Substantive growth and innovative organization - New categories for higher education research.

Autor/in	Clark, Burton R.
Titel	Substantive growth and innovative organization - New categories for higher education research.
Quelle	In: Higher education, 32 (1996) 4, S. 417-430Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 17
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/BF00133256
Schlagwörter	Vergleichende Bildungsforschung; Hochschulreform; Hochschule; USA; Internationaler Vergleich; Vergleichende Bildungsforschung; Hochschulbildung; Hochschulforschung; Hochschulbildung; Hochschulforschung; Hochschulreform; Hochschule; Internationaler Vergleich; Überfüllung; USA
Abstract	The existing international literature on higher education centers on the transition from elite to mass higher education, the changing relationship between goverments and universities, and the differentiation of the institutional fabric of national systems. These important institutionalized concerns lead to an unbalanced research agenda if outher basic features are not pursued. Two additional fundamental features need expanded attention: substantive academic growth, with its roots in the research imperative and the dynamics of disciplines - and innovative university organization, a sharply growing concern among practitioners as universities seek greater capacity to change. Proliferating at a rapid rate, modern academic knowledge changes fields of study from within, alters universities from the bottom-up, and increases the benefits and cots of decisions on the inclusion and exclusion of various specialties. The long-term trend from simple to complex knowledge, arguably more important than the trend from elite to mass higher education, forces universities to position themselves between knowledge expansion and student expansion, with emphasis increasingly placed on the knowledge dimension. Innovative universities explore new ways of organizing knowledge and of more effectively exploiting the fields in which they are already engaged. Greater awareness of new means of knowledge organization will help universities make wiser choices in the twenty-first-century. Inhaltliche Schwerpunkte: Substantive academic growth (The proliferating base of academic knowledge - Substantive growth versus mass higher education - Research-based teaching and learning) Innovative university organiziation - Conclusion. (HOF/Abstract übernommen).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	1998_(CD)