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Journal articles on the topic 'Education, Sociology of|Education, Higher'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Armstrong, Elizabeth A., and Johanna C. Massé. "The Sociology of Higher Education." Contemporary Sociology: A Journal of Reviews 43, no. 6 (October 28, 2014): 801–11. http://dx.doi.org/10.1177/0094306114553215.

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2

HATA, Takashi. "The Institutionalization of Higher Education Research and the Sociology of Education:." Journal of Educational Sociology 104 (June 30, 2019): 7–28. http://dx.doi.org/10.11151/eds.104.7.

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3

Kharcheva, V. G., and F. E. Sheregi. "Higher Education in the Mirror of Sociology." Russian Education & Society 37, no. 7 (July 1995): 9–27. http://dx.doi.org/10.2753/res1060-939337079.

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4

Davydov, Iu S. "Higher Education." Russian Education & Society 39, no. 12 (December 1997): 5–19. http://dx.doi.org/10.2753/res1060-939339125.

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5

Pugacheva, E. G., and K. N. Solov'enko. "Higher Education." Russian Education & Society 42, no. 10 (October 2000): 5–9. http://dx.doi.org/10.2753/res1060-939342105.

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6

Pearson, Willie. "The crisis in sociology and higher education." Sociological Spectrum 8, no. 2 (January 1, 1988): 101–16. http://dx.doi.org/10.1080/02732173.1988.9981845.

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7

Baker, David P. "Sociology of Higher Education: Contributions and Their Contexts." Contemporary Sociology: A Journal of Reviews 37, no. 6 (November 2008): 613–14. http://dx.doi.org/10.1177/009430610803700661.

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8

Huber, Mary Taylor. "What Is the Sociology of Higher Education For?" Change: The Magazine of Higher Learning 52, no. 3 (May 3, 2020): 62–66. http://dx.doi.org/10.1080/00091383.2020.1745605.

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9

Shchudlo, Svitlana. "Institutional risks of higher pedagogical education." Ukrainian society 2012, no. 4 (2012): 185–96. http://dx.doi.org/10.15407/socium2012.04.185.

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In the article the problems of functioning of institute of higher pedagogical education in the system of education of Ukraine are examined. From the positions of neoinstitutional sociology the author makes the analysis of the system of preparation of teachers. On the basis of the results of empiric sociological researches the author analyses risks within the institute of higher pedagogical education and in its interaction with other social institutes, in particular, with a labour-market.

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10

Peil, Margaret. "Revitalizing higher education." International Journal of Educational Development 16, no. 1 (January 1996): 104–5. http://dx.doi.org/10.1016/s0738-0593(96)90009-7.

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11

Peil, Margaret. "Journal of higher education." International Journal of Educational Development 16, no. 4 (October 1996): 453. http://dx.doi.org/10.1016/s0738-0593(97)87238-0.

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12

Pattenaude, Richard L., Elwood B. Ehrle, and John B. Bennett. "Higher-Education Administration." Public Administration Review 49, no. 6 (November 1989): 571. http://dx.doi.org/10.2307/976585.

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13

Thornton, Courtney H. "Sociology of Higher Education: Contributions and Their Contexts (review)." Review of Higher Education 31, no. 3 (2008): 373–74. http://dx.doi.org/10.1353/rhe.2008.0003.

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14

Ambarova, P. A., and G. E. Zborovsky. "University Management in the Western Sociology of Higher Education." Education and science journal 22, no. 5 (July 3, 2020): 37–66. http://dx.doi.org/10.17853/1994-5639-2020-5-37-66.

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15

Chernova, Kristina, and Elena Bedrina. "Development of demographic education in higher education institutions of Russia." Population 23, no. 4 (December 19, 2020): 125–39. http://dx.doi.org/10.19181/population.2020.23.4.12.

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The article assesses the availability of demographic education in Russian universities based on the analysis of information posted on the websites of educational programs of higher education institutions included in the rating of top 100 ranking best universities in the Russian Federation, compiled by the research company RAEX-Analytics LLC in 2019. Universities are grouped according to their profile, specialization and geographical location. Monitoring of educational programs is presented in terms of educational levels and directions. The study revealed that 75% of Russian universities, included in the sample, have demographic disciplines in their educational programs. Demographic education is most developed in multidisciplinary universities. Demographic disciplines are included in almost all educational programs for training in the area of "Sociology". It is concluded that there is an inequality in the availability of demographic education, since it is more concentrated in the cities of Moscow, St. Petersburg as well as in the cities of the Volga Federal District. In addition, there were found out such distortions in the development of demographic education as lack of instrumental disciplines and weak inclusion of demographic disciplines in economic programs. As a result of the research, there are given recommendations aimed at expanding the range of students studying demography, forming of continuity in educational programs for bachelor's and master's degrees, and including demographic disciplines of an instrumental nature in them. The authors believe that the expansion of interaction between universities and local authorities in training specialists will contribute to development of demographic education.

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16

Zborovsky, G. E., and P. A. Ambarova. "The Formation and Development of Foreign Sociology of Higher Education: A Review." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 11 (November 28, 2020): 33–50. http://dx.doi.org/10.31992/0869-3617-2020-29-11-33-50.

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The review article summarizes the processes of development of higher education sociology abroad over the past 50 years. The choice of the research object was determined by the real achievements of national higher education systems and a high level of higher school sociology development in USA, Great Britain, France, Scandinavian countries, and Spain. The review reflects the advancement of leading sociologists of higher education in these countries. The authors have applied a methodology of comparative analysis studying the Western experience of sociological research in higher education, the main ideas and trends. The article dwells on the ways of changes in the content field of Western sociology of higher education. The practical significance of the review is determined by the possibilities of using the proposed analysis for the development of Russian sociology of higher education and University development practices.

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17

El-khawas, Elaine. "Higher Education Re-Formed." Higher Education Policy 14, no. 1 (March 2001): 93–95. http://dx.doi.org/10.1016/s0952-8733(00)00030-1.

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18

Pesmazoglu, Stefanos. "Higher Education and Work." Higher Education Policy 9, no. 4 (December 1996): 333–39. http://dx.doi.org/10.1016/s0952-8733(99)80003-8.

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19

Hayman, John. "Technoscience and Higher Education." Higher Education Policy 3, no. 4 (December 1990): 40–41. http://dx.doi.org/10.1057/hep.1990.61.

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20

Albornoz, Orlando. "Steering Higher Education: Venezuela." Higher Education Policy 6, no. 4 (December 1993): 34–38. http://dx.doi.org/10.1057/hep.1993.53.

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21

Slvertseva, N. L. "Higher Education in Russia." Russian Education & Society 37, no. 8 (August 1995): 83–96. http://dx.doi.org/10.2753/res1060-9393370883.

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22

Henry, Miriam. "The Globalization of Higher Education." Higher Education Policy 13, no. 3 (September 2000): 325–29. http://dx.doi.org/10.1016/s0952-8733(00)00015-5.

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23

Dias, Marc Antonio R. "The Encyclopedia of Higher Education." Higher Education Policy 6, no. 1 (March 1993): 55–56. http://dx.doi.org/10.1057/hep.1993.14.

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24

Woodley, Alan. "Economics of Distance Higher Education." Higher Education Policy 8, no. 1 (March 1995): 55–56. http://dx.doi.org/10.1057/hep.1995.14.

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25

mc-Daniel, Olaf C. "Higher Education Policy after 1992? An Agenda for European Higher Education Policy." Higher Education Policy 4, no. 4 (December 1991): 42–49. http://dx.doi.org/10.1057/hep.1991.56.

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26

Guerra, Marc D. "The Place of Liberal Education in Contemporary Higher Education." Society 50, no. 3 (April 12, 2013): 251–56. http://dx.doi.org/10.1007/s12115-013-9652-2.

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27

Groth, Alexander, and Charles R. Dannehl. "Women in Higher Education:." Women & Politics 12, no. 1 (October 15, 1992): 53–71. http://dx.doi.org/10.1300/j014v12n01_03.

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28

Scott, Peter. "The future of general education in mass higher education systems." Higher Education Policy 15, no. 1 (March 2002): 61–75. http://dx.doi.org/10.1016/s0952-8733(01)00036-8.

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29

Iagodin, G. A. "The Restructuring of the Higher Education System and Continuing Education." Soviet Education 29, no. 9-10 (July 1987): 94–117. http://dx.doi.org/10.2753/res1060-939329091094.

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30

Wood, Peter W. "The Higher Education Bubble." Society 48, no. 3 (March 25, 2011): 208–12. http://dx.doi.org/10.1007/s12115-011-9418-7.

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31

Contreras, Norma, and Paul Rich. "The Literature of Higher Education." ANNALS of the American Academy of Political and Social Science 585, no. 1 (January 2003): 211–13. http://dx.doi.org/10.1177/0002716202238576.

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32

Donnelly, Michael. "Inequalities in Higher Education: Applying the Sociology of Basil Bernstein." Sociology 52, no. 2 (August 8, 2016): 316–32. http://dx.doi.org/10.1177/0038038516656326.

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This article seeks to re-invigorate debate about how we theorise inequalities in higher education. The work of sociologist Basil Bernstein has not yet been brought to bear in this area, despite the affordances it brings in teasing out the implicit rules that perpetuate inequalities in higher education. Drawing on empirical findings from a qualitative study into the impact of university-led ‘outreach’ work in the UK context, the article applies and tests the work of Bernstein. It is argued that his framework offers the analytical precision to expose the implicit rules and principles that underlie young people’s encounters with higher education.

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33

Deem, Rosemary. "Sociology and the sociology of higher education: A missed call or a disconnection?" International Studies in Sociology of Education 14, no. 1 (March 2004): 21–46. http://dx.doi.org/10.1080/09620210500200117.

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34

PUDDEPHATT, ANTONY, and RANDLE W. NELSEN. "The Promise of a Sociology Degree in Canadian Higher Education." Canadian Review of Sociology/Revue canadienne de sociologie 47, no. 4 (October 21, 2010): 405–30. http://dx.doi.org/10.1111/j.1755-618x.2010.01245.x.

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35

Teichler, Ulrich. "Research on Higher Education and Employment and its Implication for Higher Education Management." Higher Education Policy 8, no. 1 (March 1995): 11–15. http://dx.doi.org/10.1057/hep.1995.2.

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36

Lai, Qing. "Chinese Adulthood Higher Education." Chinese Sociological Review 46, no. 3 (April 2014): 55–79. http://dx.doi.org/10.2753/csa2162-0555460303.

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37

Mack, Raymond W., Mortimer R. Kadish, and Frederick Stirton Weaver. "Toward an Ethic of Higher Education." Contemporary Sociology 21, no. 2 (March 1992): 232. http://dx.doi.org/10.2307/2075465.

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38

Majumdar, Tapas. "Self-Legitimacy of Indian Higher Education?" Contributions to Indian Sociology 20, no. 2 (July 1986): 297–99. http://dx.doi.org/10.1177/006996686020002009.

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39

Bell, Amy, Lucy Hawkins, Lorraine Kelleher, Cath Lambert, Jennifer Lexmond, Samantha Lyle, Astrid Nordin, Andrew Parker, Maud Perrier, and Juliet Rayment. "Gender Transformations in Higher Education." Sociological Research Online 12, no. 1 (January 2007): 205–16. http://dx.doi.org/10.5153/sro.1462.

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This paper offers a critical perspective on issues around gender and sexual transformation within the context of UK Higher Education. Drawing on qualitative data carried out by undergraduate and postgraduate students, the analysis explores some of the diverse and often challenging ways in which young/er women and men are thinking and talking about gender, sexuality and feminism, as well as their strategies for turning ideas into political action. The research focuses on the activities and opinions of students belonging to an anti-sexist organisation within one UK university, who are engaged in campaigns to raise awareness about the damaging effects of gender and sexual inequalities, as well as promoting the popular appeal of contemporary feminisms. Locating the voices and research findings of the students themselves at the centre of the discussion, the paper is produced collaboratively between students and teachers who are involved in both the activist and research elements of this project. The paper also argues for (and provides evidence of) the transformative potential of alternative and critical forms of student engagement and student/ staff collaboration in relation to gender informed academic activism.

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40

Morrison, James L., and Robert Birnbaum. "Maintaining Diversity in Higher Education." Contemporary Sociology 14, no. 1 (January 1985): 66. http://dx.doi.org/10.2307/2070436.

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41

Fisher, Donald, Lesley Andres, and Finola Finlay. "Student Affairs: Experiencing Higher Education." Canadian Journal of Sociology / Cahiers canadiens de sociologie 32, no. 3 (July 1, 2007): 407. http://dx.doi.org/10.2307/20460650.

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42

Kamola, Isaac, and Neema Noori. "Higher Education and World Politics." PS: Political Science & Politics 47, no. 03 (June 19, 2014): 599–603. http://dx.doi.org/10.1017/s1049096514000699.

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43

Becker, Rolf, and Anna Etta Hecken. "Higher Education or Vocational Training?" Acta Sociologica 52, no. 1 (March 2009): 25–45. http://dx.doi.org/10.1177/0001699308100632.

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44

GRIFFITH, JOHN. "THE THREAT TO HIGHER EDUCATION." Political Quarterly 60, no. 1 (January 1989): 50–62. http://dx.doi.org/10.1111/j.1467-923x.1989.tb00756.x.

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45

Grodsky, Eric. "Compensatory Sponsorship in Higher Education." American Journal of Sociology 112, no. 6 (May 2007): 1662–712. http://dx.doi.org/10.1086/512707.

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46

Hammack, Floyd M. "Class Matters in Higher Education." Contemporary Sociology: A Journal of Reviews 41, no. 4 (June 27, 2012): 460–63. http://dx.doi.org/10.1177/0094306112449613d.

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47

Egerton, Muriel. "Higher education and civic engagement*." British Journal of Sociology 53, no. 4 (December 2002): 603–20. http://dx.doi.org/10.1080/0007131022000021506.

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48

Jacobs, Jerry A. "Gender Inequality and Higher Education." Annual Review of Sociology 22, no. 1 (August 1996): 153–85. http://dx.doi.org/10.1146/annurev.soc.22.1.153.

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49

Sullivan, Teresa A. "Degendering Leadership in Higher Education." Contemporary Sociology: A Journal of Reviews 50, no. 1 (January 2021): 59–61. http://dx.doi.org/10.1177/0094306120976390r.

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50

Poliak, O. "DEVELOPMENT OF SOCIOLOGICAL EDUCATION IN UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (12) (2020): 43–46. http://dx.doi.org/10.17721/2415-3699.2020.12.10.

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Sociology as sciences and a subject matter has been researched, the phenomenon of significant influence of individual features and knowledge of creators of sociology on its development at an initial stage has been proved, the reasons of differences in evolution of sociology in the Western Europe, the USA and in the East Europe have been analyzed. Improvements of a statement of this period in textbooks for higher schools are offered. The inaccuracy of the statement distributed in modern textbooks about absence of sociological researches in Soviet Union is revealed. It is specified on the facts of their development in 20-30th years in the form of searches of "the scientific organization of work" and in 60-70th years as realization of "social forecasts". Significant and completely new information was obtained during the study of structural and didactic characteristics of the sociological education sector in Ukraine. The analysis of reference books for entrants higher education institutions of Ukraine during the years of independence made it possible to trace the evolution of the names of specializations in sociological education of Ukraine and to obtain data on how many higher education institutions offer students different types of learning. The fact of great differences between the classifiers of professions and what was offered and is offered by higher education institutions has revealed and analyzed. The introduction of the new Classifier of Professions DK 0003: 2005 should cause changes in the activities of the higher education institutions. Ways to accelerate the development and improvement of the sociological education sector in the domestic higher education system are proposed, taking into account the Bologna process and other integration processes, in particular, the need to include Ukraine in creating a common European space Union to continue building its human potential through the creation and accumulation of "development knowledge", an important part of which is sociological knowledge. Restoration of sociology and formation of sociological education in the USSR 80th years, development and permanent changes of sociological education in independent Ukraine is investigated. Curricula and other aspects of preparation of experts of sociology in several universities and other higher schools are investigated, is specified on existence of a nonagreement of terminology of formulations in diplomas of higher schools with the official Qualifier of trades.

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