By Jung Cheol Shin, Ulrich Teichler
The glossy college all started as an cutting edge version - a research-driven instructing and repair version within the nineteenth century -, however the modern college is in a difficulty of identification. the key problem is easy methods to harmonize varied missions, e.g., instructing, examine, and repair. The triple functionality has develop into questionable and examine now dominates the opposite capabilities in modern better schooling. This publication takes a step in the direction of additional educational and coverage discussions at the restructuring the triple features of collage and designing the way forward for the post-massified university.
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Additional info for The Future of the Post-Massified University at the Crossroads: Restructuring Systems and Functions
Example text
C. (2012). Higher education development in Korea: Western university ideas, Confucian tradition, and economic development. Higher Education, 64(1), 59–72. Shin, J. C. (2013). The world-class university: Concept and policy initiatives. In J. C. Shin & B. M. ), Institutionalization of world-class university in global competition. Dordrecht: Springer. Shin, J. , & Toutkoushian, R. (2011). The past, present, and future of university rankings. In J. Shin, R. Toutkoushian, & U. ), University rankings: Theoretical basis, methodology and impacts on global higher education.
Global competition is forcing the modern university to become a type of semi for-profit organization. The massified university provides greater opportunity for those who did not previously have access to higher education, but it costs them much more than in previous times. In addition, the massified university is actively seeking ways to generate resources to support the increased expenditure. Also, the 2 The University as an Institution of Higher Learning: Evolution or Devolution? 25 competition for external resources leads research universities to engage in endless rounds of ranking.
A useful metaphor to employ when discussing the complexity that is contemporary higher education is to view it collectively as constituting an ecology, a complex process of interactivity situated, in turn, within broader and more extensive sets of other ecologies, all of which are in a process of continual interaction and change. From this, we can conclude that the dynamics of contemporary globalization are causing an overall changing ecology of higher education. , do it yourself (DIY), massive open online courses (MOOCs), competency-based instruction]; certification, credentials, and accreditation; policies and metrics designed to frame and measure higher education structures and outputs (Neubauer 2012).
