Documents university 51 results

"In The Great Brain Race, former U.S. News & World Report education editor Ben Wildavsky presents the first popular account of how international competition for the brightest minds is transforming the world of higher education--and why this revolution should be welcomed, not feared. Every year, nearly three million international students study outside of their home countries, a 40 percent increase since 1999. Newly created or expanded universities in China, India, and Saudi Arabia are competing with the likes of Harvard and Oxford for faculty, students, and research preeminence. Satellite campuses of Western universities are springing up from Abu Dhabi and Singapore to South Africa. Wildavsky shows that as international universities strive to become world-class, the new global education marketplace is providing more opportunities to more people than ever before.

Drawing on extensive reporting in China, India, the United States, Europe, and the Middle East, Wildavsky chronicles the unprecedented international mobility of students and faculty, the rapid spread of branch campuses, the growth of for-profit universities, and the remarkable international expansion of college rankings. Some university and government officials see the rise of worldwide academic competition as a threat, going so far as to limit student mobility or thwart cross-border university expansion. But Wildavsky argues that this scholarly marketplace is creating a new global meritocracy, one in which the spread of knowledge benefits everyone--both educationally and economically. In a new preface, Wildavsky discusses some of the notable developments in global higher education since the book was first published."

"As universities open themselves up to the marketplace for knowledge and ideas to a greater degree than in the past, debates over university missions has been common. How can universities match their third mission, contribution to society, with their main missions of education and curiosity-driven basic research to achieve their full growth potential? This will require a change in policy attention from targeting university patenting and faculty spin-offs, to taking a broader view on universities' contribution to economic development, including other pathways, most notably collaborative modes and mobility of trained human capital from academe to industry."

"Community–university collaborations for environmental justice have pushed the boundaries of the modern research university, yet remain rooted in a research frame. This article lays out a transformative co-learning model, which aspires to cultivate long-term, place-based, reciprocal partnerships where university and community co-produce knowledge and action toward a more just, sustainable, and democratic society. Starting with joint inquiry and planning, community and university integrate teaching, research, and service activities over a cycle of three to five years and, if sustained, co-evolve in place over the decades. Co-learning partnerships can anchor transformational learning, support community-based research, address critical community issues, and diversify the university. Tufts Department of Urban and Environmental Policy and Planning has recently developed a three-year co-learning partnership model with long-time partner Dudley Street Neighborhood Initiative. Yet, challenges still remain in resourcing community partners, valuing local anchoring, aligning university rewards with co-learning, and ensuring that community benefits are prioritized."

"Community–university collaborations for environmental justice have pushed the boundaries of the modern research university, yet remain rooted in a research frame. This article lays out a transformative co-learning model, which aspires to cultivate long-term, place-based, reciprocal partnerships where university and community co-produce knowledge and action toward a more just, sustainable, and democratic society. Starting with joint inquiry and planning, community and university integrate teaching, research, and service activities over a cycle of three to five years and, if sustained, co-evolve in place over the decades. Co-learning partnerships can anchor transformational learning, support community-based research, address critical community issues, and diversify the university. Tufts Department of Urban and Environmental Policy and Planning has recently developed a three-year co-learning partnership model with long-time partner Dudley Street Neighborhood Initiative. Yet, challenges still remain in resourcing community partners, valuing local anchoring, aligning university rewards with co-learning, and ensuring that community benefits are prioritized."

"The abolition of the UK default retirement age (DRA) poses particular challenges for universities. However, it is still unclear how UK universities will respond to this change. To investigate these issues, this article considers theoretical perspectives regarding how organisations respond to change, with a particular focus on reflexive law. It then compares this literature with the results of comparative organisational case studies undertaken with six Australian universities in November 2013. Drawing on comparative analysis of labour laws in Australia and the UK, it considers the extent to which these responses may inform the future reactions of UK universities to the abolition of the DRA."

"Depuis plus de vingt ans, et en particulier depuis la déclaration de Bologne, la transformation des universités en Europe rassemble des hommes politiques de bords opposés et un petit nombre des universitaires qui en tirent partie. Les résultats ont pourtant tout pour inquiéter : imposition de recettes à peine adaptées des entreprises, exagération sans mesure des exigences de la professionnalisation, sélectivité accrue, concurrence entre établissements, hiérarchisation entre universités, obsession pour la rentabilité financière de l'investissement éducatif, sans oublier la précarisation des statuts d'enseignants et de chercheurs. La comparaison conduite par des universitaires d'origine géographique différente montre l'inspiration néolibérale partagée qui hante les initiatives en apparence éclatées (à l'exemple de la récente loi française sur les libertés des universités). Le modèle universitaire privé nord-américain qui se heurte aux conditions spécifiques de chaque pays n'est pas exportable. Il favorise, au contraire, un véritable renversement de la table des valeurs académiques. Ce diagnostic informé d'enseignants qui croient encore aux vertus critiques du savoir laisse crûment apercevoir les illusions et les faux débats du discours officiel ambiant."

"University research scientists epitomise knowledge workers who are positioned to avail of the employment conditions associated with ‘boundaryless careers'. Yet while employment flexibility has been hailed as a positive feature of knowledge work, relatively little is known about the forms such flexibility may take or its impact. This article considers the factors shaping the employment conditions of 40 research scientists working in five university research centres in Ireland. The findings suggest that, for knowledge workers such as research scientists, contract employment can deny them access to many of the employment conditions and opportunities that govern their long-term success as researchers."

"Whether termed participation, organizational or union citizenship, extra-role behaviors, or activism, union members' voluntary efforts on behalf of the union have received renewed academic and practitioner interest in recent years. The reason for the renewed interest is the terms' close association with the organizing model of unionism, which some refer to as the “soul” of union representation–at a time when unions are doing much soul-searching. What predicts union activism? We find that the effects of a variable indicating perceived behavioral control to be as or more important in predicting activism and activism intentions than more conventional predictors. We also find evidence supporting the conclusion of some prior research that attitudes, i.e., covenantal beliefs, are relatively more important for activism—or at least for future union activism intentions—than are union instrumentality beliefs."

"Cet article revient sur la pratique d'un enseignement du genre, introduit au niveau du Master 1 dans une université parisienne, Paris-Dauphine, spécialisée dans l'économie, la gestion et la finance. Il a pour originalité de confronter les points de vue des deux enseignantes à l'origine de la création de ce cours d'introduction au genre en sociologie et de trois étudiant-e-s de la dernière promotion qui ont accepté de se prêter, avec réflexivité, à cet exercice rétrospectif qui pose la question suivante : que fait le genre aux étudiant-e-s ? Et inversement, que font les étudiants d'un enseignement comme celui du genre, dans le cadre d'une formation en sciences sociales assez généraliste ? Loin d'un article théorique, il s'agit de partir de ces témoignages estudiantins concrets pour s'interroger sur la pédagogie du genre en sociologie, ses enjeux politiques et scientifiques, ses limites, sa (dé)légitimation. Dans cet écrit polyphonique, Tania Angeloff et Céline Bessière tentent de revenir sur leur pratique d'enseignantes du genre – pratique marginale, dans leur contexte institutionnel –, et de mettre en perspective les trois témoignages individuels des étudiant-e-s, dont l'un est très critique."

"Cet article vise à mettre en lumière quelques éléments de réflexion issus d'une expérience singulière d'enseignement du genre à l'université. La présente analyse d'un processus d'institutionnalisation des études féministes s'ancre essentiellement au sein de la première formation professionnelle française sur le genre. Cette dernière est centrée sur la question de l'analyse des politiques sociales au prisme des rapports sociaux de sexe. Elle fut créée il y a une vingtaine d'années, par des collègues universitaires et professionnelles, pionnières au sein d'un département de sociologie. Tout en ne perdant pas de vue que le genre est bien plus qu'un enseignement, par sa portée scientifique, symbolique et politique, nous mettrons l'accent sur la genèse de cette histoire collective, les réalisations et les conquêtes dans un contexte d'opportunités, ainsi que les véritables défis à relever. Les effets sociaux de la mise en œuvre d'un Master professionnel, ou la place du genre en dehors de l'université, seront également abordés, au regard notamment de la dynamique actuelle autour des questions d'égalité hommes-femmes."