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Knowledge Transfer In Higher Education

Author: Lisa Mooney Smith
Publisher: Palgrave Macmillan
ISBN: 9780230278721
Size: 74.99 MB
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This book presents four years of close observation of research and KT practices in one UK University. It attempts to contextualise KT within the arts and humanities, as well as situate learning about the reception and adoption of KT by the individual scholar and the organisation in which they operate.

Research Council Support For Knowledge Transfer

Author: Great Britain: Parliament: House of Commons: Science and Technology Committee
Publisher: The Stationery Office
ISBN: 9780215029225
Size: 77.35 MB
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Research council support for knowledge Transfer : Third report of session 2005-06, Vol. 2: Oral and written Evidence

Innovation And Tradition

Author: Jane Kenway
Publisher: Peter Lang
ISBN: 9780820471402
Size: 52.64 MB
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Knowledge economy policies typically seek to harness higher education to economic outcomes. Tensions between the arts and humanities and the commercial imperatives of the knowledge economy are growing. This book explores how these tensions are played out within international and national higher education policies, within university arts and humanities departments and within the process of writing itself. Essays in this collection investigate the impact of the knowledge economy phenomenon on the arts and humanities and suggest both practical and creative ways of responding to this global policy environment. This book is relevant to scholars who are re-thinking the theory and practice of the arts and humanities within the context of globalization, information technology and entrepreneurship. It will interest students and academics whose courses engage with notions of -the commodity-, -knowledge-, and -creativity- within the fields of cultural and media studies, education and sociology. It will be of particular interest to academics and postgraduates researching contemporary higher education policy, cultural policy and research policy."

The Praeger Handbook Of Urban Education

Author: Joe L. Kincheloe
Publisher: Greenwood Publishing Group
ISBN: 0313039003
Size: 71.49 MB
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Maintaining that urban teaching and learning is characterized by many contradictions, this work proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge urban educators must possess in order to engage in effective and transformative practice. It is necessary for those teaching in urban schools to be scholar practitioners rather than bureaucrats, who can only follow rather than analyze, understand, and create. The ten major sections cover: Context of urban education Race and ethnicity Social justice Teaching and pedagogy Power and urban education Language issues Cultural issues of urban schools as seen in the media Doing research in city schools Aesthetics and the proximity of cultural insitutions Education policy Sixty-one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administrators; cultural studies; evaluation, and linguistics provide a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals and others seeking to understand the situation of urban schools across America today.

Science Budget Allocations

Author: Great Britain: Parliament: House of Commons: Innovation, Universities, Science and Skills Committee
Publisher: The Stationery Office
ISBN: 9780215514837
Size: 72.32 MB
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Science budget Allocations : Fourth report of session 2007-08, Vol. 2: Oral and written Evidence

Knowledge Economy Development And The Future Of Higher Education

Author: Michael A. Peters
Publisher: Sense Pub
ISBN: 9789087900694
Size: 66.35 MB
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Prophetically, almost thirty years ago Jean-François Lyotard forecast the end of the modern research university based on Enlightenment principles. He envisaged the emergence of technical institutes in the service of the information-rich global multinationals. This book reflects on the post-war Western university and its discourses charting the crisis of the concept of the modern university. First, it examines the university within a global networked economy; second, it adopts poststructuralist perspectives in epistemology, politics and ethics to appraise the role of the contemporary university; third, it introduces the notion of 'development' in a critical fashion as a way of explaining its potentially new regional and international learning roles; fourth, it analyzes the rise of global science and the disciplines in the context of the global economy; and, finally, it raises Lyotard's 'logic of performativity' and the assessment of research quality within a neoliberal economy, linking it firmly to the question of freedom and the republic of science.