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Critical Issues in Higher Education

  • Book
  • © 2013

Overview

Editors:
  1. Michael Kompf

    1. Brock University, Ontario, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Pamela M. Denicolo

    1. University of Surrey, UK

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Critical Issues in the Future of Learning and Teaching (CIFL, volume 8)

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xii
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  2. Learners

    1. Front Matter

      Pages 1-2
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    2. Social Epistemology, Higher Education and Cultural Convergence

      • Michael Kompf
      Pages 3-13

    3. Teaching Qualification for Doctoral Students

      • Andrew Short
      Pages 15-21

    4. Developments in Doctoral Assessment in the UK

      • Gill Clarke
      Pages 23-36

    5. Keeping the Boys at a Distance

      • Patrick Tierney
      Pages 37-49

    6. Preparing Researchers of Tomorrow

      • Ewelina K. Niemczyk
      Pages 51-66

    7. Every Student Counts

      • Catherine O’rourke
      Pages 67-81

  4. Governance

    1. Front Matter

      Pages 161-164
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    2. Silence within the Academy

      • Rahul Kumar
      Pages 165-174

    3. Evaluating the Impact of Innovations in Doctoral Education in the UK

      • Tony Bromley
      Pages 175-190

    4. Doctorateness – An Elusive Concept?

      • Pamela M. Denicolo, Chris Park
      Pages 191-197

    5. Intersecting Roles

      • Christina Skorobohacz
      Pages 199-224
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Keywords

About this book

The ideas and papers in this volume primarily showcase the work of a group of new scholars who will lead the next generation of educational practise and inquiry. While the topics explored are critical issues, the ways in which these new scholars have chosen to address them illustrates the diversity of voice, venue and value that has led them to present their work. Education and what it means has entered a new era in which the primary focus on education for the sake of education is strained. An educational free-for-all, in the sense of a no-holds-barred fight, seems in place as competition for market share, effective branding exercises and movement towards a client-based delivery of educational services (on demand as demanded) has been fuelled and compounded by litigation, accreditation, transfer credits and matters of patents, copyrights, ownership and monopoly. The link between education and financial well-being has been co-opted as the key to personal success. Unfortunately, the degree pursuit, often called the “paper chase” has become competitive for learners seeking scholarships, awards and entry into graduate school. This transition indicates movement from becoming well educated to employability potential paralleling much institutional retooling and sustenance of enhanced reputation and fiscal viability.

Editors and Affiliations

  • Brock University, Ontario, Canada

    Michael Kompf

  • University of Surrey, UK

    Pamela M. Denicolo

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