Titlebook: Cultural Perspectives on Higher Education; Jussi Välimaa,Oili-Helena Ylijoki Book 2008 Springer Science+Business Media B.V. 2008 Bologna.C

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The Economic Front: From , to ,l functions of universities — academic research and higher education — have expanded simultaneously as universities have taken on a whole variety of societal service functions often termed the university‘s third mission (Clark 1998). From the beginning of the 1980s, a central part of this changed la

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The Economic Front: From , to ,rams in Cooperative Research Centres (CRCs) are challenging traditional modes of university sciencebased research training by integrating professional development closely with industry needs. A key emphasis is on producing “industry-ready” graduates who possess a broader educational experience close

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tics (STEM). The NSF and the US Department of Defense also have long supported graduate students in STEM fields. In the last 20 years or so the NSF along with such professional societies as the Accreditation Board for Engineering and Technology (ABET) have expanded their policy focus to include impr

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and to discuss possible approaches to its assessment with a particular emphasis on the quantitative ones. The term “organisational culture” has proved difficult to define, even though several of its important components are agreed on by most researchers. These include the norms, perspectives, values

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udy analyses changes which are related to or caused by the implementation of policy objectives associated with the Bologna Process in different disciplinary cultures. Following Becher and Kogan (1992), our selection of the basic unit illuminates a variety of different translations which are taking p

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,On ‘Fideism’ as an Interpretive Category,s (to the regions, local authorities) and sideways (to public/private networks) (Hooghe and Marks 2001) has led to the development of the notion of multi-level governance and to the use of soft law to coordinate the implementation of European policies.