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"The Knowledge Contract intervenes in the ongoing debates about the changing conditions of higher education in America, with a special focus on English studies and the humanities. This highly original study integrates three crucial concerns: the economic restructuring of higher education, the transformation of disciplinary models of teaching and research, and the rise of the academic labor movement." "Whereas most contemporary critiques of higher education have focused on the impact of global economic forces, The Knowledge Contract adds a new dimension to the discussion by addressing the tensions between disciplinary and nondisciplinary forms of academic work."--Jacket.

Universities and colleges --- Interdisciplinary approach to knowledge. --- Academic disciplines --- Disciplines, Academic --- Schools --- Knowledge, Theory of --- Methodology --- Science and the humanities --- Curricula. --- Curricula

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This volume represents the result of cooperation between representatives of different academic disciplines, particularly researchers dealing with multiculturalism, cross-cultural education, civil education, penitentiary pedagogy in the context of global and European cultural and demographic transformations, and ethnopedagogues, sociologists and historians. The contributors here are united by a common interest in cross-border interpretations of cultural differences within pedagogical and social discourse. As such, the book presents in-depth and versatile reflections on the current ways of conceptualising multiculturalism as expressed across Europe. Each chapter includes a conclusion indicating the areas in which the respective study will have a particular impact. The book will be of interest to experts, practitioners and teachers dealing with multicultural issues; penitentiary tutors and authorities working with foreign prisoners; theoreticians of contemporary pedagogical discourse involving cultural, sociological and political issues; and the general reader attentive to processes of European integration and their related aspects, including cultural diversity, globalization, and religious radicalization.

Universities and colleges --- Multiculturalism. --- Cultural diversity policy --- Cultural pluralism --- Cultural pluralism policy --- Ethnic diversity policy --- Multiculturalism --- Social policy --- Anti-racism --- Ethnicity --- Cultural fusion --- Academic disciplines --- Disciplines, Academic --- Schools --- Curricula. --- Government policy --- Curricula

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Leipzig als eine der ältesten deutschen Universitäten feiert im Jahre 2009 ihr sechshundertjähriges Gründungsfest. Aus diesem Anlass gibt der Rektor Franz Häuser eine Edition mit den Antrittsreden und Jahresberichten seiner Vorgänger aus der Zeit zwischen 1871 und 1933 heraus. Diese Periode stellte eine wahre Blütezeit der Universität Leipzig dar, wie die glanzvollen Namen ihrer damaligen Professoren eindrucksvoll belegen. Detailreiche Einblicke in das sich ständig wandelnde Innenleben der Leipziger Hochschule bieten die Jahresberichte des abtretenden Rektors. In der jeweiligen Antrittsrede gewährte der neue Rektor dagegen Einsicht in die von ihm vertretene Forschungsrichtung - der hochrangige zeitgenössische Stand akademischer Wissenschaft wird deutlich fassbar. Durch die Zusammenschau beider Redetypen entsteht so ein lebendiges, facettenreiches Bild universitären Lebens und Wirkens. Erschlossen wird dieser historische Fundus durch ein umfangreiches Personen-, Sach- und Ortsregister, welches erstmals einen zielgenauen Einstieg in die Geschichte der einzelnen Fächer, Lehrstühle und der akademischen Korporationen ermöglicht.

Speeches, addresses, etc. --- Addresses --- Collected papers (Anthologies) --- Discourses --- Orations --- Papers, Collected (Anthologies) --- Festschriften --- Lectures and lecturing --- Universität Leipzig. --- Karl-Marx-Universität Leipzig --- Universität Leipzig (1991- ) --- Alma mater Lipsiensis --- Leipzig University --- Karl-Marx-Universität Leipzig --- History of learning. --- Imperial Germany. --- Leipzig University. --- development of academic disciplines. --- Universitat Leipzig.

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Advice about how to achieve a PhD usually falls short of relevance because the ways of creating and reporting knowledge differ dramatically from one disciplinary field and specialisation to another. Yet supervisors and doctoral candidates alike know that there are certain protocols or parameters, often inexplicit in nature, that govern its achievement and that need to be mastered. This book sets out to explore the nature of these protocols and parameters, linking them to the cognate characteristics of fields of knowledge and to social conventions constraining how new knowledge is reported. ‘Disciplines and Doctorates’ provides a detailed analysis of the experience of learning to make new knowledge at the level of the research doctorate. It does so from the perspectives of both supervisors and candidates across a range of disciplines in different university settings. It draws principally upon a very large-scale, empirical investigation at a number of Australian universities. It also provides a comparative account of doctoral study in different national systems.

Doctor of philosophy degree. --- Degrees, Academic. --- Universities and colleges --- Curricula. --- Academic disciplines --- Disciplines, Academic --- Schools --- Academic degrees --- College degrees --- Doctors' degrees --- Honorary degrees --- Titles of degree --- University degrees --- Titles of honor and nobility --- Academic decorations of honor --- Ph. D. degree --- PhD degree --- Philosophy, Doctor of --- Degrees, Academic --- Curricula --- Education, Higher. --- Science --- Education --- Higher Education. --- Science Education. --- Educational Philosophy. --- Study and teaching. --- Philosophy. --- Science education --- Scientific education --- College students --- Higher education --- Postsecondary education --- Higher education. --- Science education. --- Education—Philosophy.

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"This book is an expanded version of the Clark Kerr Lectures of 2012, delivered by Neil Smelser at the University of California at Berkeley in January and February of that year. The initial exposition is of a theory of change--labeled structural accretion--that has characterized the history of American higher education, mainly (but not exclusively) of universities. The essence of the theory is that institutions of higher education progressively add functions, structures, and constituencies as they grow, but seldom shed them, yielding increasingly complex structures. The first two lectures trace the multiple ramifications of this principle into other arenas, including the essence of complexity in the academic setting, the solidification of academic disciplines and departments, changes in faculty roles and the academic community, the growth of political constituencies, academic administration and governance, and academic stratification by prestige. In closing, Smelser analyzes a number of contemporary trends and problems that are superimposed on the already-complex structures of higher education, such as the diminishing public support without alterations of governance and accountability, the increasing pattern of commercialization in higher education, the growth of distance-learning and for-profit institutions, and the spectacular growth of temporary and part-time faculty"--

HISTORY / United States / General --- Educational change --- Universities and colleges --- Administration --- Universities and colleges -- United States.. --- Universities and colleges -- Administration -- United States.. --- Educational change -- United States. --- academic administration. --- academic community. --- academic department. --- academic disciplines. --- academic freedom. --- academic stratification. --- academic. --- accountability. --- clark kerr. --- complex structures. --- contemporary trends. --- education history. --- education policy. --- education reform. --- education. --- engaging. --- higher ed leadership. --- higher education. --- history. --- part time faculty. --- political constituencies. --- public support. --- structural accretion. --- teachers and faculty. --- theory of change. --- universities.