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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.

Educational change. --- Education. --- International education. --- Comparative education. --- School management and organization. --- School administration. --- Higher education. --- Higher Education. --- International and Comparative Education. --- Administration, Organization and Leadership. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational planning --- Management --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Inspection --- Management and organization --- History --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational innovations --- Education, Higher. --- International education . --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Organization

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This book focuses on quality work in higher education, and examines the relationship between the organizational and pedagogical dimensions of quality work in higher education. Bringing together different disciplinary traditions, including educational science, sociology, and organisational studies, it addresses the following principal research question: How is quality work carried out in higher education? The book addresses a wide variety of academic, administrative and leadership practices that are involved in quality work in higher education institutions. The chapters in this book examine core issues crucial in the design and content of study programs, such as modes of teaching, learning and curricula design, as well as institutional practices regarding assessment and quality enhancement. The introductory and concluding chapter present an overarching focus on quality work as a lens to analyse intentional activities within higher education institutions directed at how study programmes and courses are designed, governed, and operated.

Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Higher education. --- School management and organization. --- School administration. --- Learning. --- Instruction. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Higher Education. --- Administration, Organization and Leadership. --- Learning & Instruction. --- Curriculum Studies. --- Educational Policy and Politics. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Learning process --- Comprehension --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Management --- Organization --- Government policy --- Curricula --- Inspection --- Management and organization

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Sociology of education --- School management --- Didactics --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- onderwijspolitiek --- didactiek --- onderwijs --- opvoeding --- leren --- cursussen