Higher Education: Handbook of Theory and Research (eBook, PDF)

Volume XIX
Redaktion: Smart, J. C.

• Format: PDF

Produktbeschreibung

Through his voluminous and influential writings, editorial activities, organizational leadership, intellectual acumen, and strong sense of history, Clifford A. Truesdell (1919-2000) was the main architect for the renaissance of rational continuum mechanics since the middle of the 20th century. This collection of 42 essays and research papers pays tribute to this man of mathematics, science, and natural philosophy as well as to his legacy. There are essays of personal reminiscences (including contributions from J. Serrin, W. Noll, and B.D. Coleman among others), as are papers at the forefronts of research in rational continuum mechanics and its applications to materials science and structural mechanics. With historical photographs, a curriculum vitae and a complete list of publications of Clifford Truesdell, this collection will be of lasting value to applied mathematicians, research scientists and engineers, and historians of science who are interested in the past and current status of the modern rationalist movement in continuum mechanics.

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Produktdetails

• Verlag: Springer Netherlands
• Seitenzahl: 562
• Erscheinungstermin: 18. Januar 2006
• Englisch
• ISBN-13: 9781402024566
• Artikelnr.: 37341150

Inhaltsangabe

Service Through Research: My Life in Higher Education.- The Opportunity Agenda: A Reexamination of Postsecondary Reward and Opportunity.- A Cultural Analysis of Shared Governance: The Challenges Ahead.- Statewide Community College Governance Structures: Factors that Influence and Issues that Test Effectiveness.- Computing and Interpreting Effect Sizes.- Follow the Money: The Changing World of Budgeting in Higher Education.- Tuition Fees in Europe and Australasia: Theory, Trends and Policies.- Toward Massification: Higher Education Development in the People's Republic of China Since 1949.- Theory and Research on the Development of Moral Reasoning Among College Students.- Faculty Professional Development for the 21st Century.- Doctoral Student Attrition and Persistence: A Meta-Synthesis of Research.

Rezensionen

"Each contribution, (solid studies of literature) are written by native professional researchers, who are famous in their field [...] The consequence is that the contributions in the handbook are based on similar research, this presents us with a wide perspective course of action, which can be touched on for future research. It is evident that each research group who is involved in Higher Education should have a subscription for this book."
(Hans van Hout, University of Amsterdam)
"There are several reasons why the Handbooks deserve a wider audience, especially among scholars, policy-makers and practitioners in the United Kingdom. Firstly the shift to mass higher education in England and the other home countries, although two decades behind the American expansion, has brought shared problems and common worries, notably in relation to access, funding and quality. [...] A second reason, then, for bringing the Handbooks to a wider audience would be to force consideration of the need for (and value of) a parallel series: one focused mainly but not exclusively on the British or, more ambitiously, the European context. [...] The strength of the series (for the outsider at least) is its Americanism. For overseas students and scholars, the Handbooks provide a ready guide to the shifting contours of American higher education and the approaches to research within that system. Alongside synoptic studies in the mainline American journals of higher education, where Handbook chapters are frequently cited, the volumes should be a first port of call for the overseas researcher and the scholar-administrator. Moreover, since 1988, the Handbooks have offered readers an appreciation of the public service and career dimensions of American higher education, by way of an opening chapter in which senior figures volunteer personal and professional reflections on a life in and around the academy."
(Gareth Parry, School of Education, University of Sheffield. (Journal Teaching in Higher Education)