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Worldwide, scholarship and policy-making develop new ideas and models for the role of higher education and research in society and economy. This development points to changing relationships and boundaries between the public and private spheres in higher education including their public and private steering and funding, public-private partnerships between universities and firms, the rise of private higher education and of business models in the management of universities. The contributions to this edited volume investigate into the dynamics of blurring boundaries between the public and the private in higher education and their consequences for the university.

Philosophy of science --- Education. --- Educational Policy. --- Educational Research. --- Higher Education Policy. --- Management. --- Market. --- Pedagogy. --- Policy. --- Politics. --- University. --- Universities; Higher Education Policy; Market; Management; Education; Politics; Educational Policy; University; Policy; Educational Research; Pedagogy --- Education, Higher --- Finance. --- Research. --- Institutional research (Education) --- Research in higher education --- Universities --- Higher Education Policy --- Market --- Management --- Education --- Politics --- Educational Policy --- University --- Policy --- Educational Research --- Pedagogy

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higher education --- educational policy --- educational leadership --- educational administration --- higher education policy --- higher education administration --- Education, Higher --- Educational leadership --- Administration --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education

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Even high-performing students sometimes need assistance to transform their high school achievement into a higher education outcome that matches their potential, especially when those students come from vulnerable backgrounds. Without intervention, many of these students, lost in the transition between secondary school and higher education, would not attend selective colleges that provide greater opportunities. Potential on the Periphery profiles the Simmons Memorial Foundation (SMF), a grassroots non-profit organization co-founded by author Omari Scott Simmons, that promotes college access for students in North Carolina and Delaware. Simmons discusses how the organization has helped students secure admission and succeed in college, using this example to contextualize the broader realm of existing education practice, academic theory, and public policy. Using data gleaned from interviews with past student participants in the programs run by the SMF, Simmons illuminates the underlying factors thwarting student achievement, such as inadequate information about college options, limited opportunities for social capital acquisition, financial pressures, self-doubt, and political weakness. Simmons then identifies policy solutions and pragmatic strategies that college access organizations can adopt to address these factors.

College attendance --- Minorities --- People with social disabilities --- Counseling in higher education --- Academic achievement --- Mentoring in education --- Academic probation --- Attendance, College --- College enrollment --- Probation, Academic --- University attendance --- School attendance --- Social aspects --- Education (Higher) --- Simmons Memorial Foundation. --- SMF --- Simmons Memorial Foundation, college, access, education, university, higher education, policy, Delaware, North Carolina. --- College Attendance --- People With Social Disabilities --- Counseling In Higher Education --- Academic Achievement --- Mentoring In Education --- Education --- Social Science --- COLLEGE ATTENDANCE --- MINORITIES --- PEOPLE WITH SOCIAL DISABILITIES --- COUNSELING IN HIGHER EDUCATION --- ACADEMIC ACHIEVEMENT --- MENTORING IN EDUCATION --- EDUCATION --- SOCIAL SCIENCE --- Social science

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This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.

Higher education. --- Educational policy. --- Education and state. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Higher Education. --- Educational Policy and Politics. --- Ethnicity in Education. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Aims and objectives --- Government policy --- Higher Education --- Educational Policy and Politics --- Ethnicity in Education --- Sociology of Education --- open access --- Indigenous higher education --- student equity --- student transition --- higher education policy --- Indigenous research --- community engagement --- cultural competency policy and practices --- developing cultural competency in higher education --- implementing cultural competency in higher education --- culturally competent leadership --- culturally responsive pedagogy --- diversity, social justice, equity and inclusion --- culturally competent service learning --- Higher & further education, tertiary education --- Educational strategies & policy

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Von 1999 bis 2013 haben jeweils acht Bundesländer die Bachelor- und Masterabschlüsse für die gymnasiale Lehrer*innenbildung übernommen sowie die Staatsprüfung beibehalten. In der Arbeit wird nach den Strategien der einzelnen Bundesländer gefragt, die zu (k)einer Reform geführt haben. Dabei wird gezeigt, dass die Einführung der Bachelor- und Masterabschlüsse mit weiteren Reformen verknüpft wurden. Entsprechend wurden der Bologna-Prozess als "Window of Opportunity" für eine grundlegende Erneuerung der Lehrer*innenbildung dargestellt. Auch bereits getroffene Reformentscheidungen in anderen Bundesländern sowie Verweise auf europakompatible Studienstrukturen dienten als Begründung für eine Umsetzung. Bundesländer, die auf eine Einführung verzichteten, vermieden offene Kritik an den reformierten Abschlüssen und betonten gleichzeitig die Stärke von partiellen Bologna-Reformen der jeweils eigenen lehrer*innenbildenden Studiengänge.

Lehrer*innenbildung --- Gymnasium --- Hochschulpolitik --- Bologna-Prozess --- Lehrerbildung --- Berufsbildung --- Lehrerausbildung --- Bachelor-Studiengang --- Master-Studiengang --- Lehramtsstudiengang --- Hochschulreform --- Hochschule --- Entscheidung --- Strategie --- Studiengang --- Studienordnung --- Bildungspolitik --- Modularisierung --- Staatsprüfung --- Lehramtsprüfung --- Argumentation --- Debatte --- Politik --- Bundesland --- Nationaler Vergleich --- Baden-Württemberg --- Bayern --- Berlin --- Brandenburg --- Bremen --- Hamburg --- Hessen --- Mecklenburg-Vorpommern --- Niedersachsen --- Nordrhein-Westfalen --- Rheinland-Pfalz --- Saarland --- Sachsen --- Sachsen-Anhalt --- Schleswig-Holstein --- Thüringen --- Deutschland --- Teacher education --- Teachers' training --- Teacher training --- Higher education policy --- University policy --- Bachelor course --- Master course --- Preservice Teacher Education --- Higher education reform --- University reform --- Higher education institute --- Strategy --- Channel of academic studies --- Course of studies --- Course of study --- Study regulations --- Educational policy --- German academic secondary school --- Grammar School --- Secondary school --- Modularization --- First state examination for the teaching profession --- Politics --- Baden-Wurtemberg --- Baden-Wurttemberg --- Mecklenburg-Western Pomerania --- Lower Saxony --- North Rhine-Westphalia --- North-Rhine Westphalia --- Rhineland-Palatinate --- Saxony --- Saxony-Anhalt --- Thuringia --- Germany --- Teaching post --- Teaching profession