Loading...

results

58 results
Sort by 
Filter
Search
Search in
Search area
Subject
Category of text
Price
Language
Publication Schedule
Open Access
Publication Year
  • Higher Ed

    Questions about the Purpose(s) of Colleges and Universities

    What 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

  • Higher Education Research and Policy

    ISSN: 2193-7613

    The Higher Education Research and Policy (HERP) series is intended to present both research-oriented and policy-oriented studies of higher education systems in transition, especially from international comparative perspectives. Higher education systems worldwide are currently under multi-layered pressures to transform their funding and governance structures in rapidly changing environments. The series intends to explore the impact of such wider social and economic processes as globalization, internationalization and Europeanization on higher education institutions and it is focused on such issues as changing relationships between the university and the state, the changing academic profession, changes in public funding and university governance, the emergent public/private dynamics in higher education, the consequences of educational expansion, education and public/private goods, and the impact of changing demographics on national systems. Its audience includes higher education researchers and higher education policy analysts, university managers and administrators, as well as national policymakers and staff of international organizations involved in higher education policymaking. Board Members Daniel C. Levy, Department of Educational Administration and Policy Studies, State University of New York, Albany, USA Peter Maassen, Department of Edcational Research, University of Oslo, Norway Paul Temple, Centre for Higher Education Studies (CHES), Institute of Education, London, United Kingdom Pavel Zgaga, Centre for Educational Policy Studies (CEPS), Faculty of Education, University of Ljubljana, Slovenia

    10 publications

  • Higher Education and Civic Democratic Engagement

    Exploring Impact

    How might we interrogate and reimagine the impact of civic, democratic engagement across higher education? This series invites narratives and new studies that critically and creatively explore the possibilities and limitations of civic, democratic engagement within higher education. The editors seek to gather inclusive, imaginary, transdisciplinary scholarship exploring the impact of next generation civic, democratic engagement from a diverse range of voices. Among others, we hope these voices will include international and indigenous perspectives, members from a diverse array of communities, researchers from across disciplines, teacher-scholars, practitioners and activists, undergraduate and graduate students, politicians, businesses, and different forms of administration. The editors invite proposals that critically examine historical, cultural, and structural dimensions of impact while exploring innovative strategies for disrupting and recreating more inclusive, liberatory, and plural forms of civic democratic engagement. The editors welcome and encourage a wide-range of formats including, but not limited to, narrative studies, ethnographies, mixed method studies, case studies, socio-cultural and/or historical analyses, theoretical treatises from multiple theoretical lens as well as reports and toolkits that support efforts to examine the impact of civic democratic engagement. For inquiries on submitting a proposal should contact the Series Editors Barry Kanpol (Kanpolb@gvsu.edu) & Danielle Lake (lakeda@gvsu.edu) with a brief overview of their project, and explanation of how it fits the series, and a current CV.

    1 publications

  • Equity in Higher Education Theory, Policy, and Praxis

    A BOOK SERIES FOR EQUITY SCHOLARS & ACTIVISTS Beth Powers-Costello, General Editor Globalization increasingly challenges higher education researchers, administrators, faculty members, and graduate students to address urgent and complex issues of equitable policy design and implementation. This book series provides an inclusive platform for discourse about – though not limited to – diversity, social justice, administrative accountability, faculty accreditation, student recruitment, admissions, curriculum, pedagogy, online teaching and learning, completion rates, program evaluation, cross-cultural relationship-building, and community leadership at all levels of society. Ten broad themes lay the foundation for this series but potential editors and authors are invited to develop proposals that will broaden and deepen its power to transform higher education: (1) Theoretical books that examine higher education policy implementation, (2) Activist books that explore equity, diversity, and indigenous initiatives, (3) Community-focused books that explore partnerships in higher education, (4) Technological books that examine online programs in higher education, (5) Financial books that focus on the economic challenges of higher education, (6) Comparative books that contrast national perspectives on a common theme, (7) Sector-specific books that examine higher education in the professions, (8) Educator books that explore higher education curriculum and pedagogy, (9) Implementation books for front line higher education administrators, and (10) Historical books that trace changes in higher education theory, policy, and praxis. Expressions of interest for authored or edited books will be considered on a first come basis. A Book Proposal Guideline is available on request. For individual or group inquiries please contact editorial@peterlang.com.

    37 publications

  • Title: Chaos Theory and Higher Education

    Chaos Theory and Higher Education

    Leadership, Planning, and Policy
    by Marc Cutright (Volume editor)
    ©2001 Textbook
  • Title: Higher Education at a Crossroads

    Higher Education at a Crossroads

    by Paul R. Geisler (Author)
    ©2006 Textbook
  • Title: Teaching, Learning and Intersecting Identities in Higher Education

    Teaching, Learning and Intersecting Identities in Higher Education

    by Susan M. Pliner (Volume editor) Cerri Banks (Volume editor)
    ©2013 Textbook
  • Title: Leadership, Equity, and Social Justice in American Higher Education

    Leadership, Equity, and Social Justice in American Higher Education

    A Reader
    by C.P. Gause (Volume editor) 2017
    ©2017 Textbook
  • Title: Higher Education Learning Outcomes Assessment

    Higher Education Learning Outcomes Assessment

    International Perspectives
    by Hamish Coates (Volume editor) 2014
    ©2015 Edited Collection
  • Title: Higher Education Privatization in Kuwait

    Higher Education Privatization in Kuwait

    A Study in the Processes of Policy Production
    by Ahoud Al-Asfour (Author) 2019
    ©2019 Monographs
  • Title: Pathways to Success in Higher Education

    Pathways to Success in Higher Education

    Rethinking the Social Capital Theory in the Light of Institutional Diversity
    by Gabriella Pusztai (Author) 2015
    ©2015 Monographs
  • Title: Reimagining Impact within Higher Education

    Reimagining Impact within Higher Education

    A Call to Action
    by Danielle Lake (Author) Barry Kanpol (Author)
    Monographs
  • Title: The Globalisation Challenge for European Higher Education

    The Globalisation Challenge for European Higher Education

    Convergence and Diversity, Centres and Peripheries
    by Pavel Zgaga (Volume editor) Ulrich Teichler (Volume editor) John Brennan (Volume editor) 2016
    ©2016 Edited Collection
  • Title: Higher Education Reform: Looking Back – Looking Forward

    Higher Education Reform: Looking Back – Looking Forward

    Second Revised Edition
    by Pavel Zgaga (Volume editor) Ulrich Teichler (Volume editor) Hans G. Schuetze (Volume editor) Andrä Wolter (Volume editor) 2015
    ©2019 Edited Collection
  • Title: National Higher Education Reforms in a European Context

    National Higher Education Reforms in a European Context

    Comparative Reflections on Poland and Norway
    by Marek Kwiek (Volume editor) Peter Maassen (Volume editor) 2012
    ©2013 Edited Collection
  • Title: The Re-Institutionalization of Higher Education in the Western Balkans

    The Re-Institutionalization of Higher Education in the Western Balkans

    The Interplay between European Ideas, Domestic Policies, and Institutional Practices
    by Jelena Branković (Volume editor) Maja Kovačević (Volume editor) Peter Maassen (Volume editor) Bjørn Stensaker (Volume editor) Martina Vukasović (Volume editor) 2014
    ©2014 Edited Collection
  • Title: Urban High School Students and the Challenge of Access

    Urban High School Students and the Challenge of Access

    Many Routes, Difficult Paths
    by William G. Tierney (Volume editor) Julia E. Colyar (Volume editor)
    ©2009 Textbook
  • Title: International Perspectives on Higher Education Admission Policy

    International Perspectives on Higher Education Admission Policy

    A Reader
    by Virginia Stead (Volume editor) 2013
    ©2015 Textbook
  • Title: Immigration, Diversity and Student Journeys to Higher Education

    Immigration, Diversity and Student Journeys to Higher Education

    by Peter J. Guarnaccia (Author) 2019
    ©2019 Textbook
  • Title: A Critique of the Customer Model of Higher Education

    A Critique of the Customer Model of Higher Education

    The Tail Wagging the Dog
    by Robert J. Soucy (Author) 2018
    ©2018 Monographs
  • Title: Anti-Intellectualism in American Media

    Anti-Intellectualism in American Media

    Magazines & Higher Education
    by Dane S. Claussen (Author)
    ©2004 Textbook
  • Title: Immigration, Diversity, and Student Journeys to Higher Education, 2nd edition

    Immigration, Diversity, and Student Journeys to Higher Education, 2nd edition

    by Peter J. Guarnaccia (Author) 2019
    ©2024 Textbook
  • Title: Unleashing Suppressed Voices on College Campuses

    Unleashing Suppressed Voices on College Campuses

    Diversity Issues in Higher Education, Second Edition
    by Kandace G. Hinton (Volume editor) Valerie Grim (Volume editor) Mary F. Howard-Hamilton (Volume editor) O. Gilbert Brown (Volume editor) Mona Y. Davenport (Volume editor) 2021
    ©2021 Textbook
  • Title: Redesigning Higher Education

    Redesigning Higher Education

    A Small New England Public University Changes Higher Education
    by Donald Birx (Author) Annette Holba (Author) Patricia Bahr (Author) 2020
    ©2020 Textbook
  • Title: Higher Education Challenges for Migrant and Refugee Students in a Global World

    Higher Education Challenges for Migrant and Refugee Students in a Global World

    by Khalid Arar (Volume editor) Kussai Haj-Yehia (Volume editor) David Ross (Volume editor) Yasar Kondakci (Volume editor) 2019
    ©2019 Edited Collection
Previous
Search in
Search area
Subject
Category of text
Price
Language
Publication Schedule
Open Access
Publication Year