LEADER 03217oam 2200625I 450 001 9910452941603321 005 20200520144314.0 010 $a0-203-07508-0 010 $a1-299-46911-6 010 $a1-135-11812-4 024 7 $a10.4324/9780203075081 035 $a(CKB)2550000001019546 035 $a(EBL)1170293 035 $a(SSID)ssj0000860358 035 $a(PQKBManifestationID)12430548 035 $a(PQKBTitleCode)TC0000860358 035 $a(PQKBWorkID)10896045 035 $a(PQKB)10191157 035 $a(MiAaPQ)EBC1170293 035 $a(Au-PeEL)EBL1170293 035 $a(CaPaEBR)ebr10687127 035 $a(CaONFJC)MIL478161 035 $a(OCoLC)841914909 035 $a(OCoLC)840415998 035 $a(EXLCZ)992550000001019546 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHuman development and capabilities $ere-imagining the university of the twenty-first century /$fedited by Alejandra Boni and Melanie Walker 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (257 p.) 300 $aDescription based upon print version of record. 311 $a0-415-53633-2 311 $a0-415-53632-4 320 $aIncludes bibliographical references and index. 327 $apt. I. Theoretical insights -- pt. II. Policy implications -- pt. III. Operationalizing a new imaginary. 330 $a"Globally, universities are the subject of public debate and disagreement about their private benefits or public good, and the key policy vehicle for driving human capital development for competitive knowledge economies. Yet what is increasingly lost in the disagreements about who should pay for university education is a more expansive imaginary which risks being lost in reductionist contemporary education policy. This is compounded by the influences on practices of students as consumers, of a university education as a private benefit and not a public good, of human capital outcomes over other graduate qualities, and of unfettered markets in education. Policy reductionism comes from a narrow vision of the activities, products, and objectives of the University and a blinkered vision of what is a knowledge society. Human Development and Capabilities, therefore, imaginatively applies a theoretical framework to universities as institutions and social practices from human development and the capability approach, attempting to show how universities might advance equalities rather than necessarily widen them, and how they can contribute to a sustainable and democratic society"--$cProvided by publisher. 606 $aEducation, Higher$xAims and objectives 606 $aEducation and globalization 608 $aElectronic books. 615 0$aEducation, Higher$xAims and objectives. 615 0$aEducation and globalization. 676 $a378 701 $aBoni$b Alejandra$0984637 701 $aWalker$b Melanie$0847708 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452941603321 996 $aHuman development and capabilities$92249932 997 $aUNINA