The Changing Academy – The Changing Academic Profession in International Comparative Perspective

Description

The landscape of higher education has in recent years undergone significant change. This has been particular the case for research training, academic life, employment, working conditions and entrepreneurial activities of universities around the globe. The academy is expected to be more professional in teaching, more productive in research and more entrepreneurial in everything. Some of the changes involved have raised questions about the attractiveness of an academic career for today’s graduates. At the same time, knowledge has come to be identified as the most vital resource of contemporary societies. The Changing Academy series examines the nature and extent of the changes experienced by the academic profession. It aims to address these changes from an international comparative perspective, focusing at both the higher education system level as well as the STEM fields of science, technology, engineering and mathematics in particular. It explores both the reasons for and the consequences of these changes. The series considers the implications of the changes for the attractiveness of the academic profession as a career and for the ability of the academic community to contribute to the further development of knowledge societies and the attainment of national goals. It provides analyses on these matters drawing initially on available data-sets and qualitative research studies with special emphasis on the international studies of the Changing Academic Profession and the national surveys in STEM fields. Among the themes featured will be: • Relevance of the Academy’s Work • Enrolment, graduation and the institutional setting of STEM • Research, development and technology policies with regards to STEM • Internationalization of the Academy Governance and Management • The new generation in the academic profession – the doctoral graduates Editorial Board: Elisabeth Balbachevsky, Department of Political Science, University of Sao Paulo, Brazil Jung Cheol Shin, Department of Education, Seoul National University Ulrich Teichler, International centre for Higher Education research (INCHER), University of Kassel William Cummings, Graduate School of Education and HD, George Washingtion University Akira Arimoto, Kurashiki Sakuyo University, Okayama