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Even if in most countries non-university higher education institutions did not have originally a research mandate, it is well known that in most cases these institutions have progressively developed research activities and, at least in some countries, the State now has recognized the research role of these institutions and provided support and funding. Moreover, in many countries the role of research in polytechnics, ‘fachhochschulen’, ‘hogescholen’, university colleges, etc is on the political agenda. Despite the importance of the issue, there are very few in-depth studies of research in the non-university sector. These studies show that the development of research in these institutions leads to quite complex interactions with universities, both in the sense of convergence (academic drift) and/or of differentiation of a specific research mandate oriented towards the regional economy. Therefore, this book aims to fill this gap by first analysing a number of transversal issues related to the research mission of these institutions. In its second part it gives an overview of the state of the art in eight European countries.
A particularly timely book, given the high proportion of international students and staff in higher education Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America. The contributors write from the perspective of higher education leaders with institutional responsibility, as well as from that of public authorities or specialists in specific aspects of higher education policy and practice. Some contributions analyse how specific higher education institutions reacted, while others reflect on the impact of Covid-19 on key issues such as internationalisation, finance, academic freedom and institutional autonomy, inclusion and equality and public responsibility. The book describes the various ways in which higher education is facing the Covid-19 pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future.
This book covers initiatives related to higher education’s public mission such as university-community engagement, knowledge transfer, economic development, and social responsibility, using empirical and conceptual cases in the US, South America, Europe, Africa, and Asia. In order to develop a better understanding of public mission initiatives in higher education across the globe, the volume editors developed a theoretical framework emerging from organizational theory. Each chapter analysis uses both external environmental elements (political, economic, sociocultural, and technological), as well as internal institutional elements (mission, vision, leadership, and governance). Finally, each chapter highlights issues related to implementation and challenges with the intent of prompting readers to consider appropriate ways in which to adopt some of the lessons learned by the contributing authors.Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.m.
This book offers a fresh report and interpretation of what is happening at the intersection of two great contemporary movements: the rapid growth of higher education worldwide and the rise of world Christianity. It features on-site, evaluative studies by scholars from Africa, Asia, North America, and South America. Christian Higher Education: A Global Reconnaissance visits some of the hotspots of Christian university development, such as South Korea, Kenya, and Nigeria, and compares what is happening there to places in Canada, the United States, and Europe, where Christian higher education has a longer history. Very little research until now has examined the scope and direction of Christian higher education throughout the world, so this volume fills a real gap.
More than a century ago, John Dewey challenged the education community to look to civic involvement for the betterment of both community and campus. Today, the challenge remains. In his landmark book, editor Thomas Ehrlich has collected essays from national leaders who have focused on civic responsibility and higher education. Imparting both philosophy and working example, Ehrlich provides the inspiration for innovative new programs in this essential area of learning.
Theology shapes who we are and how we organize to transform the world. Especially written for required United Methodist classes, this accessible book uses a Wesleyan theological frame—connection—to help readers understand United Methodism’s polity and organization as the interrelationship of our beliefs, mission, and practice. The book is organized into four parts—United Methodist beliefs, mission, practice, and organization. Polity and organization are primary embodiments of The United Methodist Church. Functional in nature, these aspects of the denomination facilitate our mission to make disciples for the transformation of the world. This book connects denominational governance and organization to our beliefs as well as our mission. A clear understanding of our identity—as Methodists with Wesleyan roots in connection—and our purpose—to make disciples for the transformation of the world—can help students of United Methodism navigate this treacherous landscape as present and future leaders. Warner also addresses the estrangement between theology and institutional structures and practice by framing governance practices and organizational structure within a Wesleyan theology of connection. This approach will assist current and future denominational leaders in understanding their practices of administration and participation in polity as a theological endeavor and key component of their ministries. This textbook has been updated with changes from the 2016 General Conference.
The role of the university and its relationship to the community has long been a highly debated topic among educators, administrators, and local business leaders. David J. Maurrasse offers a passionate appeal for community partnerships. Going further than a simple explanation of the problems at hand, Beyond the Campus offers a road map for both universities and local institutions to work together for the good of their communities.
This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students’ learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars’ research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.