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

Redaktion: Smart, John C.

• Format: PDF

Produktbeschreibung

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

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Produktdetails

• Verlag: Springer Netherlands
• Seitenzahl: 642
• Erscheinungstermin: 11. Mai 2006
• Englisch
• ISBN-13: 9781402045127
• Artikelnr.: 37348318

Autorenporträt

John C. Smart, University of Memphis, TN, USA

Inhaltsangabe

1. From Number Crunching to Spirituality.- 2. State Governance Reform of Higher Education: Patterns, Trends, and Theories of the Public Policy Process.- 3. College Environments, Diversity, and Student Learning.- 4. Identity Research in Higher Education: Commonalities, Differences, and Complementarities.- 5. What Can Labor Economics Tell Us About the Earnings and Employment Prospects for Faculty?.- 6. Studying Faculty Salary Equity: A Review of Theoretical and Methodological Approaches.- 7. Using Multilevel Sem to Study Leadership Effectiveness in Higher Education.- 8. Event History Methods: Conceptual Issues and an Application to Student Departure from College.- 9. Globalization and Universities.- 10. Evaluating College and University Teaching: Reflections of a Practitioner.- 11. Confronting The Burden of the Past: The Historical Antecedents of the Present Predicament of African Universities.- 12. An Institutional Perspective on Higher Education Policy: The Case of Academic Quality Assurance.- Author Index.- of Previous Volumes.

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)