Peter Maassen – författare
1 060 kr
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1 328 kr
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1 060 kr
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1 328 kr
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1 060 kr
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1 587 kr
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1 922 kr
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683 kr
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50 kr
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Reconfiguring Knowledge in Higher Education
902 kr
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1 481 kr
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1 773 kr
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The book addresses a wide variety of academic, administrative and leadership practices that are involved in quality work in higher education institutions. The chapters in this book examine core issues crucial in the design and content of study programs, such as modes of teaching, learning and curricula design, as well as institutional practices regarding assessment and quality enhancement. The introductory and concluding chapter present an overarching focus on quality work as a lens to analyse intentional activities within higher education institutions directed athow study programmes and courses are designed, governed, and operated.
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This multidisciplinary book brings together scholars from Norway and the UK to discuss the notion of trust within the structures and forms of higher education located in two distinctive localities. The meaning of trust is multi-variant and nuanced, but is omnipresent in the literature on higher education ranging from student engagement to policy exhortations. A key feature of this book is the effort to integrate the term ‘trust’ conceptually, functionally and phenomenological more generally as well as within the context of higher education. Practice from within Norway and the UK is used to illustrate and expose relevant similarities and varieties in trust and the (possible) lack of it within the sector. The book thus faces the complexity of trust and its distinctive manifestation through a number of analytical lenses and realities.
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Reconfiguring Knowledge in Higher Education
1 271 kr
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1 106 kr
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Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy. Yet the changing pressures, directions and practices in relation to knowledge pose many challenges for higher education itself. How can and how should research and study programs within higher education align with wider knowledge dynamics? How can higher education prepare students in professional fields for different kinds of knowledge-intensive work practices? How can short term economic objectives for higher education be aligned with other kinds of knowledge objectives that have characterized universities and colleges, and with the intensified impact of global rankings? This book takes as its focus the core interest of higher education in knowledge, and takes as its object of inquiry the kinds of reconfiguration of knowledge evidentin national policies and governance; and in the redevelopment and practices of a range of professional and academic study programs in higher education institutions in Norway and Australia. From these detailed accounts, the book demonstrates the complexity of knowledge as an object of policy and practice; the competing logics that may be evident within and between study programs and policies; and the different kinds of agents and drivers that are part of knowledge reconfiguration in higher education and that need further attention going forward.
Re-Institutionalization of Higher Education in the Western Balkans
The Interplay between European Ideas, Domestic Policies, and Institutional Practices
669 kr
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360 kr
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University Dynamics and European Integration
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European Integration and the Governance of Higher Education and Research
1 587 kr
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National Higher Education Reforms in a European Context
Comparative Reflections on Poland and Norway
492 kr
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