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001 978-1-4020-3383-4
003 DE-He213
005 20161121230622.0
007 cr nn 008mamaa
008 100301s2005 ne | s |||| 0|eng d
020 _a9781402033834
_9978-1-4020-3383-4
024 7 _a10.1007/1-4020-3383-4
_2doi
050 4 _aLB2300-2799.3
072 7 _aJNM
_2bicssc
072 7 _aEDU015000
_2bisacsh
082 0 4 _a378
_223
245 1 4 _aThe Professoriate
_h[electronic resource] :
_bProfile of a Profession /
_cedited by Anthony Welch.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _aIX, 223 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aHigher Education Dynamics,
_x1571-0378 ;
_v7
505 0 _aChallenge and Change: The Academic Profession in Uncertain Times -- Globalisation’s Impact on the Professoriate in Anglo-American Universities -- Academics and Institutional Governance -- Faculty Perceptions of University Governance in Japan and the United States -- From Peregrinatio Academica to Global Academic: The Internationalisation of the Profession -- Academics’ View of Teaching Staff Mobility -- How Satisfied Are Women and Men with Their Academic Work? -- Academic Work Satisfaction in the Wake of Institutional Reforms in Australia -- Academic Challenges: The American Professoriate in Comparative Perspective -- Improve Teaching Methods or Perish -- The Chinese Professoriate in Comparative Perspective -- The Academic Profession in Hong Kong -- Conclusion: New Millennium, New Milieu?.
520 _aWhat does it mean to be an academic in the twenty first century? Clearly, there is no one answer to this question, as the diversity evident in the following chapters reveals. Elite research universities often tend to join with others of their kind, so that a professor from an elite US institution may well undertake a Japanese sabbatical (if at all) at the University of Tokyo, a UK semester at Oxford or Cambridge, or an Australian semester at the University of Sydney, or perhaps Melbourne. At each, they can expect to have at their disposal well-stocked libraries, replete with requisite books, journals and databases, (many now available electronically), as well as highly regarded specialist peers in their research areas, with whom they can discuss their work in detail. How can this academic lifeworld be compared with that of a member of the South East Asian professoriate, for example, or many in Latin America and Africa, where inadequate wages often necessitate taking on a second job, often at a lower quality private institution (which, however, likely offers better remuneration), and/or perhaps conducting a small business on the side (Welch 2003, Tipton, Jarvis and Welch 2003), and where the lack of basic infrastructure, as well as research training, means that teaching, and perhaps some administration, is perhaps the limit of one’s activities? The story of differentiation, however, is not limited todifferences between elite institutions in OECD countries and more modest institutions elsewhere.
650 0 _aEducation.
650 0 _aInternational education.
650 0 _aComparative education.
650 0 _aEducational policy.
650 0 _aducation and state.
650 0 _aEducational sociology.
650 0 _aHigher education.
650 0 _aEducation and sociology.
650 0 _aSociology, Educational.
650 1 4 _aEducation.
650 2 4 _aHigher Education.
650 2 4 _aInternational and Comparative Education.
650 2 4 _aSociology of Education.
650 2 4 _aEducational Policy and Politics.
700 1 _aWelch, Anthony.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402033827
830 0 _aHigher Education Dynamics,
_x1571-0378 ;
_v7
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-3383-4
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501461
_d501461