This book examines the transformative power and the limitations of one of Europe’s most significant university reforms from an ethnographic and historical perspective. It incorporates voices positioned across university and policy-making hierarchies in its analysis of how Danish universities have been transformed. To do this, the book continually juxtaposes two meanings of ‘enactment’: a top-down view based on laws and institutional power, and a bottom-up view of multiple actors shaping their institution in day-to-day life and in actively contested changes. By conceiving of the university as ‘enacted’ in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways. The book traces the arguments for reform through a two-decade long, dynamic struggle between international forums and national industrial, political and academic interests over the definition of the university. It discusses which ideas finally became dominant and how this happened. It looks at government reforms from 2003 onwards, and, by means of notable ‘telling moments’, explains how the governance and management of the university were transformed. It examines how academics found room to manoeuvre between contesting discourses that affect their identity and work. Finally, it shows how students engaged with new versions of historical debates about their participation in shaping their own education, their institution and society.

This book examines the transformative power and the limitations of one of Europe's most significant university reforms from an ethnographic and historical perspective. It incorporates voices positioned across university and policy-making hierarchies in its analysis of how Danish universities have been transformed. To do this, the book continually juxtaposes two meanings of 'enactment': a top-down view based on laws and institutional power, and a bottom-up view of multiple actors shaping their institution in day-to-day life and in actively contested changes. By conceiving of the university as 'enacted' in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways. The book traces the arguments for reform through a two-decade long, dynamic struggle between international forums and national industrial, political and academic interests over the definition of the university. It discusses which ideas finally became dominant and how this happened. It looks at government reforms from 2003 onwards, and, by means of notable 'telling moments', explains how the governance and management of the university were transformed. It examines how academics found room to manoeuvre between contesting discourses that affect their identity and work. Finally, it shows how students engaged with new versions of historical debates about their participation in shaping their own education, their institution and society.

Ethnographic research in higher education is gaining momentum. In the last 10 years, we saw a great increase in publications, and more and more researchers endorse ethnography because of its distinctive qualities and its productivity for research in higher education: Ethnography is commended for its unique approach to social practices through continuous and immediate experience in field work, and its unfragmented methodical attention to situations, interactions, and experiences. This unique approach is explored in the present book, which brings together researchers from Europe, America, and Australia, and includes current ethnographic studies on higher education, reflections on teaching ethnography, and innovative approaches in ethnographic methods.

Autonomy in governance and management in education has become the prerogative of higher education institutions, whilst optimum allocation and use of resources have become the aim of all higher education institutions. This volume explores the creation of knowledge and its dissemination in a way that creates a significant impact in society.

Within the last decades, universities are increasingly expected and measured by their direct engagement in collaborations beyond academia. Exploring the potential that lies in university-business collaborations, the present anthology attends to the dilemmas, dualities, and challenges that follow such collaborations, especially in the academic traditions of the social sciences and humanities. Each contribution investigates how the human perspective – a perspective that highlights how complex knowledge and a deep understanding of human everyday life – enriches companies’ processes, products, services, and ideas. Some chapters focus on collaborations between researchers and business practitioners, others focus on teaching examples involving students in the collaborative work with businesses and organisations, and again others contribute with more theoretical considerations. By gathering hands-on experiences, the book provides readers with inspirations, reflections on, and insights into university-business collaborations. This book, therefore, is intended for researchers within the humanities and social sciences, who want to get a deeper understanding of the practice of such collaborations. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

With the exponential growth of English-Medium Instruction (EMI) provision in higher education, which is rapidly outpacing empirical research, this book outlines approaches to EMI in a range of regional contexts to exemplify different interpretations of implementing EMI policy in higher education. The book provides an in-depth understanding of evolving interpretations, challenges and current policies on a global level, through the exploration of case studies from Armenia, Austria, Azerbaijan, Bangladesh, Brazil, China, Colombia, Denmark, Estonia, Ethiopia, Georgia, Hong Kong, Italy, Japan, Kuwait, Mexico, Nepal, the Netherlands, Poland, South Africa, Tunisia, Turkey and Vietnam. The case studies, which outline how EMI policy is implemented, are presented in three sections, at the national, institutional and classroom levels (macro, meso, and micro), using a variety of research tools, including policy analysis, stakeholders' conceptualisations of EMI, observations of EMI in practice and context analysis

The Research Handbook on the Transformation of Higher Education captures the complexities and paradoxes associated with higher education transformation. Drawing upon current empirical and theoretical scholarship, it identifies the drivers, actors, developments and outcomes of transformational processes within the field.