell für andere organisatorische Konzepte dienen. (ICI).
Universities and regional development
In: Handbook of Local and Regional Development
Education: universities and research
In: The United States and Germany during the twentieth century. Competition and convergence., S. 211-226
Comparing Chinese and American Universities
In: China's Economic and Social Problems, S. 149-151
Universities and Local Economic Development
In: Consumer Services and Economic Development
Poverty Alleviation: An Opportunity for Universities
In: Ethical Issues in Poverty Alleviation; Studies in Global Justice, S. 259-280
Government Investment in Universities and Science
In: Ideas and Politics in Modern Britain, S. 257-271
Corporate Universities: Konsequenzen für die Gestaltung von Trainings
In: Unternehmenskulturen in globaler Interaktion, S. 387-419
Technology Commercialisation and Universities in Canada
In: Local Economic and Employment Development (LEED); Entrepreneurship and Higher Education, S. 255-269
"Fourth Generation" Universities and Regional Development
In: Higher education institutions and regional development: proceedings of the 3. ERSA International Workshop, S. 14-31
In the XXI. century the role of higher education is in a transition phase, the successful higher education institutions have an important role in the formation of the economy and the society of a certain region. Several successful examples prove that universities have a quite intense role in the improvement of competitiveness of certain territories and in many cases they have an active role in endeavors regarding economic development. Modern economic development demands that due to the increased social and economic commitments the traditional (education and research) activities of the universities should broaden. To be able to exploit their optimal potential regarding economic development, high quality education is a necessary but not sufficient factor (first generation universities). High-standard research (second generation universities) and the adaptation of research outputs by the local economy (third generation universities) are also necessary. Through this the competitiveness of enterprises will increase that may result in the increase of competitiveness in the region. However, these processes and effects improve the competitiveness of a certain territory through direct or indirect, mainly complex transposals. These processes and effects may vary in case of regions with different competitiveness. Nowadays the modern higher education institutions should be able to proactively influence the economic and social processes of their regions. Higher education institutions who possess this feature may be called fourth generation universities. With the reinterpretation of the well-known models of regional economy (Porter's Diamond Model, Triple Helix Model) in a university context we highlight the framework in which the modern "fourth generation universities" may function. The goal of this study is to review and systematize the active and passive activities of universities that serve the improvement of regional competitiveness. We explore the success factors, "bricks" with which we can characterize the internationally successful universities that have significant impact on local economic development.
Rankings and faculty governance of universities
In: Universitätskulturen = L'Université en perspective = The Future of the University. - Bielefeld., S. 177-187
Universities and the Study of Politics
In: The Australian Study of Politics, S. 19-32