Understanding higher education : an introduction for parents, staff, employers and students

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Understanding higher education : an introduction for parents, staff, employers and students

Donald Bligh, Harold Thomas and Ian McNay

Intellect, 1999

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内容説明・目次

内容説明

The development of Higher Education is taking place at a phenomenal pace, and this book is set to be a guide for ALL the different groups of people who need to understand the consequences of the changes in the years to come. With the expansion of Higher Education and changes following the Dearing Report, a very large number of parents have no experience of HE. Their children are about to enter university, employers are unaware of the changes, and new lecturers have a light grasp of the history and ideals of university education. This book is set to appeal to the needs of these groups, and will be of special interest to every (school) careers officer. Chapters consider both the historical development of the system of Higher Education as well as the scope and nature of its institutional manifestation as we recognize it today. Far from being another Which-style guide for intending applicants, it is written in a straightforward style by the three authors, each known internationally as Higher Education specialists.

目次

Foreword          [v] Preface          [vii] Glossary          [ix] CHAPTER 1     Some Misconceptions          [1] I You get long holidays II You've one job, not two III Higher education is like school IV Students are irresponsible libertines V It's all theory, not practical VI Higher education sponges on the taxpayer VII Only students and their parents benefit from higher education VIII So what's higher education really like?   CHAPTER 2     What is Higher Education for?          [7] I To develop attitudes and emotional integrity II To cultivate the intellect  III Employment IV To develop culture and standards of citizenship V Knowledge and research as a national resource VI To provide an adaptable workforce with a broad range of skills VII Aims from other perspectives   CHAPTER 3     How the System Developed          [16] I The principles of higher education come from ancient Athens II Medieval knowledge came from authorities and contested discussion III The growing freedoms of expression, opinion, observation and criticism IV The struggle to establish science, technology and practical subjects V Government responsibility for finance and the "buffer principle" VI The age of expansion VII The age of equality VIII The age of efficiency IX The age of excellence   CHAPTER 4     Understanding the New Higher Education System          [33] I Oxbridge  II Other collegiate universities III Older civic universities IV Newer civic universities V Post-war universities VI Post 1992 universities  VII Other institutions   CHAPTER 5     Is it Worth Entering Higher Education?          [39] I What does it cost? II What is the case for loans? III What are the benefits?   CHAPTER 6     Students in the System: access and participation          [46] I How many students are there? II Getting in III A closer look at a varied picture  IV The benefits from accepting foreign students V Are there too many students? VI What are students like? VII Local differences VIII The admissions procedure    CHAPTER 7     Ways of Learning          [61] I Understanding why students behave as they do II Planning the use of time III Effective reading IV Learning from lectures V Note-taking VI The importance of discussion VII Personal learning VIII Where to get help IX Conclusion   CHAPTER 8     Assessment of Students          [78] I There's a fundamental problem when assessing students II The purposes of assessment III Problems of validity IV The unreliability of assessments V Some factors related to examination performance VI The need to diversify assessments  VII Implications VIII Conclusion   CHAPTER 9     Projects and Research          [90] I We should all be researchers now II Twelve typical stages in research III The lonely life of the postgraduate research student IV The funding of academic research V Conclusion   CHAPTER 10     What Academic Freedom is, Why It Matters          [104] I The general and special arguments II Some assumptions III Distinguishing various freedoms that are claimed IV Which of these claims are justified? V Why does academic freedoms matter?   CHAPTER 11     Pressures for Accountability          [110] I Who are the stakeholders and how have they affected higher education? II How has the demand for greater accountability been met in practice?   CHAPTER 12     The Government and Finance of Institutions          [117] I The general character of academic management II Academic departments III Faculties IV Senates and academic boards V How the money comes and goes   CHAPTER 12 What are Academics Really Like?          [126] I Some misleading impressions II The changing composition of British academe  III Understanding how academics think IV Academic life - what is it like? V Staff development in higher education VI Conclusion   CHAPTER 14     The Shape of Things to Come          [138] I The inevitability of change II The wider world III The higher education world - policies and tendencies IV Conclusions and choices   INDEX          [148]

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