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Books on the topic 'Higher education organisations'

Author: Grafiati

Published: 19 February 2023

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1

Jacob, Reny. Organisations for Christian higher education worldwide: A directory, 1998-'99. Janakpuri, New Delhi, India: Associations of Christian Colleges and Universities, International Ecumenical Forum, 1998.

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2

Kuzmina, Olga, and Stefan Hoyle, eds. Challenges for Health and Safety in Higher Education and Research Organisations. Cambridge: Royal Society of Chemistry, 2020. http://dx.doi.org/10.1039/9781839162497.

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3

Malee, Bassett Roberta, and Maldonado Alma, eds. International organizations and higher education policy: Thinking globally, acting locally? Milton Park, Abingdon, Oxon: Routledge, 2009.

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4

Watts, A. G. Closer working?: A review of working relationships between Careers Service Organisations and Higher Education Careers Advisory Services. Derby: University of Derby, Centre for Guidance Studies, 1999.

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5

O'Callaghan, D. F. Responses to the memorandum on higher education in the European Community: Summary of national reports and of reports from European organisations. Brussels: Commission of the European Communities, 1993.

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6

1936-, Kaiser Harvey H., ed. Planning and managing higher education facilities. San Francisco: Jossey-Bass Inc., 1989.

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7

The dynamics of change in higher education : expansion and contraction in an organisational field. New York: Springer, 2008.

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8

Universities in the knowledge economy: Higher education organisation and global change. New York, NY: Routledge, 2012.

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9

Philippe, Joseph. L'Enseignement post-secondaire en France et en Angleterre: Organisation et administration. [Montreal?: s.n.], 1989.

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10

Voronina, Larisa. International standards on auditing: theory and practice. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037951.

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The textbook is designed for a detailed study of the system of International standards of auditing (ISA). The illuminated structure of the system of MSA and standards, disassembled terminology and application of standards. Considered in detail the content of all ISAS, introduced in territory of the Russian Federation from February 12, 2019. (order of the Ministry of Finance of Russia from 09.01.2019 No. 2H). The content of the textbook and generated the results of its study of the professional competencies match the requirements of the Federal state educational standard of higher education of the latest generation and the national professional standard "the Auditor". For students, bachelors, undergraduates, postgraduates and teachers of economic universities and faculties, students of the program of preparation for the qualification exam for obtaining the certificate of the auditor, a professional accountant and also auditors, accountants, economists, lawyers and heads of organisations or improving qualification.

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11

Pellert, Ada. Die Universität als Organisation: Die Kunst, Experten zu managen. Wien: Böhlau, 1999.

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12

Anke, Hanft, and SpringerLink (Online service), eds. Continuing Higher Education and Lifelong Learning: An international comparative study on structures, organisation and provisions. Dordrecht: Springer Netherlands, 2009.

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13

1967-, Pollock Neil, ed. Putting the university online: Information, technology, and organisational change. Phildelphia, Pa: Society for Research into Higher Education & Open University, 2003.

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14

Csizmadia, Tibor Ga bor. Quality management in Hungarian higher education: Organisational responses to governmental policy. Enschede: CHEPS/UT, 2006.

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15

Johnson, Helen Margaret. Encouraging the marketing orientation in higher education: An organisational development approach. London: University of Surrey Roehampton, 2002.

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16

1947-, Brennan John, ed. Improving what is learned at university: An exploration of the social and organisational diversity of university education. London: Routledge, 2010.

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17

Leach, S. Course organisation handbook: For teachers and administrators in further and higher education. Bradford: Bradford and Ilkley Community College, 1993.

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18

Malcolm, Tight, ed. The RoutledgeFalmer reader in higher education. London: RoutledgeFalmer, 2004.

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19

O'Neil, Ian. Alumni relations in UK higher education: The findings of a survey investigating the organisation of alumni relations within UK higher education. (Leeds): Heist Research, 1995.

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20

Anne-Lee, Verville, ed. What business wants from higher education. Phoenix, Ariz: Oryx Press, 1998.

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21

Organisation for Economic Co-operation and Development and SourceOECD (Online service), eds. Learning our lesson: Review of quality teaching in higher education. Paris: OECD, 2010.

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22

Breaden, Jeremy. The organisational dynamics of university reform in Japan: International inside out. Milton Park, Abingdon, Oxon: Routledge, 2012.

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23

Fachhochschulen in the Federal Republic of Germany: Material concerning functions and organisation. Baden-Baden: Nomos, 1989.

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24

Laske, Stephan. Universität im 21. Jahrhundert: Zur Interdependenz von Begriff und Organisation der Wissenschaft. München: R. Hampp, 2000.

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25

Murtagh, Rita-Marie. [To investigate the process of planned change within an organisational context]. (s.l: The Author), 1999.

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26

Mugerwa, Erie Buseere. Political penetration and primordial attachment at Makerere University: A study of organisational effectiveness. Kampala, Uganda: MK Publishers (U) Ltd., 2002.

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27

Taylor, Lee. Equal opportunities in practice: A resources pack for organisational and staff development in higher education. [Sheffield]: [CVCP Universities' Staff Development and Training Unit], 1992.

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28

Romanov, Aleksandr. Penal law of the Russian Federation: General and Special parts. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/925785.

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The focus is on the subject and objectives of penal law of the Russian Federation, its sources and methods, types of penal norms, history and types of penal systems, the provisions of the Criminal Executive code of the Russian Federation, other penal laws and normative legal acts on the activities of bodies in charge of execution of punishments, exercising control and supervision over conditionally sentenced persons and persons with a suspended sentence. The characteristic of organization and activity of criminal-Executive system of the Russian Federation, highlights the issues of its reforms. Detail the issues of legal status of convicts established the order and conditions of execution and serving sentences, the use of other measures of criminal-legal nature, means of correction of convicts, providing medical care to prisoners, the performance requirements for the serving of sentences, organisation of support of liberated and control over them. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of law faculties of educational institutions of higher education, enrolled in the academic programs of bachelor, specialist, master and post-graduate students, teachers, practical workers of law enforcement bodies and all those interested in issues of corrections, legal status of prisoners, the penal laws and the application of other measures of criminal-legal nature.

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29

Zhiai, Liu. An investigation into successful marketing in higher educational organisations: A case study in the University of Wolverhampton. Wolverhampton: University of Wolverhampton, 2001.

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30

Mayorova, Elena. Judicial-ecological examination. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1031595.

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The manual includes a modern interpretation of the concept of judicial expertise, and the theoretical basis of forensic and ecological examination, containing a description of its subject, the definition of the scope of the tasks and the objects of expert research. Considered in detail the procedural and organisational issues of appointment and production of forensic-ecological expertise, order of registration of the conclusion outlined the limits of its use in the process of proof. Presents current methodological and conceptual apparatus of the system of examination of this kind, the problems of information support of expert studies. Meets the requirements of Federal state educational standards of higher education of the last generation. Addressed to the bachelors of science areas of training associated with the assessment of the ecological state of the environment.

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31

Duits-Nederlands-Vlaamse Hogescholenconferentie (12th Mechelen, Belgium and Antwerp, Belgium 1998). De lerende organisatie, voor een betere aansluiting tussen hoger onderwijs en arbeidsmarkt: Die lernende Organisation, für eine bessere Verbindung zwischen Arbeitsmarkt und Hochschulunterricht. Brussel: Vlaamse Hogescholenraad, 1999.

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32

Torrington, Derek. Management and organisation in secondary schools: A training handbook. Oxford: Blackwell Education, 1989.

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33

Singh, Manjari. Organisational mechanisms for national knowledge network and outcomes in the institutes of higher education & reseach: Moderating role of needs & ecosystem. Ahmedabad: Indian Institute of Management, 2015.

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34

Toma, J. Douglas. The uses of institutional culture: Strengthening identification and building brand equity in higher education. Hoboken, NJ: Wiley Periodicals, Inc., 2005.

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35

Brian, Pusser, ed. Arenas of entrepreneurship: Where nonprofit and for-profit institutions compete. San Francisco: Jossey-Bass, 2005.

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36

Harrison, Charles, Derek Healy, Heather Sheeley, Julia Cotton, and Diane Thomason. Challenges for Health and Safety in Higher Education and Research Organisations. Royal Society of Chemistry, The, 2020.

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37

Harrison, Charles, Olga Kuzmina, Derek Healy, and Mehriban Ulusoy. Challenges for Health and Safety in Higher Education and Research Organisations. Royal Society of Chemistry, The, 2020.

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38

Kuzmina, Olga, and Stefan Hoyle. Challenges for Health and Safety in Higher Education and Research Organisations. Royal Society of Chemistry, The, 2020.

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39

Botha, Jan, and Gabriele Vilyte, eds. Utilisation of South African Research on Higher Education. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201416.

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The relationship between research, on the one hand, and policy/practice on the other hand, is complicated and collaboration between scholars in research on higher education (RHE) and institutional research (IR) practitioners is often lacking. This book marks a collaborative effort of a diverse range of South African RHE and IR scholars and asks the overarching questions: What do we know about the utilisation of South African research on higher education (SARHE) and its subset of research known as Institutional Research? How and by whom is this research used? The book begins by looking at the historical underpinnings of SARHE and delineating the shape and size of this body of research. This is followed by a series of case studies on South African Higher Education institutions and governmental bodies, investigating how, when and by whom are research on higher education and institutional research used in the decision-making of these organisations. This book is the first of its kind in South Africa and sets out to lay the groundwork for further research into the use, uptake and utilisation of RHE and IR in this country.

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40

Bassett, Roberta Malee, and Alma Maldonado-Maldonado. International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? Taylor & Francis Group, 2010.

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41

Bassett, Roberta Malee, and Alma Maldonado-Maldonado. International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? Taylor & Francis Group, 2010.

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42

Bassett, Roberta Malee, and Alma Maldonado-Maldonado. International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? Taylor & Francis Group, 2010.

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43

International Network for the Availability of Scientific Publications., Council for the Health and Environmental Safety of Soils., and Commonwealth Secretariat, eds. Commonwealth Higher Education Support Scheme: Directory of available resources from organisations supporting books, journals and library development. London, England: Commonwealth Secretariat and INASP, 1994.

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44

Halvorsen, Tar, and Peter Vale. One World, Many Knowledges: Regional experiences and cross-regional links in higher education. African Minds, 2016. http://dx.doi.org/10.47622/978-0-620-55789-4.

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Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.

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45

Eberhard, F. World List of Universities / Liste Mondiale des Universités: Other Institutions of Higher Education and University Organizations / Autres Etablissements d'Enseignement Supérieur et Organisations Universitaires. de Gruyter GmbH, Walter, 1990.

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46

Eberhard, F. World List of Universities / Liste Mondiale des Universités: Other Institutions of Higher Education and University Organizations / Autres Etablissements d'Enseignement Supérieur et Organisations Universitaires. de Gruyter GmbH, Walter, 2020.

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47

Organisation and Management in Higher Education (Collaboration Between Business & Higher Education). Stationery Office Books, 1990.

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48

Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.

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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal and specific tasks focused on high-quality training of future specialists. The formation of student’s personality as a future teacher has a number of stages coordinated with the process of learning at the university, in particular, with formation of certain knowledge base within the framework of academic discipline studies, acquisition of professional experience in the process of pedagogical training, study of perspective practices and experience of pedagogical activity. The proper attitude to accumulation, generalisation and popularisation of advanced pedagogical experience contributes to formation and development of professional mastery of both students of pedagogical profile and young teachers. The advanced pedagogical experience of winners and laureates of the national pedagogical mastership contests in the Russian Federation and CIS countries requires special research. An attempt of large-scale research of this unique practical experience and its implantation into the training process at pedagogical universities was undertaken by the Russian State Pedagogical University. The research results were tested at the All-Russian applied research conference with international participation “International Best Practices in Pedagogical Activity: Experience, Risks, Prospects”. The conference was presented with 102 papers by representatives of educational organisations from Russia and foreign countries, including Latvia, Kazakhstan, Belarus and Uzbekistan. The aim of the conference was to discuss efficient practices of transformation of modern education aimed at updating its content by strengthening practical orientation and integration of higher and general education, exchange of experience among educators actively using modern educational technologies. The conference was held along the following directions: – Practical application of results of efficient pedagogical solutions and advantages of promising practices of pedagogical excellence aimed to improve the quality of education. – The system of young educators support: ideas and practices. – Digital learning environment: pedagogue’s new tools. – The teacher’s personality in innovative educational space. – Trends in pedagogical education development. – Learner’s individual trajectory as a resource for future teacher formation. – Best teaching practices: international and national experience. The conference participants discussed the pressing issues of organising the teaching process in general-education organisations and vocational guidance in higher education. The participants noted that such pedagogical transfer in modern conditions is one of the important and productive directions of searching for the ways to improve pedagogical mastery.

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49

Maassen, Peter, Mari Elken, Monika Nerland, Agnete Vabø, and Bjø Stensaker. Quality Work in Higher Education: Organisational and Pedagogical Dimensions. Springer International Publishing AG, 2021.

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50

Stensaker, Bjørn, Peter Maassen, Mari Elken, Monika Nerland, Tine S. Prøitz, and Agnete Vabø. Quality Work in Higher Education: Organisational and Pedagogical Dimensions. Springer, 2020.

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