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by Ronald Barnett
Download The Idea Of Higher Education (Society for Research Into Higher Education) fb2
Schools & Teaching
  • Author:
    Ronald Barnett
  • ISBN:
    0335094201
  • ISBN13:
    978-0335094202
  • Genre:
  • Publisher:
    Open University Press (May 1, 1990)
  • Pages:
    256 pages
  • Subcategory:
    Schools & Teaching
  • Language:
  • FB2 format
    1862 kb
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    1182 kb
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    1911 kb
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    4.2
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Despite an increasing volume of talk about and a growing literature on higher education, very little of it asks the question - what, in essence is higher education? The tradition of overarching thinking about higher education - from Newman onwards - has almost vanished.

Although higher education is mostly represented by university education, these concepts are not equal. The identification of the concept of a University with a concept of higher education demonstrates that modern university loses its special status in the culture

Although higher education is mostly represented by university education, these concepts are not equal. In the conditions where universities fail to fulfill their intended purpose, we can observe dissolution of the distinctions among higher educational institutions. For instance, almost all higher educational institutions in post-totalitarian Ukraine are universities. The identification of the concept of a University with a concept of higher education demonstrates that modern university loses its special status in the culture. Incredible as it may seem the modern knowledge society is the reason underlying this phenomenon.

Higher Education as if the World Mattered opens a space for discussion that goes beyond economics. This space represents the actual challenges for the leadership of higher education. In a larger sense, we all face similar futures

Higher Education as if the World Mattered opens a space for discussion that goes beyond economics. In a larger sense, we all face similar futures.

Ronald Barnett is Professor of Higher Education at the Institute of Education, University of London where, from 1994 to 2001, he was also Dean of Professional Development

Ronald Barnett is Professor of Higher Education at the Institute of Education, University of London where, from 1994 to 2001, he was also Dean of Professional Development. His books include The Idea of Higher Education, The Limits of Competence, Higher Education: A Critical Business, Realizing the University and Beyond All Reason (all published by Open University Press).

Despite an increasing volume of talk about and a growing literature on higher education, very little of it asks the question - what, in essence is higher education? The tradition of overarching thinking about higher education - from Newman onwards - has almost vanished.

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By (author) Ronald Barnett. Format Paperback 256 pages.

higher education is concerned, that not only can mileage be detected in there being a connection between higher education and the idea of a public, but that that connection offers new possibilities that expand the horizon of higher education itself

higher education is concerned, that not only can mileage be detected in there being a connection between higher education and the idea of a public, but that that connection offers new possibilities that expand the horizon of higher education itself. In the UK, at least, a debate is struggling to get going as to whether, and in what ways, higher education might be considered to be a public good.

A cognitive systems approach. Dart, B. C. & Clarke, J. A. (1991). Helping students become better learners: A case study in teacher education. Higher Education, 22, pp. 317-335. Brodsky, N. H. (1998). Learning from Learners, Internet Style. Teaching literature on the World Wide Web In B. Khan (e.

Despite an increasing volume of talk about and a growing literature on higher education, very little of it asks the question - what, in essence is higher education? The tradition of overarching thinking about higher education - from Newman onwards - has almost vanished. The debate has focused, instead, on technical, administrative, financial and narrow academic concerns and the terms of discussion have been framed by concepts such as efficiency, unit costs, access and the needs of industry - none of which focus on higher education as such. There is, therefore, a need for the aims of higher education to be restated in modern terms.