Lars Engwall, Matthias Kipping, and Behlül Üsdiken
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199590193
- eISBN:
- 9780191723445
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199590193.003.0011
- Subject:
- Business and Management, Public Management, Knowledge Management
This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite ...
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This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite possibly increasing flows of international influence. By comparative examination of the emergence and evolution of business studies in the USA and Europe, it demonstrates that not only the ways in which this particular discipline came to be organized in the first place, but also how its later development into a scientific field, differed in these two settings.Less
This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite possibly increasing flows of international influence. By comparative examination of the emergence and evolution of business studies in the USA and Europe, it demonstrates that not only the ways in which this particular discipline came to be organized in the first place, but also how its later development into a scientific field, differed in these two settings.
Ben Ansell and Jane Gingrich
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199657285
- eISBN:
- 9780191745133
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199657285.003.0006
- Subject:
- Business and Management, Political Economy
In this chapter, Ansell and Gingrich examine how the politics of higher education shape national responses to the challenge of the service transition. Specifically, they argue that applying Ansell’s ...
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In this chapter, Ansell and Gingrich examine how the politics of higher education shape national responses to the challenge of the service transition. Specifically, they argue that applying Ansell’s (2008) distinction between elite, mass public, and partially private higher education systems helps to explain the different patterns of employment in the service sector. The authors analyze data on higher education enrolment and service sector employment across twenty-three OECD countries. They show that while states with partially private systems (typically liberal political economies like the United States and the United Kingdom) have increased employment in the so-called “FIRE” services (finance, insurance, and real estate), states with mass public systems (the Scandinavian social democratic welfare states) have channeled workers with higher education into publicly provided social services. Meanwhile, in the “elite” higher education systems with restricted enrolment, such as those in Continental European states, labor supply may not be adequate to meet labor demand in highly skilled dynamic sectors (or in social services), thereby restraining the move away from manufacturing. The authors argue that the social democratic and liberal cases represent two distinct equilibria underpinned by the invested interests of highly skilled workers, making significant reforms of higher educational systems (and an associated alteration in service sector development paths) unlikely.Less
In this chapter, Ansell and Gingrich examine how the politics of higher education shape national responses to the challenge of the service transition. Specifically, they argue that applying Ansell’s (2008) distinction between elite, mass public, and partially private higher education systems helps to explain the different patterns of employment in the service sector. The authors analyze data on higher education enrolment and service sector employment across twenty-three OECD countries. They show that while states with partially private systems (typically liberal political economies like the United States and the United Kingdom) have increased employment in the so-called “FIRE” services (finance, insurance, and real estate), states with mass public systems (the Scandinavian social democratic welfare states) have channeled workers with higher education into publicly provided social services. Meanwhile, in the “elite” higher education systems with restricted enrolment, such as those in Continental European states, labor supply may not be adequate to meet labor demand in highly skilled dynamic sectors (or in social services), thereby restraining the move away from manufacturing. The authors argue that the social democratic and liberal cases represent two distinct equilibria underpinned by the invested interests of highly skilled workers, making significant reforms of higher educational systems (and an associated alteration in service sector development paths) unlikely.
Sinan Koont
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780813037578
- eISBN:
- 9780813042114
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813037578.003.0004
- Subject:
- Society and Culture, Latin American Studies
After 1959, Cuba's higher-education system expanded greatly. In addition, many institutions (BTJ, ANIR, FCT, SCIT, etc.) were established to encourage technological innovation. Science education was ...
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After 1959, Cuba's higher-education system expanded greatly. In addition, many institutions (BTJ, ANIR, FCT, SCIT, etc.) were established to encourage technological innovation. Science education was emphasized down to the primary-school level. Cuba devoted considerable resources to R&D (for example, founding CIGB in biotechnology, establishing scientific hubs, and developing in vitro propagation technologies) and creating capabilities for R&D. In agricultural research and education, many of the universities established programs in sustainable agriculture. In addition, phyto-sanitary institutions were created to ensure plant health. The chapter ends with a discussion of two examples of outcomes for urban agriculture: one in banana production and the other in the control of nematodes (Hebernem).Less
After 1959, Cuba's higher-education system expanded greatly. In addition, many institutions (BTJ, ANIR, FCT, SCIT, etc.) were established to encourage technological innovation. Science education was emphasized down to the primary-school level. Cuba devoted considerable resources to R&D (for example, founding CIGB in biotechnology, establishing scientific hubs, and developing in vitro propagation technologies) and creating capabilities for R&D. In agricultural research and education, many of the universities established programs in sustainable agriculture. In addition, phyto-sanitary institutions were created to ensure plant health. The chapter ends with a discussion of two examples of outcomes for urban agriculture: one in banana production and the other in the control of nematodes (Hebernem).
Gabriele Ballarino
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9781447316886
- eISBN:
- 9781447316909
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447316886.003.0008
- Subject:
- Political Science, Public Policy
This chapter describes and discusses the main features of the Italian Higher Education System (henceforth HES) as a part of the welfare state. First, its main features are described: relatively low ...
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This chapter describes and discusses the main features of the Italian Higher Education System (henceforth HES) as a part of the welfare state. First, its main features are described: relatively low participation; very limited differentiation; strong power of the “academic oligarchy”. Second, the succession of reforms of the previous 25 years is discussed as the product of the interplay between social and economic modernization and the backwards features of the system. Third, the behaviour of the major actors of the system is presented, with particular attention to the professors and the discussions concerning evaluation and the definition of research quality. Fourth, the main outcomes in terms of social inequality are analyzed.Less
This chapter describes and discusses the main features of the Italian Higher Education System (henceforth HES) as a part of the welfare state. First, its main features are described: relatively low participation; very limited differentiation; strong power of the “academic oligarchy”. Second, the succession of reforms of the previous 25 years is discussed as the product of the interplay between social and economic modernization and the backwards features of the system. Third, the behaviour of the major actors of the system is presented, with particular attention to the professors and the discussions concerning evaluation and the definition of research quality. Fourth, the main outcomes in terms of social inequality are analyzed.
Meredith L. Weiss and Edward Aspinall (eds)
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816679683
- eISBN:
- 9781452948515
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816679683.001.0001
- Subject:
- Sociology, Social Movements and Social Change
Since World War II, students in East and Southeast Asia have led protest movements that toppled authoritarian regimes in countries such as Indonesia, South Korea, and Thailand. Elsewhere in the ...
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Since World War II, students in East and Southeast Asia have led protest movements that toppled authoritarian regimes in countries such as Indonesia, South Korea, and Thailand. Elsewhere in the region, student protests have shaken regimes until they were brutally suppressed—most famously in China’s Tiananmen Square and in Burma. But despite their significance, these movements have received only a fraction of the notice that has been given to American and European student protests of the 1960s and 1970s. This book tells the story of student protest movements across Asia. Taking an interdisciplinary, comparative approach, the chapters here examine ten countries, focusing on those where student protests have been particularly fierce and consequential: China, Japan, Hong Kong, Taiwan, South Korea, Indonesia, Burma, Malaysia, Thailand, and the Philippines. They explore similarities and differences among student movements in these countries, paying special attention to the influence of four factors: higher education systems, students’ collective identities, students’ relationships with ruling regimes, and transnational flows of activist ideas and inspirations.Less
Since World War II, students in East and Southeast Asia have led protest movements that toppled authoritarian regimes in countries such as Indonesia, South Korea, and Thailand. Elsewhere in the region, student protests have shaken regimes until they were brutally suppressed—most famously in China’s Tiananmen Square and in Burma. But despite their significance, these movements have received only a fraction of the notice that has been given to American and European student protests of the 1960s and 1970s. This book tells the story of student protest movements across Asia. Taking an interdisciplinary, comparative approach, the chapters here examine ten countries, focusing on those where student protests have been particularly fierce and consequential: China, Japan, Hong Kong, Taiwan, South Korea, Indonesia, Burma, Malaysia, Thailand, and the Philippines. They explore similarities and differences among student movements in these countries, paying special attention to the influence of four factors: higher education systems, students’ collective identities, students’ relationships with ruling regimes, and transnational flows of activist ideas and inspirations.
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804772105
- eISBN:
- 9780804779074
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804772105.003.0001
- Subject:
- Sociology, Education
This book discusses the emergence and institutionalization of postsecondary institutions for indigenous peoples around the globe. It presents a comparative analysis of the conditions that facilitate ...
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This book discusses the emergence and institutionalization of postsecondary institutions for indigenous peoples around the globe. It presents a comparative analysis of the conditions that facilitate the development of indigenous postsecondary institutions, particularly in four countries: Australia, Canada, New Zealand, and the United States. The book examines the origins and evolution of indigenous sovereignty claims in legal discourses and examines indigenous peoples's control of their own postsecondary institutions. It also analyzes cross-national differences in the structure of indigenous-state relations and shows how higher education systems shaped the emergence of indigenous postsecondary institutions.Less
This book discusses the emergence and institutionalization of postsecondary institutions for indigenous peoples around the globe. It presents a comparative analysis of the conditions that facilitate the development of indigenous postsecondary institutions, particularly in four countries: Australia, Canada, New Zealand, and the United States. The book examines the origins and evolution of indigenous sovereignty claims in legal discourses and examines indigenous peoples's control of their own postsecondary institutions. It also analyzes cross-national differences in the structure of indigenous-state relations and shows how higher education systems shaped the emergence of indigenous postsecondary institutions.
William Whyte
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780198716129
- eISBN:
- 9780191784330
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198716129.003.0018
- Subject:
- History, Cultural History, Social History
Using Keele University as a test case, this section explores the state-sponsored growth of higher education in the three decades after the Second World War. In particular, it argues that both ...
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Using Keele University as a test case, this section explores the state-sponsored growth of higher education in the three decades after the Second World War. In particular, it argues that both Redbrick and the subsequent wave of ‘Plateglass’ universities were formed or reformed in response to the criticisms of the interwar period. The result was a series of institutions which not only increasingly resembled one another, but also formed part of a genuinely national system for the first time ever.Less
Using Keele University as a test case, this section explores the state-sponsored growth of higher education in the three decades after the Second World War. In particular, it argues that both Redbrick and the subsequent wave of ‘Plateglass’ universities were formed or reformed in response to the criticisms of the interwar period. The result was a series of institutions which not only increasingly resembled one another, but also formed part of a genuinely national system for the first time ever.
