Produktbild: Reconfiguring Knowledge in Higher Education

Reconfiguring Knowledge in Higher Education

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Higher Education Dynamics 50

ISBN: 3319728318
ISBN 13: 9783319728315
Herausgeber: Peter Maassen/Monika Nerland/Lyn Yates
Verlag: Springer Verlag GmbH
Umfang: x, 202 S., 2 s/w Illustr., 202 p. 2 illus.
Erscheinungsdatum: 08.03.2018
Auflage: 1/2018
Produktform: Gebunden/Hardback
Einband: Gebunden

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 evident in 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.

Artikelnummer: 3143116 Kategorie:

Beschreibung

This volume addresses the work of knowledge reconfiguration taking place in higher education today. Drawing empirically on two major research studies in Norway and Australia, it brings together a range of studies of knowledge reconfiguration agendas and practices as they are seen in national policy and governance, and in different kinds of institutional practices, such as study programs. It comprises nine thematic chapters framed by an introductory chapter and a conclusion. Chapters include studies of knowledge as a change driver at policy and institutional levels; studies of knowledge reconfiguration within agendas for research and research-based professional preparation; and close-up studies of practices at the study program level.

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E-Mail: juergen.hartmann@springer.com

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