Public Mission under Scarcity: Behavioral Insights into Greek Higher Education

Autor/in	Andreadakis, Zacharias
Titel	Public Mission under Scarcity: Behavioral Insights into Greek Higher Education
Quelle	In: Tertiary Education and Management, 26 (2020) 1, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andreadakis, Zacharias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1007/s11233-019-09042-z
Schlagwörter	Foreign Countries; Higher Education; Public Opinion; Social Environment; Trust (Psychology); Financial Problems; Educational Policy; Position Papers; Role of Education; Greece + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Öffentliche Meinung; Soziales Umfeld; Politics of education; Bildungspolitik; Positionspapier; Bildungsauftrag; Griechenland
Abstract	Relying upon the heuristic presuppositions of behavioral economics, this study seeks to offer an expanded analysis of the public mission mandate of the Greek higher education sector. The examination outlines and parses qualitative evidence issued from the Greek Ministry of Education, and in particular from the hitherto untranslated document "A Strategy for Higher Education in Greece: 2016-2020," in conjunction with a growing body of scholarship on the challenges of cultivating public trust in the Greek social landscape. The discussion negotiates the position of the Greek higher education system as a system of sustainable social prosperity and argues that its operational conditions of financial scarcity may entail broader and inadvertent ramifications, namely, the depletion of cognitive resources and the propagation of narrow mental frames in the pursuit of a public mission. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01