國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Knowledge and change in African univ...

Cross, Michael.

Knowledge and change in African universities.Volume 2,Re-imagining the terrain

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge and change in African universities.edited by Michael Cross, Amasa Ndofirepi.
其他題名:	Re-imagining the terrain
其他作者:	Cross, Michael.
出版者:	Rotterdam :SensePublishers :2017.
面頁冊數:	vi, 198 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Universities and collegesAfrica.
電子資源:	http://dx.doi.org/10.1007/978-94-6300-845-7
ISBN:	9789463008457$q(electronic bk.)

Knowledge and change in African universities.Volume 2,Re-imagining the terrain
Knowledge and change in African universities.Volume 2,Re-imagining the terrain[electronic resource] /Re-imagining the terrainedited by Michael Cross, Amasa Ndofirepi. - Rotterdam :SensePublishers :2017. - vi, 198 p. :ill., digital ;24 cm. - African higher education: developments and perspectives ;v.2. - African higher education: developments and perspectives ;v.1..

Transforming Knowledge Production Systems in the New African University -- Africanising Institutional Culture: What Is Possible and Plausible -- Pan-African Curriculum in Higher Education: A Reflection -- Educational Policy and the Africanisation of Knowledge in the African University -- Critical Scholarship in South Africa: Considerations of Epistemology, Theory and Method -- Africanisation of the Study of African Languages and Linguistics in African Universities -- Knowledge and Change in the African University: Some Prospects and Opportunities for Internationalisation -- Managerialism as Anti-Social: Some Implications of Ubuntu for Knowledge Production -- Performance Management in the African University as Panopticism: Embedding Prison-Like Conditions -- The Challenges Facing Academic Scholarship in Africa: A Critical Analysis -- Beyond Closure and Fixed Frameworks -- About the Contributors.

While African universities retain their core function as primary institutions for advancement of knowledge, they have undergone fundamental changes in this regard. These changes have been triggered by a multiplicity of factors, including the need to address past economic and social imbalances, higher education expansion alongside demographic and economic growth concerns, and student throughput and success with the realization that greater participation has not meant greater equity. Constraining these changes is largely the failure to recognize the encroachment of the profit motive into the academy, or a shift from a public good knowledge/learning regime to a neo-liberal knowledge/learning regime. Neo-liberalism, with its emphasis on the economic and market function of the university, rather than the social function, is increasingly destabilizing higher education particularly in the domain of knowledge, making it increasingly unresponsive to local social and cultural needs. Corporate organizational practices, commodification and commercialization of knowledge, dictated by market ethics, dominate university practices in Africa with negative impact on professional values, norms and beliefs. Under such circumstances, African humanist progressive virtues (e.g. social solidarity, compassion, positive human relations and citizenship), democratic principles (equity and social justice) and the commitment to decolonization ideals guided by altruism and common good, are under serious threat. The book goes a long way in unraveling how African universities can respond to these challenges at the levels of institutional management, academic scholarship, the structure of knowledge production and distribution, institutional culture, policy and curriculum.

ISBN: 9789463008457$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-845-7doiSubjects--Topical Terms:

773990
Universities and colleges
--Africa.

LC Class. No.: LA1503 / .K56 2017

Dewey Class. No.: 378.6

Knowledge and change in African universities.Volume 2,Re-imagining the terrain
LDR:03820nmm a2200349 a 4500 001 507369
003 DE-He213
005 20170202060057.0
006 m d
007 cr nn 008maaau
008 171030s2017 ne s 0 eng d
020 $a 9789463008457$q(electronic bk.)
020 $a 9789463008433$q(paperback)
020 $a 9789463008440$q(hardback)
024 7 $a 10.1007/978-94-6300-845-7 $2 doi
035 $a 978-94-6300-845-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LA1503 $b .K56 2017
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 378.6 $2 23
090 $a LA1503 $b .K73 2017
245 0 0 $a Knowledge and change in African universities. $n Volume 2, $p Re-imagining the terrain $h [electronic resource] / $c edited by Michael Cross, Amasa Ndofirepi.
246 3 0 $a Re-imagining the terrain
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2017.
300 $a vi, 198 p. : $b ill., digital ; $c 24 cm.
490 1 $a African higher education: developments and perspectives ; $v v.2
505 0 $a Transforming Knowledge Production Systems in the New African University -- Africanising Institutional Culture: What Is Possible and Plausible -- Pan-African Curriculum in Higher Education: A Reflection -- Educational Policy and the Africanisation of Knowledge in the African University -- Critical Scholarship in South Africa: Considerations of Epistemology, Theory and Method -- Africanisation of the Study of African Languages and Linguistics in African Universities -- Knowledge and Change in the African University: Some Prospects and Opportunities for Internationalisation -- Managerialism as Anti-Social: Some Implications of Ubuntu for Knowledge Production -- Performance Management in the African University as Panopticism: Embedding Prison-Like Conditions -- The Challenges Facing Academic Scholarship in Africa: A Critical Analysis -- Beyond Closure and Fixed Frameworks -- About the Contributors.
520 $a While African universities retain their core function as primary institutions for advancement of knowledge, they have undergone fundamental changes in this regard. These changes have been triggered by a multiplicity of factors, including the need to address past economic and social imbalances, higher education expansion alongside demographic and economic growth concerns, and student throughput and success with the realization that greater participation has not meant greater equity. Constraining these changes is largely the failure to recognize the encroachment of the profit motive into the academy, or a shift from a public good knowledge/learning regime to a neo-liberal knowledge/learning regime. Neo-liberalism, with its emphasis on the economic and market function of the university, rather than the social function, is increasingly destabilizing higher education particularly in the domain of knowledge, making it increasingly unresponsive to local social and cultural needs. Corporate organizational practices, commodification and commercialization of knowledge, dictated by market ethics, dominate university practices in Africa with negative impact on professional values, norms and beliefs. Under such circumstances, African humanist progressive virtues (e.g. social solidarity, compassion, positive human relations and citizenship), democratic principles (equity and social justice) and the commitment to decolonization ideals guided by altruism and common good, are under serious threat. The book goes a long way in unraveling how African universities can respond to these challenges at the levels of institutional management, academic scholarship, the structure of knowledge production and distribution, institutional culture, policy and curriculum.
650 0 $a Universities and colleges $z Africa. $3 773990
650 0 $a Educational change $z Africa. $3 773991
650 0 $a Education, Higher $x Aims and objectives $z Africa. $3 773992
650 1 4 $a Education. $3 177995
650 2 4 $a Education, general. $3 730921
700 1 $a Cross, Michael. $3 295542
700 1 $a Ndofirepi, Amasa. $3 773988
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a African higher education: developments and perspectives ; $v v.1. $3 773989
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-845-7
950 $a Education (Springer-41171)