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Reconfiguring Knowledge in Higher Education

  • Peter Maassen
  • Monika Nerland
  • Lyn Yates

Part of the Higher Education Dynamics book series (HEDY, volume 50)

Table of contents

  1. Front Matter
    Pages i-x
  2. Monika Nerland, Lyn Yates, Peter Maassen
    Pages 1-24
  3. Peter Maassen, Monika Nerland, Lyn Yates
    Pages 187-202

About this book

Introduction

Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy. Yet the changing pressures, directions and practices in relation to knowledge pose many challenges for higher education itself. How can and how should research and study programs within higher education align with wider knowledge dynamics? How can higher education prepare students in professional fields for different kinds of knowledge-intensive work practices?  How can short term economic objectives for higher education be aligned with other kinds of knowledge objectives that have characterized universities and colleges, and with the intensified impact of global rankings? This book takes as its focus the core interest of higher education in knowledge, and takes as its object of inquiry the kinds of reconfiguration of knowledge evident in national policies and governance; and in the redevelopment and practices of a range of professional and academic study programs in higher education institutions in Norway and Australia. From these detailed accounts, the book demonstrates the complexity of knowledge as an object of policy and practice; the competing logics that may be evident within and between study programs and policies; and the different kinds of agents and drivers that are part of knowledge reconfiguration in higher education and that need further attention going forward.

Keywords

Knowledge policies and change dynamics in higher education Steering and coordination problems in the knowledge sector Disciplinary foundations in an era of grand challenges Policy trajectories in Norwegian higher education Mediators of change at the interface of policy and practice Massive open online courses (MOOCs) Tensions between inward and outward-facing agendas in a MOOC Reconfiguration of knowledge in educational programmes Research as instrument for learning in teacher education Development assignments as instrument for learning Shifting knowledge practices in physics

Editors and affiliations

  • Peter Maassen
    • 1
  • Monika Nerland
    • 2
  • Lyn Yates
    • 3
  1. 1.Department of Education Faculty of Educational SciencesUniversity of OsloOsloNorway
  2. 2.Department of Education Faculty of Educational SciencesUniversity of OsloOsloNorway
  3. 3.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-72832-2
  • Copyright Information Springer International Publishing AG 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-72831-5
  • Online ISBN 978-3-319-72832-2
  • Series Print ISSN 1571-0378
  • Series Online ISSN 2215-1923
  • Buy this book on publisher's site