Michael D. Stephens – författare

Originally published in 1989, Universities, Education and the National Economy looks at changes in the structure of British industry, which have brought into question the traditional role of universities in the economy. The emphasis on high technology in many emerging industries has prompted a closer relationship between science-based industries and the science departments of many leading universities. However, such co-operation is not always so apparent, and the emphasis in many universities on the wider aspects of education at the expense of a straightforward vocationalism remains a stumbling block. This book makes it clear however that it is not just a case of academic idealism vying with industrial philistinism. These essays, each of them by a leading figure in the world of higher education, emphasize the complexity of the relationship between the universities and economy. The authors discuss how difficult it has been to establish and effective dialogue between the educational and economic spheres and to decide what exactly it is that the latter requires of the former. The successes that have been achieved to date are highlighted and the problems that remain are analysed.

Originally published in 1989, Universities, Education and the National Economy looks at changes in the structure of British industry, which have brought into question the traditional role of universities in the economy. The emphasis on high technology in many emerging industries has prompted a closer relationship between science-based industries and the science departments of many leading universities. However, such co-operation is not always so apparent, and the emphasis in many universities on the wider aspects of education at the expense of a straightforward vocationalism remains a stumbling block. This book makes it clear however that it is not just a case of academic idealism vying with industrial philistinism. These essays, each of them by a leading figure in the world of higher education, emphasize the complexity of the relationship between the universities and economy. The authors discuss how difficult it has been to establish and effective dialogue between the educational and economic spheres and to decide what exactly it is that the latter requires of the former. The successes that have been achieved to date are highlighted and the problems that remain are analysed.

First published in 1988, International Organizations in Education is a collection of essays written to explore the various roles of international organizations in the field of adult education.

The book highlights two distinct categories that emerged: organizations with a world-wide commitment, such as Unesco, ad those with a more regional basis, such as the African Association for Literacy and Adult Education. Each contributor examines the history and contemporary characteristics of the organization before going on to consider possible future directions. The achievements and role of such organizations are considered, and each author offers a depth of personal experience.

International Organizations in Education offers a varied and wide-ranging view of the history of international organizations in the field of education and the role of those organizations at the time of original publication.

First published in 1988, International Organizations in Education is a collection of essays written to explore the various roles of international organizations in the field of adult education.

The book highlights two distinct categories that emerged: organizations with a world-wide commitment, such as Unesco, ad those with a more regional basis, such as the African Association for Literacy and Adult Education. Each contributor examines the history and contemporary characteristics of the organization before going on to consider possible future directions. The achievements and role of such organizations are considered, and each author offers a depth of personal experience.

International Organizations in Education offers a varied and wide-ranging view of the history of international organizations in the field of education and the role of those organizations at the time of original publication.

First published in 1984, Post-School Education attempts to compare development of post-school education in America and England in nineteenth century. Divided into eight chapters, it discusses themes like traditions and attitudes; systems of school education; middle class initiatives prior to 1850; educational provision for adults in the 19th century; the growth of technical education; the development of university education; and the role of government, to showcase the extent to which England influenced America and differences between the two experiences. This book is an essential read for scholars and researchers of history of education, American education, British education and education in general.

First published in 1984, Post-School Education attempts to compare development of post-school education in America and England in nineteenth century. Divided into eight chapters, it discusses themes like traditions and attitudes; systems of school education; middle class initiatives prior to 1850; educational provision for adults in the 19th century; the growth of technical education; the development of university education; and the role of government, to showcase the extent to which England influenced America and differences between the two experiences. This book is an essential read for scholars and researchers of history of education, American education, British education and education in general.