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Reconfiguring knowledge in higher ed...

Maassen, Peter.

Reconfiguring knowledge in higher education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reconfiguring knowledge in higher educationedited by Peter Maassen, Monika Nerland, Lyn Yates.
其他作者:	Maassen, Peter.
出版者:	Cham :Springer International Publishing :2018.
面頁冊數:	x, 202 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Educational change.
電子資源:	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

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