Higher education, tertiary education Books

Book SynopsisAt last, the first systematic guide to the growing jungle of citation indices and other bibliometric indicators. Written with the aim of providing a complete and unbiased overview of all available statistical measures for scientific productivity, the core of this reference is an alphabetical dictionary of indices and other algorithms used to evaluate the importance and impact of researchers and their institutions. In 150 major articles, the authors describe all indices in strictly mathematical terms without passing judgement on their relative merit. From widely used measures, such as the journal impact factor or the h-index, to highly specialized indices, all indicators currently in use in the sciences and humanities are described, and their application explained. The introductory section and the appendix contain a wealth of valuable supporting information on data sources, tools and techniques for bibliometric and scientometric analysis - for individual researchers as well as their funders and publishers.Table of ContentsUser's Guide Notations and symbols Introduction DICTIONARY A: aARCA index to axiomatic approaches to bibliometric indicators B: Balanced Citation Count to byline C: Carbon_h-factor to cyclomatic number D: database citation potential to dynamic discounted cumulated impact E: ECR (expected citation rate) to External Journal Impact Factor F: Faculty Member Score to fuzzy academic performance index G: Garfield Factor to GWD (generalized Waring distribution) H: harmonic author count to h-type indices I: I3 (Integrated Impact Indicator) to iteratively weighted indices J: Jaccard-Tanimoto coefficient to Journal Paper Productivity K: Kaur h-index to Kullback-Leibler relative entropy L: Lagrange distance to L-W (Liberman-Wolf) bonding number M: Mahalanobis distance to mutual entropy N: negentropy to NWDC (Normalized Weighted Direct Citations) O: OA (open access) to overall interactivity P: PageRank to PY/CY diagrams Q: q-index to quasity R: Ramirez-Garcia-Del Rio renormalized impact factor to Rw indicator S: SALSA to synchronous journal diffusion factors T: Taber c-index to TZS (total Z-score) U: U-Class journals to utility index V: Vantage Point to VOSViewer W: WAI (weighted affinity index) to Wu-index X: x-index Y: yearly h-index to Yule-Simpson effect Z: zero-order h-index to z test Bibliography

Read more less

Book SynopsisSoziales Kapital von Hochschulclustern: Motivationen, Modelle und Wege.- Begriffsbestimmung, Dilemma und Durchbruch der angewandten Hochschulen in der Logik der Klassifizierung.- Eine Untersuchung der Innovation im zweistufigen Management lokaler Hochschulen aus der Perspektive des Wissensmarktes: Ein Analysemodell auf der Grundlage des Austauschs von Zielen und Ressourcen.- Veränderungen der politischen Aufmerksamkeit in der praxisorientierten Graduiertenbildung und ihre zugrundeliegende Logik.- Welche Qualifikationsanforderungen stellen Unternehmen an die Absolventen der angewandten Hochschulen? Eine Untersuchung von Stellenausschreibungen auf der Grundlage von maschinellem Lernen und natürlicher Sprachverarbeitung.- Eine vergleichende Analyse von Umfang und Struktur der Doktorandenausbildung in den Vereinigten Staaten und China.- Wandel und Konstanz: Überlegungen zu einigen Kernfragen der Modernisierung des chinesischen Hochschulwesens.- Von Studiengangsclustern zu Disziplinenclustern: eine neue Strategie für die angewandte Hochschulbildung.- Zur Drittmittelabhängigkeit der Forschung an deutschen Hochschulen und zur dringenden Notwendigkeit einer grundlegenden Reform.- Transferkompetenz für Bestandsprofessuren und den wissenschaftlichen Nachwuchs.- Über den Einfluss von Künstlicher Intelligenz in der Hochschullehre.- Der Inverted Classroom als kompetenzorientiertes Lehrmodel an deutschen Hochschulen für Angewandte Wissenschaften.- Was Entwicklungsorientierte Bildung ist.- Praxisprojekt trifft forschendes Lernen Studiengangsbegleitende Forschung an anwendungsorientierten Hochschulen.- Zum Promotionsrecht für deutsche Fachhochschulen.

Read more less

Book SynopsisEinleitung.- Theoretische Hintergründe und Forschungsstand.- Forschungsansatz und methodische Herangehensweise.- Ergebnisse.- Diskussion.- Prinzipien für diskriminierungskritische Hochschulentwicklungsprozesse.

Read more less

Book Synopsis- Auf den Spuren eines Markenzeichens des dualen Studiums.- Duales Studium und Theorie-Praxis-Verzahnung.- Konzeptualisierung der Theorie-Praxis-Verzahnung im dualen Studium.- Verwandt, aber verschieden.- Erfolgreiche Theorie-Praxis-Verzahnung.- Potenziale der Theorie-Praxis-Verzahnung erkennen und fördern.

Read more less

Book SynopsisProblemstellung.- Einfluss des Studiums auf GDTH und Studienerfolg.- Studentische Wahrnehmung von Demokratiepraxis.- Implementierungsversuche der GDTH in deutschen Universitäten.- Fazit.

Read more less

Book SynopsisIn 1632, the Amsterdam regents founded an Athenaeum or 'Illustrious School'. This kind of institution provided academic teaching, although it could not grant degrees and had no compulsory four-faculty system. Athenaeums proliferated in the first century after the Dutch Revolt, but few of them survived long. They have been interpreted as the manifestation of an evolving vision of the role of a higher education; this book, by contrast, argues that education at the Amsterdam Athenaeum was staunchly traditional both in methods and in substance. While religious, philosophical and scientific disputes rocked contemporary Dutch learned society, this analysis of letters, orations and disputations reveals that a traditional and Aristotelian humanism thrived at the Athenaeum until well into the seventeenth century.Trade Review"Through careful analysis of this corpus of texts embracing a broad range of disciplines, Van Miert exhibits not only mastery of the Neo-Latin language of academic teaching with its disciplinary varieties, but above all 'that' he is able to reconstruct the intellectual background and the doctrinal scope of teaching at the Amsterdam Atheneaeum during the seventeenth century." Willem Frijhoff, History of Universities Volume XXV, No. 2 (2011) pp. 173-179. ''Clear, graceful and thorough, this is a distinguished and rewarding contribution to the history of higher education.'' Joseph M. McCarthy (Suffolk University) in Seventeenth-Century News, 2010:68, 3-4.Table of ContentsAcknowledgements PART I: A HISTORY Introduction 1. Higher Education in the Low Countries 2. An Amsterdam Cortege PART 2: TEACHING PRACTICES 3. Private teaching 4. Public teaching 5. Semi-public teaching 6. Holidays, timetables and absences PART 3: THE CONTENTS OF TEACHING 7. The arts I: the rhetorical subjects 8. The arts II: the philosophical subjects 9. The teaching of law 10. The teaching of medicine 11. The teaching of theology PART 4: CONCLUSION AND APPENDICES 12. Conclusion Appendix 1: Timeline of professors Appendix 2: Geographical origins of students defending disputations, 1650-1670 Appendix 3: Easter and Pentecost holidays at the Athenaeum Sources Index

Read more less

Book SynopsisAcademic condemnation has long been recognized as an important issue in the history of universities and the history of medieval thought. Yet few studies have examined the phenomenon in serious detail. This work is the first book-length study of academic condemnations at Oxford. It explores every known case in detail, including several never examined before, and then considers the practice of condemnation as a whole. As such, it provides a context to see John Wyclif and the Oxford Lollards not as unique figures, but as targets of a practice a century old by 1377. It argues that condemnation did not happen purely for reasons of theological purity, but reflected social and institutional pressures within the university.Trade Review"...Andrew E. Larsen’s study is an excellent historical and doctrinal analysis of accusations of heresy leveled against various academicians related to the University of Oxford during the period in question.The author has carefully designated the parameters of his study so as to limit its scope and purview..." Girard J. Etzkorn, The Catholic Historical Review, July 2013Table of ContentsAcknowledgements ...ix Abbreviations ...xi 1. Introduction ...1 The Purpose of This Book ... 1 Concepts of Heresy ... 5 Pertinacity and Condemnation ...10 The Problem of Terminology ...12 The Process of Academic Condemnation at Paris ...14 The Treatment of Heresy outside the University...18 2. The Condemnation of 1277 ...25 Robert Kilwardby and the Background to the Condemnation of 1277 ...26 Kilwardby’s Involvement ...31 The Condemnation Itself ...38 Conclusions ...40 3. The Condemnation of 1284 and the Condemnation of Richard Knapwell ...42 The Main Players ...42 The War of the Corrections ...45 The Condemnation of 1284 ...46 The Condemnation Itself ...48 The Case of Richard Knapwell ...57 4. The Condemnation of 1315 ...64 Oxford in the Early Fourteenth Century ...64 The Record of the Condemnation ...67 The Scholar Involved ...68 The Condemnation Process ...71 The Later History of the Propositions ...73 5. The Investigation into William of Ockham ...76 William of Ockham and John Lutterell ...76 Lutterell’s Removal from Offi ce ...78 Ockham at the Provincial Chapter ...83 Lutterell’s Denunciation of Ockham ...86 The Process at Avignon, in brief ...90 6. The Case of Friar John ...92 John Kedington ...92 Mendicant Privileges, Archbishop FitzRalph, and the Debate over Dominium ...94 The Events Leading to the Condemnation ...98 Kedington’s Appeal...100 The Punishment ...103 7. The Case of Uthred of Boldon and William Jordan ...109 Uthred of Boldon and William Jordan ...109 Uthred’s Th eology ...111 The Quarrel between Uthred and Jordan ...114 Archbishop Langham Intervenes ...118 The Condemnation ...120 Deeper Considerations ...124 8. John Wyclif ...127 Wyclif ’s History ...127 The Condemnation of a Franciscan ...129 The St Paul’s Trial ...131 The Attempted Condemnation of 1377 ...133 Barton’s Condemnation ...148 The Blackfriars Council ...164 Wyclif Goes Unpunished ...175 9. The Oxford Lollards ...177 The Main Figures ...177 The Emergence of Wyclif ’s Followers as a Group ...181 The Radical Sermons and the Controversy at Oxford ...182 The Second Session of the Blackfriars Council ...189 The Meeting at Totenhale ...193 The Third through Sixth Sessions of the Blackfriars Council ...195 The Seventh Session of the Blackfriars Council ...203 The Failed Condemnation of Crumpe and Stokes ...204 Causes of the Strife at Oxford ...207 10. The Condemnation of Henry Crumpe ...210 The First Condemnation of Henry Crumpe...210 Crumpe at Oxford ...212 The First Session at Stamford ...213 The Second Session at Stamford...217 11. The Condemnation of Richard Flemmyng ...222 Richard Flemmyng ...222 Arundel’s Constitutions ...223 The Condemnation of Flemmyng ...225 Flemmyng’s Appeals ...227 Conclusions ...230 12. The Authority of the University to Condemn Heresy ...232 The Chancellor’s Office and Powers ...234 Appeals from the Chancellor’s Court ...237 Punishments ...238 The Right of Condemnation for Heresy ...240 Formal Authority in the Individual Cases ...241 Archbishop Arundel and the University of Oxford ...250 13. Libertas inquirendi at Oxford ...254 The Debate over ‘Pelagiansim’ at Oxford ...256 Academic Freedom in Medieval Universities ...258 Responses to the Condemnations of 1277, 1284, and 1286 ...260 The Absence of Condemnation as Evidence for Libertas Inquirendi ...267 The Dynamics of Libertas Inquirendi ...268 Arundel’s Constitutions ...270 14. Non-Theological Factors in Academic Condemnation ...273 Inter-Order Tension as a Cause of Condemnation ...273 Other Political Issues ...280 The Dynamic of Condemnation ...282 Punishment ...284 The Role of Unanimity in Academic Condemnations ...287 15. A Closing Thought ...292 Appendix: Known Cases of Academic Condemnation at Oxford ...295 Bibliography ...301 Index ...313

Read more less

Book SynopsisResearching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Ďurčanský, Jonas Flöter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan Östling.Trade ReviewUniversities are really fond of birthday parties [...] But why should historians get involved? Or even feel concerned? Is there more to expect from those celebrations than magnificent but Whiggish volumes, full of idealized remembrances and clever branding? Such are the issues at stake in this original and enlightening collection of essays edited by Pieter Dhondt.[...] In his brilliant historiographical introduction, Pieter Dhondt shows how the traditional jubilee history became more than a weapon of propaganda, with the emergence of university history as a scientific field in its own right, broadening its geographical, thematic and chronological horizons – even if this emancipation is still largely in statu nascendi. [...] their book is rewarding and useful: let us hope it paves the way to an even more independent but fully integrated university history. Pierre Verschueren (2016). The British Journal for the History of Science, 49, p. 151-152. doi:10.1017/S0007087416000273Table of ContentsLIST OF ILLUSTRATIONS INTRODUCTION 1. University history writing: more than a history of jubilees? Pieter DHONDT, University of Eastern Finland PART I: UNIVERSITY HISTORY WRITING AS PART OF THE JUBILEE 2. Two great anniversaries, two lost opportunities: Charles University in Prague, 1848 and 1948 Marek ĎURČANSKÝ, Charles University in Prague and Pieter DHONDT, University of Eastern Finland 3. The Royal Frederick University in Kristiania in 1911. Intellectual beacon of the North or a North Germanic provincial University? Jorunn Sem FURE, Telemark Museum 4. Commitment, reserve and self-assertion. The celebration of patriotic anniversaries in Russian and German universities 1912/13 Trude MAURER, University of Göttingen 5. Academic ceremonies and celebrations at the Romanian University of Cluj 1919-2009 Ana-Maria STAN, Babeş-Bolyai University PART II: UNIVERSITY HISTORY WRITING ON THE OCCASION OF A JUBILEE 6. 1968 as a turning point in Trondheim's university history Thomas BRANDT, Norwegian University of Science and Technology 7. University history research at the University of Leipzig Jonas FLÖTER, University of Leipzig PART III: UNIVERSITY HISTORY WRITING BEYOND THE JUBILEE 8. The Humboldtian tradition. The German university transformed, 1800-1945 Johan ÖSTLING, Lund University 9. French academia in a prosopographic perspective: a collaborative joint project Emmanuelle PICARD, Ecole Normale Supérieure de Lyon 10. University history writing as part of the history of education Pieter DHONDT, University of Eastern Finland NOTES ON CONTRIBUTORS INDEX

Read more less

Book SynopsisRethinking Private Higher Education takes the university as a core institution in modern nation states, which is currently undergoing a serious revision. It offers fresh insights into the actual meaning of ‘private’ in different higher education contexts, contributing to a deeper understanding of the actual effects of global policies in local contexts through ethnographies. This book explores how private universities were established, their context and history, and their changing business models and operations. The strengths of this book are its ethnographic detail, which shows the complexity and fast changing forms of private higher education, and its reluctance to jump to simplified labelling of public and private. It is a model for further ethnographic studies of local developments in higher education. Contributors are: Ayça Alemdaroğlu, Daniele Cantini, Carmela Chávez Irigoyen, Enrico Ille, Sylvie Mazzella, Alexander Mitterle, Annemarie Profanter, and Susan Wright.Table of ContentsList of Figures Acknowledgements Notes on contributors Introduction: Rethinking Private Higher Education Daniele Cantini Chapter 1: The Global Trade in Higher Education Ayça Alemdaroğlu Chapter 2: The Free Market and Higher Education Carmela Chávez Irigoyen Chapter 3: Challenges and Stakes in the Construction of a Private Market in Higher Education in Tunisia Sylvie Mazzella Chapter 4: Political, Financial and Moral Aspects of Sudan's Private Higher Education Enrico Ille Chapter 5: Private Universities and the State in Egypt at a Time of Social and Political Change Daniele Cantini Chapter 6: University is a Private Matter Annemarie Profanter Chapter 7: Stratification of Higher Education in German Private Higher Education Alexandre Mitterle Afterword Susan Wright Index

Read more less

Book SynopsisReligion can play a dual role with regard to conflict. It can promote either violence or peace. Religion and Conflict Attribution seeks to clarify the causes of religious conflict as perceived by Christian, Muslim and Hindu college students in Tamil Nadu, India. These students in varying degrees attribute conflict to force-driven causes, namely to coercive power as a means of achieving the economic, political or socio-cultural goals of religious groups. The study reveals how force-driven religious conflict is influenced by prescriptive beliefs like religious practice and mystical experience, and descriptive beliefs such as the interpretation of religious plurality and religiocentrism. It also elaborates on the practical consequences of the salient findings for the educational process.

Read more less

Book SynopsisNew Perspectives on Yenching University, 1916-1952, shows how China's preeminent Christian college's promotion of biculturalism, liberal education, and liberal Christianity was a precursor to contemporary modifications of Eurocentric models and refutes claims that a liberal cosmopolitan education is incompatible with nation-building and a modern Chinese identity.

Read more less

Book SynopsisWinner of The Polish Institute of Arts and Sciences of America's 2018 Oskar Halecki Award and Winner of the Early Slavic Studies Association 2016 Book Prize In “A Pearl of Powerful Learning”, Paul W. Knoll provides a fully developed treatment of the institutional, social, and intellectual life of the University of Cracow, an important late medieval school.Trade ReviewWinner of the Early Slavic Studies Association 2016 Book Prize for most outstanding recent scholarly monograph on pre-modern Slavdom. The work was described by the prize committee as: "A thoughtful, highly-informed, and nuanced history of the University of Cracow, an important institution in a pivotal period of Poland’s history. Knoll's treatment of such important issues as the role of the University in national life and the controversial and highly technical matter of the impact of Humanism are dealt with tactfully and thoughtfully. The book will become the definitive work on this topic, and will ensure that the material will rapidly be absorbed into general histories of education and of universities in the Renaissance." Winner of The Polish Institute of Arts and Sciences of America's 2018 Oskar Halecki Award. This award recognizes a book of particular value and significance dealing with the Polish experience and is named after the distinguished 20th century Polish medieval historian, Oskar Halecki, who was one of the founders of PIASA. Professor Knoll will be recognized for this award during the 77th Annual Meeting of PIASA in Gdansk, Poland in June 2019. "This is a masterful institutional and intellectual history of a university. The writing is clear and sometimes elegant. Brill deserves credit for publishing a very large study with footnotes at a time when some American, British, and Canadian presses are imposing draconian word limits, endnotes, and forcing authors to truncate documentation. This is a model study to be praised and imitated." Paul F. Grendler, University of Toronto, Emeritus, in: Renaissance Quarterly 70.4 (2017), pp. 1467-69. ''Winner of the 2016 Early Slavic Studies Association Book Prize, this monumental tome is a worthy culmination of a career dedicated to making medieval and early modern Polish history accessible to anglophone readers. Although Paul Knoll has written about a variety of subjects during a distinguished career that has spanned more than half a century, the UniversityofCracowwasthetopicofoneofhis first published works and has remained a topic near and dear to his heart throughout his academic career and into retirement. After telling parts of this story over the years in various articles and essays, Knoll now provides a comprehensivehistory,the first in any language in more than a century,of the first 150 years of theUniversity of Cracow. [...] This eagerly anticipated volume is itself a pearl of powerful learning, which I highly recommend to anyone interested not only in Polish history but also in the history of education and the role of universities in medieval and early modern societies. Paul Milliman, in Speculum , 94/1 (2019).

Read more less