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This is compounded by the influences on practices of students as consumers, of a university education as a private benefit and not a public good, of human capital outcomes over other graduate qualities, and of unfettered markets in education. Policy reductionism comes from a narrow vision of the activities, products, and objectives of the University and a blinkered vision of what is a knowledge society.

Human Development and Capabilities, therefore, imaginatively applies a theoretical framework to universities as institutions and social practices from human development and the capability approach, attempting to show how universities might advance equalities rather than necessarily widen them, and how they can contribute to a sustainable and democratic society. Picking through the capability approach for human development, in relation to Universities, this book highlights and explores three main ideas: theoretical insights to advance thinking about human development and higher education Policy implications for the responsibilities and potential contributions of universities in a period of significant global change Operationalising a New Imaginary This fresh take on the work and purpose of the University is essential reading for anyone interested in university education, capability approach and human development; particularly postgraduates, University policy makers, researchers and academics in the field of higher education.


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Read more Read less. No customer reviews. Share your thoughts with other customers. Write a customer review. Discover the best of shopping and entertainment with Amazon Prime. Unfinished business: Subjectivity and supervision. Harri-Augstein, S. Learning conversations: The self-organised way to personal and organisational growth.

Integral education in higher education and the development of nations

Reissue edition. London: Routledge. Lee, A. Developing effective supervision: Concepts of research supervision. South African Journal of Higher Education 21 4 : — Leathwood, C.

Re-Imagining Learning in the 21st Century - MacArthur Foundation

Research policy and academic performativity: Compliance, contestation and complicity. Studies in Higher Education 38 8 : — Le Grange, L. South African Journal of Higher Education 23 6 : — The supervisory relationship as an arena for ethical problem solving. Education Research International. Loots, S. Ts'ephe and M. South African Journal for Higher Education 30 2 : — Merriam, S. Qualitative research: A guide to design and implementation. Nussbaum, M. Creating capabilities: The human development approach. Cambridge: Belknap Press. Petersen, E. Negotiating academicity: Postgraduate research supervision as category boundary work.

Studies in Higher Education 32 4 : — Walker, M. Doctoral education as capability formation. In The Routledge doctoral supervisor's companion: Supporting effective research in education and the social sciences, ed.

Human Development and Capabilities: Re-imagining the University of the Twenty-first Century

Walker and P. Selecting capabilities for gender equality in education.

In Amartya Sen's capability approach and social justice in education, ed. Walker and E. New York: Palgrave McMillan. Whisker, G.

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Exley, M. Antoniou and P. Working one-to-one with students: Supervising, coaching, mentoring, and personal tutoring. Wilkinson, A. Postgraduate supervision as an advanced teaching and learning practice: Exploring the scholarship link. South African Journal of Higher Education 25 5 : — Zuber-Skerritt, O. Conceptual framework. In Professional learning in higher education and communities: Towards a new vision of action research, ed. London: Palgrave McMillan. In Action research for sustainable development in a turbulent world, ed. Bingley: Emerald Books.

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