Comparing apples and oranges frequently, this is what we do when we talk about similarities and differences regarding higher education in the United States and Europe. Based on the assumption that higher education policy texts are cultural texts to be interpreted, this book deconstructs four US American cultural narratives within higher education (co-opetition, the frontier myth, McDonaldization, and the narrative of security), and compares these to discourses prevailing in Europe. Disputing the prevalent claim that both the recent European higher education transformation initiative, the Bologna Process, and the establishment of the European Higher Education Area (EHEA) have had absolutely no impact on US institutions of higher learning, this study proves that cultural narratives in the last decade have strongly determined political and structural developments in higher education on both sides of the Atlantic. This book therefore adds another facet to the transatlantic dialogue on higher education by providing a cultural critical perspective, including the Foucauldian theory of governmentality as well as aspects of postcolonial theory.

Hana Fehrenbach’s book examines organizational level transnational strategic alliances. Through the perspectives of dynamic capabilities and neo-institutionalism, the study explores the interplay of rationales, pathways and benefits of transnational alliances over time of leading universities of technology (TU9) in Germany. Complex inter-connected dynamics at the macro (i.e. society), meso (i.e. organization) and micro-levels (i.e. individual) are examined in this qualitative study driven by a deductive approach. These interrelated dynamics are then reflected in a recursive process model called STANCE, which depicts how through these types of alliances, institutions of higher education position themselves in single or multiple organizational fields to gain (more) strategic and social fitness. The study is timely, considering the paucity of comprehensive and theoretically anchored research on this contemporary phenomenon, and the need for policy-makers and senior leadership to make evidence-based decisions.

The SAGE Handbook of International Higher Education examines the internationalization of higher education from a marginal to a core dimension of higher education worldwide. This mainstreaming of internationalization is a fascinating phenomenon: new concepts, programs, providers, and methods of delivery are emerging; impressive national and regional scholarship programs have been established; radical reforms have been undertaken to make higher education globally competitive; and mobility of students and scholars has increased around the world. This groundbreaking handbook serves as a guide to internationalization of higher education and offers new strategies for its further development and expansion in the years to come. With a decidedly global approach, this volume brings together leading experts from around the world to illustrate the increasing importance of internationalization. The text encompasses the diversity and breadth of internationalization of higher education in all its thematic facets and regional impacts.

Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision. This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.

This state-of-the-art reference collection addresses the major themes, theories and key concepts related to higher education policy and governance on an international scale in one accessible volume. Mapping the field and showcasing current research and theorizations from diverse perspectives and authoritative scholars, this essential guide will assist readers in navigating the myriad concepts and themes involved in higher education policy and governance research and practice. Split into two sections, the first explores a range of policy concepts, theories and methods including governance models, policy instruments, institutionalism and organizational change, new public management and multi-level governance. The second section addresses salient themes such as institutional governance, funding, quality, employability, accountability, university rankings, widening participation, gender, inequalities, technology, student involvement and the role of higher education in society. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of education, education policy, sociology, social and public policy, political science and for leadership.

In "Andragogy: Contributions to an Emerging Discipline" Prof. Dr. Jost Reischmann reexamines key facets of andragogy by presenting a series of reprints that contribute significantly to the field. - The book opens with "Andragogy and Andragogues", offering a clear definition and exploring the vital role and necessary competencies of andragogues as "change specialists". - "Andragogical Concepts" provides valuable insights for educators and scholars by analyzing andragogical theories such as "learning en passant", "lifewide learning", and "compositional learning". - The section "Projects and Examples" bridges theory with practice, highlighting the synergy between theoretical understanding and practical application. - Lastly, the book explores "International Comparative Adult Education", offering a comprehensive exploration of this research area. It presents examples and proposes ways to enhance studies in this field. "Andragogy: Contributions to an Emerging Discipline" is a valuable resource for scholars, students, and libraries, offering a fresh perspective on adult education. This book informs and inspires readers to think critically and innovatively about the discipline.

Education is the foundation to almost all successful lives, and it is important that a high level of schooling be available on a global scale. Studying the trends in accessibility in education will allow educators to improve their own teaching techniques, as well as expand their influence to more remote areas in the world. The Future of Accessibility in International Higher Education is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in university settings. Featuring extensive coverage on relevant topics such as e-learning, economic perspectives, and educational technology, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of global education.

The role of higher education, especially the international dimension, is given little importance in the discourse on achieving the Millennium Development Goals (MDGs) in Africa. This book aims to change that. The potential of higher education’s contribution to Africa’s development remains unrealized and often misunderstood. In today’s globalised world, which prioritises economic growth through liberalised trade and competitive market strategies, much emphasis has been placed on higher education’s ability to produce graduates to serve the labour market and produce new knowledge for the knowledge economy. While these are important contributions, the book argues that international higher education and new knowledge must go beyond economic purposes and serve the human and social development needs of the continent. It is against this background that the African Network for the Internationalisation of Education (ANIE) undertook research on the international dimension of higher education in Africa and its role in the achievement of the MDGs. Through empirical research, seven case studies address how international and regional higher education programmes and policies in African universities can address MDG priorities of promoting gender equality and women’s empowerment, combating HIV/AIDS and establishing global partnerships for development through academic mobility, joint research initiatives, curriculum innovation and policy development.

An authoritative overview of the current state of the field of adult and continuing education Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, program administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship. Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability. Key Features Expanded coverage of social justice, the impact of technology, and the global dimensions of adult and continuing education provides a useful update on theories and practices in the field as they have evolved during the last decade. An invaluable introductory overview and synthesis of key aspects of the field of practice and scholarship acquaints new readers to the field The centrality of social justice in adult and continuing education is addressed in a new section. The broader global context of contemporary adult and continuing education is covered in a final section.