How virtual post-secondary educational organisations (popularly called virtual universities) function is the central subject in this new book based on a comparative study of five U.S based institutions.
This book explores the organizational responses of professional schools and colleges to pressures, demands, requirements, expectations, and incentives related to diversity. The macro-organizational perspective supplies much-needed balance and complexity to traditional depictions of post-secondary institutions as largely self-motivated in their diversity efforts.
The main purpose of this book is to explore and understand the motivation behind major donations to higher education and what the role of religion is in these motivations. Features interviews with major donors.
The General Agreement on Trade in Services (GATS) has furthered international pressure towards the liberalization of education all over the world. Antoni Verger explores the constitution of global liberalization entailed by the GATS as well as the opposition to this process.
Annotation Twenty essays present current research on knowledge management as related to effective design of new organization forms. The first section of the book covers frameworks, models, analyses, case studies and research on the integration of knowledge management within virtual organizations, virtual teams and virtual communities of practice. Themes covered in this section include business model innovation; design of virtual organization forms; net-based models; techniques for enabling knowledge capture, sharing and transfer; and collaboration and competition at intra- and inter-organizational levels. The focus of the second half is on key success factors that are important for realizing virtual models of business transformation. Topics include the role of organizational control systems, the role of internal and external employees and customers in creation of organizational knowledge, and information quality issues. Annotation c. Book News, Inc., Portland, OR (booknews.com).
This study describes how faculty who participated in the Teaching and Learning in Diverse Classroom Faculty and TA Partnership Project (1994-2000) at the University of Massachusetts, Amherst, reflected on their experiences and pedagogical practices as instructors in diverse classrooms.
This study analyzes how Jill Ker Conway, first woman president of Smith College, implemented programmatic initiatives and changes to Smith's institutional culture that fit with her vision for higher education.