Focusing on the intricate relationship between education, government, and various stakeholders, this insightful study delves into policies and the role of policy-makers. It offers a comprehensive overview of how educational policies impact individuals and groups within the system, making it a crucial resource for understanding the dynamics of education and governance. Originally published in 1975, it remains relevant for those examining the evolution of educational policies.
This revised edition of "Government and Research: The Rothschild Experiment in a Government Department" explores the collaboration between government and scientists in shaping research agendas. It updates the original work to reflect current policy issues and provides an analysis of ongoing themes in science policy studies.
Originally published in 1975. This masterly study of policies and policy-makers in education provides a searching examination and overview of education and its relationship both to government and to individuals and groups within the system.
This book sets out clearly and authoritatively the problems facing those concerned with faculty recruitment, training, rewards and employment in higher education.
The academic profession worldwide has undergone significant changes due to evolving societal, institutional, and academic environments. The shift towards a knowledge society has increased the number of academics while presenting challenges that necessitate a reevaluation of their professional roles. This volume explores four key challenges facing the academic profession. First, it examines the implications of rising expectations for generating and disseminating relevant knowledge, questioning whether this represents a shift from “scholarship of discovery” to “scholarship of application” or a blending of both with social, economic, and cultural impacts. Second, it considers the effects of internationalization on academics, debating whether it fosters a cosmopolitan academic world or intensifies local competition on a global scale. Third, it investigates how the growing influence of institutional management affects academic roles, pondering whether it leads to a dependent “knowledge worker” model or creates new opportunities for academic freedom and responsibility. Lastly, it discusses the expansion of graduate education, questioning if it merely extends school-type learning or enhances discourse between senior and early-career academics. The papers presented in this volume were part of a workshop held in Kassel, Germany, in September 2006, supported by various academic organizations and focusing on comparative experiences from