Titlebook: Higher Education: Handbook of Theory and Research; John C. Smart Book 20081st edition Springer Science+Business Media B.V. 2008 Europe.Gov

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Indurate

Rankings and Classifications in Higher Education: A European Perspective,icult to consider them as a homogeneous group. Prioritization of activities and choice of mission have become a central concern. At the same time, globalization leads to increasing competitive pressures on institutions, in particular related to their position on global university rankings, for which

潛移默化

Institutional Transformation and the Advancement of Women Faculty: The Case of Academic Science andd social equity within, these fields. This chapter 1) presents a rationale for scientific fields as a critical research site for understanding gender and status, and higher education in the United States; 2) summarizes perspectives on women’s stalled advancement and the implications for solutions, i

Pelago

The State, the Market and the Institutional Estate: Revisiting Contemporary Authority Relations in alent model of authority relations in higher education. The paper reviews research and scholarship on authority relations and on the three main elements of Clark’s triangle, the State, the market and the academic oligarchy. The paper presents data from a case of postsecondary restructuring in Virgin

挑剔小責(zé)

Interests, Information, and Incentives in Higher Education: Principal-Agent Theory and Its Potentian higher education administration and governance, particularly in the realm of public institutions. These scholars ground their work on assumptions derived from the principal-agent framework, a theoretical perspective that views relationships from a contractual paradigm wherein a principal actor or

Cabinet

煩人

不規(guī)則

Oligarchy

Coma704

From Creation to Cultural Resistance and Expansion: Research on American Indian Higher Education,aduate from college or not. Historically, education for American Indians in the U.S. was used for Christianization, assimilation, and cultural termination. Nevertheless, some American Indian tribes promoted college education, either at Predominantly White Institutions (PWI’s) or tribally controlled,