The recent decade brought about new ways of thinking about universities. European-level educational policies became increasingly influential as the agenda of university reforms was viewed as part of greater Lisbon strategy reforms. National governments adopted the economic concept of the university consistently developed in subsequent official documents of the European Commission. The EU member states currently need to balance their educational policies between the requirements of policies promoted by the EU and the requirements of their national systems. Additionally, the national educational policies are under high pressure due to globalisation. European universities and European academics operate in the midst of these large-scale changes. Their interpretations of and their responses to what is termed «the modernisation agenda of European universities» are at the core of this volume.

From the late nineteenth century to the eve of World War II, America's experts on Russia watched as Russia and the Soviet Union embarked on a course of rapid industrialization. Captivated by the idea of modernization, diplomats, journalists, and scholars across the political spectrum rationalized the enormous human cost of this path to progress. In a fascinating examination of this crucial era, David Engerman underscores the key role economic development played in America's understanding of Russia and explores its profound effects on U.S. policy. American intellectuals from George Kennan to Samuel Harper to Calvin Hoover understood Russian events in terms of national character. Many of them used stereotypes of Russian passivity, backwardness, and fatalism to explain the need for--and the costs of--Soviet economic development. These costs included devastating famines that left millions starving while the government still exported grain. This book is a stellar example of the new international history that seamlessly blends cultural and intellectual currents with policymaking and foreign relations. It offers valuable insights into the role of cultural differences and the shaping of economic policy for developing nations even today.

This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. This volume focuses on policies and changes in schools and classrooms. The studies on school changes present the differences in the policies and challenges of K-12 schools and universities in different countries and regions, and in connection with the contradictions and conflicts between tradition and modernization, as well as the changing roles of various stakeholders, especially that of teachers. In terms of curriculum and instruction, many countries have undertaken experiments and introduced changes based on two major themes: “what to teach” and “how to teach”. International education assessments represented by PISA not only promote the improvement and extensive application of educational assessment and testing techniques, but have also had far-reaching impacts on education policies and education reforms in many countries. Focusing on the changes in educational policies at the micro level, this volume comprehensively reveals the complex interactions between school organizations, teachers, curricula, teaching and learning, evaluation and other elements within the education system, as well as the latest related reforms worldwide.

This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature. Coverage analyzes the effective and specific complexities of the implementation of higher education policies in several countries, including: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States.

Recognizing that a capacity to innovate and commercialize new high-technology products is increasingly a key for the economic growth in the environment of tighter environmental and resource constraints, governments around the world have taken active steps to strengthen their national innovation systems. These steps underscore the belief of these governments that the rising costs and risks associated with new potentially high-payoff technologies, their spillover or externality-generating effects and the growing global competition, require national R&D programs to support the innovations by new and existing high-technology firms within their borders. The National Research Council's Board on Science, Technology, and Economic Policy (STEP) has embarked on a study of selected foreign innovation programs in comparison with major U.S. programs. The "21st Century Innovation Systems for the United States and Japan: Lessons from a Decade of Change" symposium reviewed government programs and initiatives to support the development of small- and medium-sized enterprises, government-university- industry collaboration and consortia, and the impact of the intellectual property regime on innovation. This book brings together the papers presented at the conference and provides a historical context of the issues discussed at the symposium.

This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfil their missions and visions.

Hasan Jashari is a professor at the South East European University since its foundation. He finished his Masters and PhD studies at the University of Skopje. His interest for scientific research is mostly focused on the areas of sociology, education politics.Mr. Jashari signed the contract for the establishment of State University of Tetova in 1994 and was leader of the delegation of the Government of Macedonia at the Conference of the European Educational Cooperation for Peace, Stability and Democracy (Graz, November 14-16, 1998) organized during the Austrian Presidency of the EU -in which the project of Max van der Stoel for SEE University was approved. He is an Associate Professor and is actively involved in the scientific research.

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world’s most improved systems, and learning from a UK research council funded ‘knowledge exchange’ project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.

This collection examines the significance of partnership-based approaches to the modernization of employment relations. Drawing from the work of leading researchers the contemporary interest in partnership is situated within an historical, political and practical context. Particular attention is given to exploring and understanding the practices and experiences of partnership at the workplace.