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- Law, Economics & Management (60)
- Linguistics (45)
- Theology & Philosophy (39)
- Science, Society & Culture (34)
- Education (25)
- History & Political Science (17)
- English Studies (12)
- The Arts (7)
- Media and Communication (6)
- German Studies (5)
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Higher Ed
Questions about the Purpose(s) of Colleges and UniversitiesWhat are the purposes of higher education? When undergraduates 'declare their majors,' they agree to enter into a world defined by the parameters of a particular academic discourse, a discipline. But who decides those parameters? How do they come about? What are the discussions and proposed outcomes of disciplined inquiry? What should an undergraduate know to be considered educated in a discipline? How does the disciplinary knowledge base inform its pedagogy? Why are there different disciplines? When has a discipline 'run its course'? Where do new disciplines come from? Where do old ones go? How does a discipline produce its knowledge? What are the meanings and purposes of disciplinary research and teaching? What are the key questions of disciplined inquiry? What questions are taboo within a discipline? What can the disciplines learn from one another? What might they not want to learn and why? Once we begin asking these kinds of questions, positionality becomes a key issue. One reason why there aren't many books on the meaning and purpose of higher education is that once such questions are opened for discussion, one's subjectivity becomes an issue with respect to the presumed objective stances of Western higher education. Academics don't have positions because positions are 'biased,' 'subjective,' 'slanted,' and therefore somehow invalid. So the first thing to do is to provide a sense, however broad and general, of what dinds of positionalities will inform the books and chapters on the above questions. Certainly the questions themselves, and any others we might ask, are already suggesting a particular 'bent,' but as the series takes shape, the authors we engage will no doubt have positions on these questions. From the stance of interdisciplinary, multidisciplinary, or transdisciplinary practitioners, will the chapters and books we solicit solidify disciplinary discourses, or liquefy them? Depending on who is asked, interdisciplinary inquiry is either a polite collaboration among scholars firmly situated in their own particular discourses, or it is a blurring of the restrictive parameters that define the very notion of disciplinary discourse. So will the series have a stance on the meaning and purpose of interdisciplinary inquiry and teaching? This can possibly be finessed by attracted thinkers from disciplines that are already multicisciplinary, e.g., the various knids of 'studies' programs (Women's, Islamic, American, Cultural, etc.), or the hybrid disciplines like Ethnomusicology (Musicology, Folklore, Anthropology). But by including people from these fields (areas? disciplines?) in our series, we are already taking a stand on disciplined inquiry. A question on the comprehensive exam for the Columbia University Ethnomusicology Program was to defend Ethnomusicology as a 'field' or a 'discipline.' One's answer determined one's future, at least to the extent that the gatekeepers had a say in such matters. So, in the end, what we are proposing will no doubt involve political struggles.
31 publications
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Collection des thèses de la Faculté des sciences économiques et sociales de l'Université de Genève
ISSN: 0171-7146
40 publications
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Études luxembourgeoises / Luxemburg-Studien
In der Buchreihe Luxemburg-Studien / Études luxembourgeoises werden geistes- und sozialwissenschaftliche Forschungsarbeiten veröffentlicht, die einen thematischen Bezug zur luxemburgischen Kultur und Gesellschaft haben. Mit der Buchreihe sollen die Forschungsergebnisse in der Luxemburger Gesellschaft und im nationalen sowie internationalen akademischen Umfeld bekannt gemacht werden. Die vorab begutachteten und publizierten Forschungsarbeiten sind interdisziplinär ausgerichtet und decken ein breites Themenspektrum ab: luxemburgische Geschichte, Sprachen, Literaturen, Politik, Geographie, Raumplanung sowie Soziologie. Die publizierten Forschungsarbeiten mit Luxemburg-Bezug können an der Universität Luxemburg oder an ausländischen Universitäten entstanden sein. Herausgegeben wird die Buchreihe Luxemburg-Studien / Études luxembourgeoises von Prof. Dr. Peter Gilles, Prof. Dr. Markus Hesse, Prof. Dr. Michel Pauly und Prof. Dr. Christian Schulz von der Universität Luxemburg (Forschungseinheit IPSE innerhalb der Fakultät für Sprachwissenschaften und Literatur, Geisteswissenschaften, Kunst und Erziehungswissenschaften).
20 publications
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The Red Light in the Ivory Tower
Contexts and Implications of Entrepreneurial Education©2012 Textbook -
Prestige
©2015 Monographs -
The Modernisation of European Universities
Cross-National Academic Perspectives©2012 Edited Collection -
Analysis of the Development of Beijing (2021)
©2024 Monographs -
Econometric Analysis of Innovation Activities
©2005 Thesis -
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Analysis of the Development of Beijing (2020)
©2023 Monographs -
Analysis of the Development of Beijing (2022)
©2025 Monographs -
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Financial Analysis of a Tropical Forestry Enterprise
Realized in the Deramakot Reserve, Malaysia, by application of the forest growth model FORMIX3Q©2005 Thesis -
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The Church as a Replacement of Israel: An Analysis of Supersessionism
An Analysis of Supersessionism©2009 Thesis -
Historical Analysis of the Catalan Identity
©2015 Edited Collection -
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The Economic Analysis of the Growth of Network Products
The Case of Interorganizational Systems©1998 Thesis -
Biology of Cognition and Linguistic Analysis
From Non-Realist Linguistics to a Realistic Language Science©2008 Monographs -
Internationalization of Universities and the National Language
Language Policy Interventions and Case Studies©2020 Edited Collection -
Interrelation between Type of Analysis and Type of Interpretation
©2003 Edited Collection -
Economic Analysis of Decentralisation in Rural Ghana
©2003 Thesis -
Constellation Analysis
A Methodology for Comparing Syllabus Topics Across Educational Contexts©2014 Thesis -
