國立高雄大學圖資館 |

Language: English

Back

Reconfiguring knowledge in higher ed...

Maassen, Peter.

Reconfiguring knowledge in higher education

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reconfiguring knowledge in higher educationedited by Peter Maassen, Monika Nerland, Lyn Yates.
other author:	Maassen, Peter.
Published:	Cham :Springer International Publishing :2018.
Description:	x, 202 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Educational change.
Online resource:	https://doi.org/10.1007/978-3-319-72832-2
ISBN:	9783319728322$q(electronic bk.)

Reconfiguring knowledge in higher education
Reconfiguring knowledge in higher education[electronic resource] /edited by Peter Maassen, Monika Nerland, Lyn Yates. - Cham :Springer International Publishing :2018. - x, 202 p. :ill., digital ;24 cm. - Higher education dynamics,v.501571-0378 ;. - Higher education dynamics ;v.37..

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.

ISBN: 9783319728322$q(electronic bk.)

Standard No.: 10.1007/978-3-319-72832-2doiSubjects--Topical Terms:

249593
Educational change.

LC Class. No.: LB2806 / .R43 2018

Dewey Class. No.: 371.2

Reconfiguring knowledge in higher education
LDR:02557nmm a2200325 a 4500 001 568680
003 DE-He213
005 20191029061055.0
006 m d
007 cr nn 008maaau
008 200707s2018 sz s 0 eng d
020 $a 9783319728322$q(electronic bk.)
020 $a 9783319728315$q(paper)
024 7 $a 10.1007/978-3-319-72832-2 $2 doi
035 $a 978-3-319-72832-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2806 $b .R43 2018
072 7 $a JNM $2 bicssc
072 7 $a EDU015000 $2 bisacsh
072 7 $a JNM $2 thema
082 0 4 $a 371.2 $2 23
090 $a LB2806 $b .R311 2018
245 0 0 $a Reconfiguring knowledge in higher education $h [electronic resource] / $c edited by Peter Maassen, Monika Nerland, Lyn Yates.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a x, 202 p. : $b ill., digital ; $c 24 cm.
490 1 $a Higher education dynamics, $x 1571-0378 ; $v v.50
520 $a 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.
650 0 $a Educational change. $3 249593
650 0 $a Educational leadership. $3 300947
650 0 $a Education, Higher. $3 179613
650 1 4 $a Higher Education. $3 276621
650 2 4 $a International and Comparative Education. $3 338769
650 2 4 $a Administration, Organization and Leadership. $3 339614
700 1 $a Maassen, Peter. $3 854578
700 1 $a Nerland, Monika. $3 585176
700 1 $a Yates, Lyn. $3 770397
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Higher education dynamics ; $v v.37. $3 560624
856 4 0 $u https://doi.org/10.1007/978-3-319-72832-2
950 $a Education (Springer-41171)