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Titlebook: Higher Education in Societies; A Multi Scale Perspe Gaële Goastellec,France Picard Book 2014 SensePublishers-Rotterdam, The Netherlands 201

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书目名称Higher Education in Societies
副标题A Multi Scale Perspe
编辑Gaële Goastellec,France Picard
视频video
概述This book interrogates the embeddedness of Higher Education (HE) systems in national social contracts, and discusses how their renegotiation is at play in the organisation of students’ access to unive
丛书名称Higher Education Research in the 21st Century
图书封面Titlebook: Higher Education in Societies; A Multi Scale Perspe Gaële Goastellec,France Picard Book 2014 SensePublishers-Rotterdam, The Netherlands 201
描述Universities are not only economic engines but societal ones. This book interrogates the embeddedness of Higher Education (HE) systems in national social contracts, and discusses how their renegotiation is at play in the organisation of students’ access to universities.Structured around the central concept of the social contract, the growing recognition of the role of HE in its implementation, and regulations governing both individual and collective access, Higher Education in Societies: A Multiscale Perspective, explores the shifting mission of HE over the years from one thought to produce an elite to one of distributive justice by presenting research at the macro, meso and micro levels. In bringing together researchers from different countries, continents, and disciplines to study the same issue through a multiscale analysis, this book forms the starting line for further theoretical and methodological debate on the value of weaving together different approaches to the study of HE, including historical, comparative, sociological, organisational, institutional, quantitative, and qualitative.
出版日期Book 2014
关键词Universities; access; public goods; social contract; transformation of Higher Education systems
版次1
doihttps://doi.org/10.1007/978-94-6209-746-9
isbn_ebook978-94-6209-746-9
copyrightSensePublishers-Rotterdam, The Netherlands 2014
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Michèle Lamont decision making, communication, negotiation) when confronted with specific multiagent problems. In this paper we take this idea one step further and develop the concept of a fully integrated argumentation-based agent architecture. Under this architecture, an agent is composed of a collection of mod
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Sheldon Rothblatttly in their classrooms? What implications does that body of knowledge have for teacher education (TE) and professional development (PD) programs? Let us take a look at the reflections of a teacher who had taught (what she considered to be) a successful argumentation lesson in a ninth grade biology
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