Titlebook: Higher Education in the BRICS Countries; Investigating the Pa Simon Schwartzman,Rómulo Pinheiro,Pundy Pillay Book 2015 Springer Science+Bus

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书目名称Higher Education in the BRICS Countries影响因子(影响力)




书目名称Higher Education in the BRICS Countries影响因子(影响力)学科排名




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书目名称Higher Education in the BRICS Countries网络公开度学科排名




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书目名称Higher Education in the BRICS Countries被引频次学科排名




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书目名称Higher Education in the BRICS Countries年度引用学科排名




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书目名称Higher Education in the BRICS Countries读者反馈学科排名

infringe

Demand and Supply for Higher Education in Brazilon institutions (HEIs) in the offer of courses and the market demand for qualified people. Among other aspects, the chapter shows that it has been easier to respond to the demands for social mobility than to the requirements of a modern economy.

intention

用不完

Supply and Demand in South Africaenormity of the task at hand, the resources required to redress past inequities, and the deeply entrenched nature of the racially-divided educational system were grossly underestimated by the architects of the new policy framework (and vision) for the sector, including the critically important higher education subsector.

积云

The Role of Stakeholders in the Transformation of the South African Higher Education Systemas the . era as it is during this period that all facets of South Africa were being reconstructed. This period was to be followed by a number of changes in the socioeconomic environment that, in turn, influenced the higher education system.

ARIA

Russian System of Higher Education and Its Stakeholders: Ten Years on the Way to Congruence the external environment as a set of stakeholders whose expectations in respect of the aforementioned aspects of the social contract and the associated actions, mechanisms, and patterns of interaction affected the systemic and institutional dynamics of the Russian higher education system in the period 2000–2012.

BLAZE

Cost Sharing in China’s Higher Education: Analyses of Major Stakeholdersls there have been changes of university governance modes as well, which have led to changed relationships among stakeholders with different winners and losers created each time. This chapter focuses on the three most significant stakeholders in Chinese higher education: governments, students and their families, and the business community.

Complement

surmount

The Federal State, Regional Interests, and the Reinvention of Russian Universitiesat alignment may have been since 1991. The theoretical approach adopted combines a “culturalist” critique based in history and anthropology with a “realist” critique based in critical political economy and more radical traditions in comparative education.

运动性

1571-0378 depth, to a select number of key dimensions underpinning the.In spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the