Reconfiguring Knowledge In Higher Education (higher Education Dynamics)
by Peter Maassen /
2018 / English / PDF
2.9 MB Download
Knowledge is now central to national economic competitiveness and
to socio-economic endeavours concerned with inequalities and
social exclusion, and in this context higher education is
recognized as a core sector of national policy and strategy. Yet
the changing pressures, directions and practices in relation to
knowledge pose many challenges for higher education itself. How
can and how should research and study programs within higher
education align with wider knowledge dynamics? How can higher
education prepare students in professional fields for different
kinds of knowledge-intensive work practices? How can short
term economic objectives for higher education be aligned with
other kinds of knowledge objectives that have characterized
universities and colleges, and with the intensified impact of
global rankings? This book takes as its focus the core interest
of higher education in knowledge, and takes as its object of
inquiry the kinds of reconfiguration of knowledge evident in
national policies and governance; and in the redevelopment and
practices of a range of professional and academic study programs
in higher education institutions in Norway and Australia. From
these detailed accounts, the book demonstrates the complexity of
knowledge as an object of policy and practice; the competing
logics that may be evident within and between study programs and
policies; and the different kinds of agents and drivers that are
part of knowledge reconfiguration in higher education and that
need further attention going forward.
Knowledge is now central to national economic competitiveness and
to socio-economic endeavours concerned with inequalities and
social exclusion, and in this context higher education is
recognized as a core sector of national policy and strategy. Yet
the changing pressures, directions and practices in relation to
knowledge pose many challenges for higher education itself. How
can and how should research and study programs within higher
education align with wider knowledge dynamics? How can higher
education prepare students in professional fields for different
kinds of knowledge-intensive work practices? How can short
term economic objectives for higher education be aligned with
other kinds of knowledge objectives that have characterized
universities and colleges, and with the intensified impact of
global rankings? This book takes as its focus the core interest
of higher education in knowledge, and takes as its object of
inquiry the kinds of reconfiguration of knowledge evident in
national policies and governance; and in the redevelopment and
practices of a range of professional and academic study programs
in higher education institutions in Norway and Australia. From
these detailed accounts, the book demonstrates the complexity of
knowledge as an object of policy and practice; the competing
logics that may be evident within and between study programs and
policies; and the different kinds of agents and drivers that are
part of knowledge reconfiguration in higher education and that
need further attention going forward.
