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000726225 020__ $$a9789401795708$$qelectronic book
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000726225 0247_ $$a10.1007/978-94-017-9570-8$$2doi
000726225 035__ $$aSP(OCoLC)ocn905649772
000726225 035__ $$aSP(OCoLC)905649772
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000726225 049__ $$aISEA
000726225 050_4 $$aLC67.68
000726225 08204 $$a378$$223
000726225 24500 $$aHigher education in the BRICS countries$$h[electronic resource] :$$binvestigating the pact between higher education and society /$$cSimon Schwartzman, Rómulo Pinheiro, Pundy Pillay, editors.
000726225 264_1 $$aDordrecht :$$bSpringer,$$c[2015]
000726225 264_4 $$c©2015
000726225 300__ $$a1 online resource.
000726225 336__ $$atext$$btxt$$2rdacontent
000726225 337__ $$acomputer$$bc$$2rdamedia
000726225 338__ $$aonline resource$$bcr$$2rdacarrier
000726225 4901_ $$aHigher education dynamics :$$vvolume 44
000726225 504__ $$aIncludes bibliographical references.
000726225 506__ $$aAccess limited to authorized users.
000726225 520__ $$aIn spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the role of higher education across the BRICS have changed, or not, in recent years. Our point of departure is that, contrary to the conventional wisdom focusing on functionalistic perspectives, higher education systems are not just designed by governments to fulfill certain functions, but have a tendency for evolving in a rather unpredictable fashion as a result of the complex interplay between a number of internal and external factors. In reality, national higher education systems develop and change according to a complex process that encompasses the expectations of governmental agencies, markets, the aspirations of the population for the benefits of education, the specific institutional traditions and cultures of higher education institutions, and, increasingly so, the interests and strategies of the private firms entering and offering services in the higher education market. This basically means that it is of outmost importance to move away from conceiving of "universities" or "higher education" as single, monolithic actors or sector. One way of doing this is by investigating a selected number of distinct, but nonetheless interrelated factors or drivers, which, taken together, help determine the nature and scope of the social compact between higher education (its core actors and institutions) and society at large (government, industry, local communities, professional associations).
000726225 588__ $$aDescription based on online resource; title from PDF title page (viewed March 27 2015).
000726225 650_0 $$aEducation, Higher$$xSocial aspects$$zBRIC countries.
000726225 650_0 $$aEducation, Higher$$xEconomic aspects$$zBRIC countries.
000726225 650_0 $$aEducation, Higher$$zBRIC countries.
000726225 7001_ $$aSchwartzman, Simon,$$eeditor.
000726225 7001_ $$aPinheiro, Rómulo,$$eeditor.
000726225 7001_ $$aPillay, Pundy,$$eeditor.
000726225 77608 $$iPrint version:$$z9789401795692
000726225 830_0 $$aHigher education dynamics ;$$vv. 44.
000726225 852__ $$bebk
000726225 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-017-9570-8$$zOnline Access$$91397441.1
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000726225 980__ $$aEBOOK
000726225 980__ $$aBIB
000726225 982__ $$aEbook
000726225 983__ $$aOnline
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