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Annika Zorn, Jeff Haywood and Jean-Michel Glachant

The introduction discusses how the digital trend that has substantially disrupted other sectors is transforming the higher education sector or even posing a threat to academic institutions’ core business. What could be the rationale for higher education institutions to incorporate a comprehensive digital agenda into their core strategy? Outlining the main developments over the past years in the areas of education, research and knowledge sharing, the authors argue that academic institutions are still far from grasping the full potential of what the digital offers to the academy. Not only does the adoption of online and open practices allow universities to respond to major challenges facing them today, but a digital vision also allows higher education institutions to re-define their role in society. Subsequently, the authors outline how the examples discussed in the book, stemming from a variety of academic contexts, will enrich our understanding of what ‘moving online’ might entail and how to make it work in practice.

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Edited by Gita Steiner-Khamsi and Alexandra Draxler

Open access

The State, Business and Education

Public-Private Partnerships Revisited

Edited by Gita Steiner-Khamsi and Alexandra Draxler

The State, Business and Education contributes to the ongoing debates surrounding the effects of public funding of private entities by examining the ways in which they affect the quality and equity of those services, and the realization of human rights. Using case studies from both the developing and developed world this book illustrates the variety of ways in which private actors have expanded their involvement in education as a business.
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Mats Benner

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Edited by Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick

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Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick

This chapter puts the discussion of the book’s theme – quality, performance and accountability – into context, and introduces the ideas, structure and contributions of this book. It explores the book’s rationales and the three framing ideas. Next, it surveys the five parts of the book, and its 42 chapters that follow. The chapter concludes with suggestions for future progress in this field.

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Edited by Brendan Cantwell, Hamish Coates and Roger King

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Brendan Cantwell, Hamish Coates and Roger King

This chapter introduces this Handbook on the Politics of Higher Education. It starts by advancing ideas and frames to position the following chapters, and then considers broad rationales for the book. The chapter closes by surveying the Handbook’s five parts, and providing a brief overview of the 28 chapters that follow.

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Brian Pusser

This chapter presents an overview of a state-theoretical approach to understanding the politics of higher education. It presents a historical review of critical theories of the state, with particular attention to contest and hegemony. The civil society is also addressed in historical perspective, with analysis of citizenship, institutional and market forces, and the nature of public and private action within the civil society. Attention is also turned to interests and formations beyond the civil society, to the role of social movements in state contest, to the distinction between the state and government, and to the role of power in understanding contest. The history of scholarship on the politics of higher education is reviewed, with a particular focus on critical approaches and theories of the state. Each of the elements of the state-theoretical conceptual approach are linked to the understanding of education as a central state function, and to universities as political institutions of the state, with examples drawn from historical and contemporary political contests in higher education

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Ju-Ho Lee, Hyeok Jeong and Song Chang Hong

Over the last half century, Korea successfully escaped from poverty and socio-economic instability to achieve remarkable economic growth and democracy. An average Korean lived on 2.3 dollars per day in the 1950s; she now earns about 60 dollars per day. Since 1960, the Korean economy has maintained a 6 percent annual growth rate of real GDP per capita, becoming the 13th largest economy in the world (Maddison Project, 2013). This achievement is regarded as a historic case of sustainable growth. While several factors contributed to this outstanding growth, there is emerging consensus that Korea’s achievement of both sustained economic development and democracy is mainly due to its investment in people. At its initial stage of development, Korea faced problems similar to most other developing countries. To escape from a vicious cycle of poverty, Korea had to overcome a legacy of antiquated traditions in education and training. Koreans had traditionally neglected vocational and technical training, owing partly to Confucianism, which praises scholars of the humanities and farmers while disregards professions in manufacturing and trade. Because parents encouraged their children to pursue academic education in colleges and hold white-collar jobs, industries lagged behind with few technicians, skilled workers, and blue-collar workers. To make matters worse, Japanese colonial rule prohibited Koreans from accumulating both physical and human capital for entrepreneurship in industrial sectors. The three years of the Korean War with the division of the Korean peninsula also devastated the economic and social infrastructure and fundamentals for economic growth.