D. Fisher and J. Atkinson-Grosjean
Higher Education, vol. 44, 2002, p. 449-467
As scientific research has taken on increasing economic significance, so research management has become a priority for universities and the state. Over the last 20 years, Industry Liaison Offices have become an established part of the infrastructure of Canadian universities. The managers of these offices are quintessential boundary workers charged with translating science into intellectual property.
I. Bleiklie and H. Byrkjeflot
Higher Education, vol. 44, 2002, p. 519-532
It is generally agreed that "knowledge" has acquired a new and more all-encompassing meaning today, yet this has not strengthened confidence in and support for traditional universities. On the contrary, it is often claimed that they have outlived their usefulness. This apparent paradox may be explained 'by considering the more utility-oriented conception of knowledge that is gaining ground.
W. L. Bainbridge and T. J. Lasley
Education and Urban Society, vol. 34, August 2002, p. 422-437
Article looks at the achievement gap that exists within American classrooms between white and minority ethnic students. It discusses the impact of social inequalities amongst ethnic groups, and calls for instructional practices that engender broad student participation and accountability measures that compare school districts fairly.
Organisations and People, vol. 9, Aug. 2002, p. 2-11
Article argues that a debate on the nature of learning, learning excellence, e-learning and the new paradigm of learning is needed to drive the learning age transformation.
Higher Education, vol. 44, 2002, p. 413-431
Argues that in the knowledge-driven network economy higher education institutions require new ways of creating value. Wider choices for customers, greater convenience, improved relevance to needs and increased emphasis on learning general (rather than purely vocational) skills are elements of such a strategy. Institutions should move towards customer-oriented provision, where courses are developed in response to user needs. This has far-reaching implications for the curriculum, the concept of research, interaction with students, and relationships with other institutions.
H. G. Schuetze and M. Slowey
Higher Education, vol. 44, 2002, p. 309-327
As part of the process of expansion and heterogenization, new groups of students who were traditionally under-represented in, or excluded from, higher education, have come to participate in increasing numbers. Paper demonstrates how an examination of ways in which higher education systems respond to non-traditional students provides a fruitful basis for a comparative analysis of recent developments. Analysis of the experiences of ten countries reveals that two key policy objectives apply to all:
M. Tascu, J. Noftsinger and S. Bowers
The Journal of Social, Political and Economic Studies, vol. 27, 2002, p. 203-226
Article examines the crucial role of education in transforming post-communist society. It demonstrates the issues by drawing on the experiences of Romania during its first post-revolutionary decade.
J. Uhlenberg and K. M. Brown
Education and Urban Society, vol. 34, 2002, p. 493-530
This paper looks at Black and White teacher's perceptions of possible causes of, and potential solutions to, the achievement gap between white and minority ethnic students in the US.
Higher Education, vol. 44, 2002, p. 393-411
Explores the different strategies employed by Norwegian universities to respond to diversified demand for continuing education. Six strategies are discussed: