How can we re-envision the university? Too many examples of what passes for educational innovation today―MOOCs especially―focus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should co...(展开全部)

德里克·博克 美国当代杰出教育家、法学家和社会学家，美国当代颇具影响力的大学校长之一，西方高等教育史上举足轻重的思想家和实践家。 两度担任哈佛大学校长的人。1971年博克临危受命，担任哈佛大学第25任校长，他采取种种措施帮助教师与学生重塑信心，并引领学校回归正常的教学和科研轨道，直至1991年退休，任期长达20年。2006年，博克再度重返哈佛，于2006—2007年间担任代理校长，接替被迫辞职的校长劳伦斯·萨默斯，也因此成为近50年来任期最长的哈佛校长。 “教育界的诺贝尔奖”格文美尔教育奖获得者。在任期间，博克致力于哈佛大学课程改革，将效果不佳的通识教育转为课程教育，奠定了现代大学的课程标准，在美国乃至全世界产生了巨大影响，被公认为美国教育界最有影响力的人物之一。 世界一流大学争相效仿的“博克教学与学习中心”创始人。博克非常关注本科教学质量，...(展开全部)

Assignments can give instructions, describe an exercise, present a problem, set out rules, propose a game, stimulate a process, or simply throw out questions. Taking a Line for a Walk brings attention to something did is oft neglected: the assignment as a pedagogical element and verbal artefact of design education. This book is a compendium of 224 assignments edited by Nina Pa...(展开全部)

The lack of academic integrity combined with the prevalence of fraud and other forms of unethical behavior are problems that higher education faces in both developing and developed countries, at mass and elite universities, and at public and private institutions. While academic misconduct is not new, massification, internationalization, privatization, digitalization, and commer...(展开全部)

How did an investment advisory firm in obscure Elkhart, Indiana, find the antidote to remain rational in the highly contagious speculative pandemic of the late 1990s? At that time the crowd of true believers, in what was to become the Great Bubble, was swelling exponentially to number in the millions as irrational exuberance reached full flower. From the ill-equipped wage earne...(展开全部)

How did an investment advisory firm in obscure Elkhart, Indiana, find the antidote to remain rational in the highly contagious speculative pandemic of the late 1990s? At that time the crowd of true believers, in what was to become the Great Bubble, was swelling exponentially to number in the millions as irrational exuberance reached full flower. From the ill-equipped wage earne...(展开全部)

Across the world, universities are more numerous than they have ever been, yet at the same time there is unprecedented confusion about their purpose and scepticism about their value. What Are Universities For? offers a spirited and compelling argument for completely rethinking the way we see our universities, and why we need them. Stefan Collini challenges the common claim that...(展开全部)

Across the world, universities are more numerous than they have ever been, yet at the same time there is unprecedented confusion about their purpose and scepticism about their value. What Are Universities For? offers a spirited and compelling argument for completely rethinking the way we see our universities, and why we need them. Stefan Collini challenges the common claim that...(展开全部)