This book emphasizes the inherently democratic nature of education; from those who practice in higher education institutions and are involved in decision-making, to those questioning the methods of reform processes in those institutions. As they are faced with increasing pressures to restructure and change their organizations in line with global institutional demands the foundations upon which their leadership and governance are based are called into question. This book takes a critical approach to understanding higher education leadership and governance. The overarching questions asked in this book are: how has higher education come to be assembled in contemporary governance practices within the context of global demands for reform and how are issues of justice being taken up as part of and in resistance to this assemblage?

This report reviews how national schools of government are adapting to address countries’ most pressing political and economic challenges.

The erosion of public trust challenges government’s capacity to implement policies and carry out reforms. While Korea has achieved and maintained rapid economic growth and development, and performs comparatively well in several existing measures of the quality of public administration, trust in ...

Higher education has recently been recognized as a key driver for societal growth in the Global South and capacity building of African universities is now widely included in donor policies. The question is; how do capacity building projects affect African universities, researchers and students? Universities and their scientific knowledges are often seen to have universal qualities; therefore, capacity building may appear straight forward. Higher Education and Capacity Building in Africa contests such universalistic notions. Inspired by ideas about the ‘geography of scientific knowledge’ it explores what role specific places and relationships have in knowledge production, and analyses how cultural experiences are included and excluded in teaching and research. Thus, the different chapters show how what constitutes legitimate scientific knowledge is negotiated and contested. In doing so, the chapters draw on discussions about the hegemony of Western thought in education and knowledge production. The authors’ own experiences with higher education capacity building and knowledge production are discussed and used to contribute to the reflexive turn and rise of auto-ethnography. This book is a valuable resource for researchers and postgraduate students in education, development studies, African studies and human geography, as well as anthropology and history.

Since the early Eighties a number of themes have dominated the landscape of higher education, among them budget cuts, rationalisation in provision, accountability and quality control, closer links between higher education and the region, and a greater alertness to changes in economic and social policy. At the institutional level, the drive towards a greater degree of latitude and autonomy has found a ready echo among universities and other establishments of higher education. And this, in its turn, has posed major questions about the range of responsibilities central government and administration ought to retain or to delegate. Here is an in-depth treatment of the important legal issues emerging from these developments.

This book introduces business-government relations in the institutional context of the United States from a practitioner’s perspective. It provides the historical, descriptive, and comparative accounts of the public and private sectors, the different roles government plays with business, including several conceptual models to understand the social interactions between the two sectors, and various economic policies associated with business. Business-government relations are framed into three different social economic contexts: The sociopolitical arena, in which government’s role as agent of business, interest groups, and government’s limited role as social architect, are introduced. The local economic development, in which government acts as a promoter of, partner with, and buyer from, business. The global market, where government mainly plays a role as promoter of domestic business. In the course of discussion, a set of skills, such as searching government jobs, starting a business, analyzing stakeholders, ethical reasoning, advancing a business agenda, leveraging public resources, contracting with government, interpreting global trends, doing business abroad, and leveraging international resources, are introduced and exercised.