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2012, ISBN: 9789400752481
[ED: Hardcover], [PU: Springer / Springer Netherlands], This volume tackles head-on the controversy regarding the tensions between the principles underlying Academe on the one hand, and t… Mehr…
Rider, Sharon (Herausgeber); Waluszewski, Alexandra (Herausgeber); Hasselberg, Ylva (Herausgeber):
Transformations in Research, Higher Education and the Academic Market The Breakdown of Scientific Thought - gebunden oder broschiert2012, ISBN: 9400752482
2013 Gebundene Ausgabe Bildungspolitik, Politik / Bildung, Bildungssoziologie, Soziologie / Bildungssoziologie, Wirtschaftspolitik, Pädagogik, Bildungsstrategien und -politik, Hochschul… Mehr…
Transformations in Research, Higher Education and the Academic Market: The Breakdown of Scientific Thought (Higher Education Dynamics, 39, Band 39) - gebunden oder broschiert
2013
ISBN: 9789400752481
221 Seiten 15,6 x 1,4 x 23,4 cm, Gebundene Ausgabe Einband minimal berieben, innen wie neu. Versand D: 3,00 EUR Bildungswesen, [KW:Bildungswesen], [PU:Dordrecht, Springer,]
2012, ISBN: 9789400752481
The Breakdown of Scientific Thought, Buch, Hardcover, 2013 ed. [PU: Springer], Springer, 2012
2012, ISBN: 9400752482
[EAN: 9789400752481], Neubuch, [PU: Springer], Books
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Detailangaben zum Buch - Transformations in Research, Higher Education and the Academic Market
EAN (ISBN-13): 9789400752481
ISBN (ISBN-10): 9400752482
Gebundene Ausgabe
Erscheinungsjahr: 2013
Herausgeber: Springer
221 Seiten
Gewicht: 0,487 kg
Sprache: Englisch
Buch in der Datenbank seit 2008-03-30T04:57:51+02:00 (Zurich)
Detailseite zuletzt geändert am 2023-10-29T00:24:08+02:00 (Zurich)
ISBN/EAN: 9789400752481
ISBN - alternative Schreibweisen:
94-007-5248-2, 978-94-007-5248-1
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: rider, hasselberg, hasse, hassé, hassel, sharon
Titel des Buches: academic, dynamics education, education the, research higher education, breakdown, rider
Daten vom Verlag:
Autor/in: Sharon Rider; Ylva Hasselberg; Alexandra Waluszewski
Titel: Higher Education Dynamics; Transformations in Research, Higher Education and the Academic Market - The Breakdown of Scientific Thought
Verlag: Springer; Springer Netherland
222 Seiten
Erscheinungsjahr: 2012-12-28
Dordrecht; NL
Gedruckt / Hergestellt in Niederlande.
Sprache: Englisch
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
VI, 222 p.
BB; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Hochschulbildung, Fort- und Weiterbildung; Verstehen; Academic norms; Allocation of resources for teaching and research; Application of market principles on academic norms; Assessment and control of science; Assessment of scholarly value; Assessment of scientific value; Commercialisation of scientific research; Commercialisation of teaching; Flourishing of science; Free market of ideas; Privatisation of knowledge; Self-understanding of science and scholarship; Training in scientific thinking; Trends in higher education policy; Trends in research policy; University as a means for economic growth; Higher Education; Educational Policy and Politics; Sociology of Education; Economic Development, Innovation and Growth; Economic Policy; Bildungsstrategien und -politik; Pädagogik; Soziologie; Wirtschaftswissenschaft; Wirtschaftspolitik, politische Ökonomie; EA; BC
Richly interdisciplinary, the anthology explores a wealth of issues such as the phenomenon of bibliometrics (linking an institution’s success to the volume and visibility of publications produced). Many argue that the use of such indicators to measure scientific value is inimical to the time-consuming complexities of genuine truth-seeking. A number of the greatest discoveries and innovations in the history of science, such as Newton’s laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today’s system of determining and defining the form and content of science had dominated. With analytical perspectives from political science, economics, philosophy and media studies, the collection interrogates, for example, the doctrine of graduate employability that exerts such a powerful influence on course type and structure, especially on technical and professional training. In contrast, the liberal arts must choose between adaptation to the dictates of employability strategies or wither away as enrollments dwindle and resources evaporate. Research projects and aims have alsobecome an area of controversy, with many governments now assessing the value of proposals in terms of assumed commercial benefits. The contributors argue that these changes, as well as ‘reforms’ in the managerial and administrative structures in tertiary education, constitute a radical break with the previous ontology of science and scholarship: a change in its very character, and not merely its form. It shows that the ‘scientific thinking’ students, researchers, and scholars are encouraged to adopt is undergoing a rapid shift in conceptual content, with significant consequences not only for science, but also for the society of which it is a part.
References.- Index.
- Part one: .- .- Part two: .- .- .- Part three: .- .- .- Part four: - .- .- .- .-Richly interdisciplinary, the anthology explores a wealth of issues such as the phenomenon of bibliometrics (linking an institution’s success to the volume and visibility of publications produced). Many argue that the use of such indicators to measure scientific value is inimical to the time-consuming complexities of genuine truth-seeking. A number of the greatest discoveries and innovations in the history of science, such as Newton’s laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today’s system of determining and defining the form and content of science had dominated. With analytical perspectives from political science, economics, philosophy and media studies, the collection interrogates, for example, the doctrine of graduate employability that exerts such a powerful influence on course type and structure, especially on technical and professional training. In contrast, the liberal arts must choose between adaptation to the dictates of employability strategies or wither away as enrollments dwindle and resources evaporate. Research projects and aims have also become an area of controversy, with many governments now assessing the value of proposals in terms of assumed commercial benefits. The contributors argue that these changes, aswell as ‘reforms’ in the managerial and administrative structures in tertiary education, constitute a radical break with the previous ontology of science and scholarship: a change in its very character, and not merely its form. It shows that the ‘scientific thinking’ students, researchers, and scholars are encouraged to adopt is undergoing a rapid shift in conceptual content, with significant consequences not only for science, but also for the society of which it is a part.
A superb jumping-off point for work on much-needed alternative policy paradigms for tertiary education and research Uniquely interdisciplinary, with studies in economics, political science, history and philosophy of science, media studies and ethnology Includes case studies from Sweden which provide a window on a future where these trends are more entrenched
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