Epistemic Governance in Higher Education

Quality Enhancement of Universities for Development

Nonfiction, Reference & Language, Education & Teaching, Administration, Business & Finance, Management & Leadership, Planning & Forecasting
Cover of the book Epistemic Governance in Higher Education by Elias G. Carayannis, David F. J. Campbell, Springer New York
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Author: Elias G. Carayannis, David F. J. Campbell ISBN: 9781461444183
Publisher: Springer New York Publication: July 10, 2012
Imprint: Springer Language: English
Author: Elias G. Carayannis, David F. J. Campbell
ISBN: 9781461444183
Publisher: Springer New York
Publication: July 10, 2012
Imprint: Springer
Language: English

“Epistemic governance” refers to the cognitive and knowledge-related paradigms that underlie a social system. In this volume, the authors apply the concept to higher education. In a comprehensive review of recent literature, they define key terms and concepts, arguing that a good, effective and sustainable governance of higher education is not possible unless the epistemic structure and knowledge paradigms of higher education are addressed directly. Effective governance of academic institutions is particularly important, given their essential role in generating and disseminating knowledge. The authors consider the practical and policy implications of the epistemic approach for promoting quality assurance, quality enhancement, and quality management of higher education, and their impact on university administration and academic career development.

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“Epistemic governance” refers to the cognitive and knowledge-related paradigms that underlie a social system. In this volume, the authors apply the concept to higher education. In a comprehensive review of recent literature, they define key terms and concepts, arguing that a good, effective and sustainable governance of higher education is not possible unless the epistemic structure and knowledge paradigms of higher education are addressed directly. Effective governance of academic institutions is particularly important, given their essential role in generating and disseminating knowledge. The authors consider the practical and policy implications of the epistemic approach for promoting quality assurance, quality enhancement, and quality management of higher education, and their impact on university administration and academic career development.

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