TY - BOOK ID - 32935026 TI - Reconfiguring Knowledge in Higher Education AU - Maassen, Peter. AU - Nerland, Monika. AU - Yates, Lyn. PY - 2018 SN - 3319728326 3319728318 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Educational change. KW - Education. KW - International education. KW - Comparative education. KW - School management and organization. KW - School administration. KW - Higher education. KW - Higher Education. KW - International and Comparative Education. KW - Administration, Organization and Leadership. KW - College students KW - Higher education KW - Postsecondary education KW - Universities and colleges KW - Educational administration KW - Inspection of schools KW - School administration KW - School inspection KW - School operation policies KW - School organization KW - Schools KW - Educational planning KW - Management KW - Education, Comparative KW - Education KW - Global education KW - Intellectual cooperation KW - Internationalism KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Teaching KW - Training KW - Inspection KW - Management and organization KW - History KW - Change, Educational KW - Education change KW - Education reform KW - Educational reform KW - Reform, Education KW - School reform KW - Educational innovations KW - Education, Higher. KW - International education . KW - Administration, Educational KW - Operation policies, School KW - Policies, School operation KW - Organization UR - https://www.unicat.be/uniCat?func=search&query=sysid:32935026 AB - 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. ER -