Shaping the World of Change : : Higher Education as a Key Enabler /

Shaping the World of Change : : Higher Education as a Key Enabler / / edited by Jessica Nooij, Bruno Broucker, Anne Gannon, Mark O’Hara, Silke Preymann..

This book sets out the theme of a world that is changing rapidly and higher education being an important agent in shaping that change through knowledge generation, transfer and innovation. The chapters in this book focus on this shaping role of higher education along a number of key areas: governanc...

Full description

Saved in:
Bibliographic Details
Superior document:Educational Research E-Books Online, Collection 2024
TeilnehmendeR:
Broucker, Bruno,
Gannon, Anne,
Nooij, Jessica,
O’Hara, Mark,
Preymann, Silke,
Place / Publishing House:Leiden ;, Boston : : Brill,, 2024.
©2024
Year of Publication:2024
Edition:First edition.
Language:English
Series:Educational Research E-Books Online, Collection 2024.
Higher Education: Linking Research, Policy and Practice ; 5.
Physical Description:1 online resource (257 pages)
Tags: Add Tag
No Tags, Be the first to tag this record!
Table of Contents:
  • Intro
  • Contents
  • Figures and Tables
  • Figures
  • Tables
  • Notes on Contributors
  • Introduction: Shaping the World of Change: Higher Education as a Key Enabler
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 An Overview of the Book
  • 2.1 Governance in Volatile Times
  • 2.2 Sustainability and Higher Education
  • 2.3 Transformations in Teaching and Learning
  • 2.4 Revisiting the Student's Role in HE
  • 2.5 Quality - A Stabilizing Factor in a Changing World
  • 2.6 Internationalization of Higher Education
  • 3 To Conclude: Higher Education as a Key Enabler
  • Notes
  • References
  • 1. Understanding the Varieties of New Public Management at the Institutional Level
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 New Public Management
  • 3 Analytical Framework for New Pubic Management in Higher Education
  • 4 Organizational Change at Leiden University in the 1970s
  • 4.1 Towards a New Resource Allocation System
  • 4.2 From Input-Oriented Funding to Performance-Based Funding
  • 5 Organizational Change at VU Amsterdam in the Late 2000s and Early 2010s
  • 5.1 'New Business Operations VU Amsterdam'
  • 6 Conclusion and Reflection
  • Note
  • References
  • 2. The Impact of Government Policy on the Re-shaping of the Academic Professional
  • Abstract
  • Keywords
  • 1 Background of the Study
  • 2 The Academic Role and Responsibilities
  • 3 Research Methodology
  • 4 Findings
  • 4.1 The Academic Research Role
  • 4.2 The Academic Teaching Role
  • 4.3 Professional Contribution in the Academic Role
  • 4.4 Impact of the Changing Institutional Landscape on Academic Values and Identity
  • 5 Discussion and Conclusion
  • 6 Reflections and Future Research
  • References
  • Appendix
  • 3. Higher Education as Key Enabler of Enlightenment and Humanism
  • Abstract
  • Keywords
  • 1 Introduction: Challenges and Weaknesses of Higher Education.
  • 2 Research Questions and Approach
  • 3 New Enlightenment and Modern Humanism: An Update
  • 3.1 Ethics, Personality Development and the Pursuit of Fulfilment in Our Lives
  • 3.2 Problem-Solving and Critical Thinking
  • 3.3 World-Immanent Justification of Meaning and Purpose
  • 4 Readjusting Strategies: Core Values, Missions, and Visions
  • 4.1 Integration of Science and Humanities11
  • 4.2 Personality Formation12
  • 4.3 Academic Community and Institutional Autonomy13
  • 4.4 Education and Research for Democracy14
  • 4.5 Sustainability and Re-purposing towards the Goal of Societies' Ultimate Wellbeing15
  • 4.6 Digital Transformation17
  • 4.7 Leadership Education18
  • 4.8 Explicit Commitment to the UDHR20
  • 4.9 Inquiry into Mankind's Most Urgent Problems21
  • 5 Summary and Conclusions: Organizational Forms of Higher Education Institutions as Key Enablers of Enlightenment and Humanism
  • 5.1 HEI as a Strategic Republic of Scholars and Students
  • 5.2 HEI as a Liberal Democracy
  • 5.3 HEI as a Dependent Co-player and Change Agent in National Politics
  • 5.4 HEI as a Performance and Service Provider in a Competitive Quasi-Market
  • 6 Limitations and Research Perspectives
  • Acknowledgment
  • Notes
  • References
  • 4. Developing a Digital Platform to Embed Environmental Sustainability in Higher Education
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Background: HEI s in the Green Transition and the Role of Self-Assessment
  • 3 Methodological Approach
  • 4 Initial Results
  • 4.1 Short-listed Existing SAT s and Their Spread in the HE Sector
  • 4.2 HE Green Assessment Dimensions and Indicators
  • 4.3 Linking HE Green Assessment to the Other GET-AHED Tools
  • 4.4 Summary: Initial Results of the GET-AHED Project
  • 5 Conclusions, Discussion and Reflection
  • Notes
  • References
  • 5. Undergraduate Students' Preferred Teaching and Learning Mode
  • Abstract.
  • Keywords
  • 1 Introduction
  • 2 Methods
  • 3 Results
  • 3.1 Preferred Post-Pandemic Teaching and Learning Mode
  • 3.2 Preferred Post-Pandemic Teaching and Learning Mode by Personal Characteristics
  • 3.3 Preferred Post-Pandemic Teaching and Learning Mode by Academic Characteristics
  • 3.4 Preferred Post-Pandemic Teaching and Learning Mode by Satisfaction with LMS Support
  • 3.5 Motivation for Preferred Teaching and Learning Mode
  • 3.5.1 Mixed Mode
  • 3.5.2 On-Campus Mode
  • 3.5.3 Online Mode
  • 4 Discussion
  • 5 Conclusion
  • References
  • 6. Shaping the World of Change - Higher Education Enabling Student: Concepts, Principles
  • Abstract
  • Keywords
  • 1 Introduction: Defining Student Agency in Higher Education1
  • 2 Student Agency in Higher Education: Conceptual Considerations
  • 3 Student Agency in Higher Education: Principles for Policy
  • 4 Student Agency in Higher Education: Implementation in Practice
  • 5 Controversies Concerning Strengthening Student Agency in Higher Education
  • 6 Conclusion
  • Notes
  • References
  • 7. We've Got Your Back! Strengthening Student Wellbeing and Sense of Belonging by Providing
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 The Present Research
  • 2.1 Study Aim
  • 3 Method
  • 3.1 Realist Evaluation Framework
  • 3.2 Interviews
  • 3.3 Literature Study
  • 3.3.1 Social Support
  • 3.3.2 Student Wellbeing
  • 3.3.3 Sense of Belonging
  • 3.3.4 Theoretical Framework
  • 3.4 Focus Groups with Students to Test Interventional Context and Outcomes
  • 3.5 Quantitative Survey to Test Mechanisms in Program Theories
  • 4 Analyses and Results
  • 4.1 Focus Groups
  • 4.1.1 Before the Intervention
  • 4.1.2 During the Intervention
  • 4.1.3 After the Intervention
  • 4.2 Program Theories
  • 4.2.1 Independent and Dependent Variables
  • 4.2.2 Predisposition and Context
  • 4.2.3 Relationship between Predisposition and Social Support.
  • 4.2.4 Relationship between Social Support and Risk Perception
  • 4.2.5 Relationship between Risk Perception and Motivational Factors
  • 4.2.6 Relationship between Motivational Factors and Behavioural Intention
  • 4.2.7 Relationship between Behavioural Intention and Health Behaviour
  • 4.2.8 Relationship between Health Behaviour and Mental Wellbeing
  • 4.2.9 Relationship between Social Support and Mental Wellbeing
  • 5 Conclusions
  • 5.1 Form of the Intervention
  • 5.2 Contextual and Individual Factors
  • 5.3 Two Different Routes to Wellbeing
  • Acknowledgement
  • References
  • 8. Interplay of Habitus and University Fields
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Situation in Austria
  • 3 Habitus-Field Tensions of Non-Traditional Students
  • 4 Theoretical Framework and Research Question
  • 5 Methodology and Methods
  • 6 Findings
  • 7 Discussion
  • 8 Conclusion and Practical Implications
  • Acknowledgement
  • References
  • 9. The Role of Family and Peers in the Persistence and Attrition of Part-Time Doctoral Students
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Literature Review
  • 3 Method
  • 3.1 Participants
  • 3.2 Data Collection and Analysis
  • 4 Findings
  • 4.1 Motivation and Support to Start the Doctoral Process
  • 4.2 Support Structures during the Doctoral Process
  • 4.3 Decisive Roles to Persist or Drop Out
  • 5 Discussion
  • 6 Conclusions
  • 7 Limitations
  • 8 Recommendations for Future Research
  • Acknowledgement
  • Note
  • References
  • 10. Reframing Accountability and Quality Assurance to Enable Social Innovation
  • Abstract
  • Keywords
  • 1 Introduction
  • 1.1 The U.S. versus European Perspective
  • 2 The Press for Accountability in the Information Age
  • 3 In Search of Measures of Higher Education Institution Quality
  • 4 Assessment for Accountability versus Improvement.
  • 5 The Uncomfortable Space between Accountability and Improvement
  • 5.1 The Conflicting Paradigms of Assessment for Accountability and Improvement
  • 5.2 The Accountability Culture Gap
  • 5.3 Paradoxes in the Accountability/Improvement Domain
  • 6 The Impact of Technology on Accountability and Improvement
  • 7 What Qualities Matter?
  • 8 Visualizations from a Capstone Experience
  • 9 Onward and Upward
  • Notes
  • References
  • 11. Performance-Based Funding Formula in Ukrainian Higher Education
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Public Funding of Ukrainian HEI s: Historic Overview and a Need for Change
  • 3 Analytical Framework: Policy Implementation
  • 4 PBF Policy Window: Formulating the Model and Implementing It
  • 4.1 Policy Formation
  • 4.2 Policy Implementation
  • 5 Discussion and Critical Reflection: A Long Way Forward
  • 6 Conclusions
  • Disclosure Statement
  • Notes
  • References
  • 12. A Literature Review on Internationalisation Strategies in Higher Education Institutions
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Conceptual Framework of the Review
  • 3 Methodology
  • 4 Common Themes
  • 4.1 Internationalisation Rationales
  • 4.2 Strategy Management and Internationalisation of HEI s
  • 4.3 Internationalisation Activities
  • 4.4 Barriers
  • 5 Conclusion
  • References.

Similar Items