LEADER 03882nam 2200649 450 001 9910465750003321 005 20200520144314.0 010 $a1-55339-334-1 010 $a1-55339-342-2 035 $a(CKB)3710000000649010 035 $a(EBL)4513225 035 $a(SSID)ssj0001655572 035 $a(PQKBManifestationID)16436516 035 $a(PQKBTitleCode)TC0001655572 035 $a(PQKBWorkID)14523705 035 $a(PQKB)10965271 035 $a(MiAaPQ)EBC4513225 035 $a(OOCEL)451307 035 $a(OCoLC)953628996 035 $a(CaBNVSL)kck00236809 035 $a(Au-PeEL)EBL4513225 035 $a(CaPaEBR)ebr11253163 035 $a(CaONFJC)MIL916275 035 $a(OCoLC)958385451 035 $a(EXLCZ)993710000000649010 100 $a20160914h20132013 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRethinking higher education $eparticipation, research, and differentiation /$fGeorge Fallis 205 $a20160314th ed. 210 1$aMontreal, [Quebec] :$cMcGill-Queen's University Press,$d2013. 210 4$dİ2013 215 $a1 online resource (273 p.) 225 1 $aQueen's Policy Studies Series 311 $a1-55339-333-3 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- 1. Ontario's System of Higher Education -- 2. Institutional Differentiation: Mandate and Programs -- 3. Government Policy, Institutional Decision Making, and Isomorphism -- 4. Participation: Universal Higher Education Has Been Achieved -- 5. Rethinking Baccalaureate Education -- 6. Graduate Education and Professional Education -- 7. The New Research Agenda -- 8. Rethinking University Research -- 9. Further Differentiation of the Binary System -- 10. Conclusion: Policy Directions and Implementation -- Epilogue: Higher Education Policy in a Time of Expenditure Restraint. 330 $aThe basic structure of universities and colleges in Ontario - one focused primarily on expansion and greater access and put in place in the 1960's - is outdated. The system is now large enough, the eligible age group for entering post-secondary studies is shrinking, and participation rates are as high as they are likely to go. In Rethinking Higher Education, George Fallis argues that policy-makers should shift their attention away from growth and towards improving and diversifying the range of programs available and creating new means of program delivery. He calls for increases in honours undergraduate programs and polytechnic education and envisions a group of research-intensive universities responsible for doctoral education. The existing design, Fallis contends, neglects the specific needs of graduate education and research, layering it on top of a system designed for undergraduate education. In addition, there is disconnection between Ontario's Ministry of Training, Colleges, and Universities and the research missions of the universities and colleges themselves. Fallis recommends that Ontario establish a system for documenting and assessing the quality of research published at universities. Thought-provoking and thoroughly argued, Rethinking Higher Education provides a detailed design for higher education in the twenty-first century. 410 0$aQueen's policy studies. 606 $aEducation, Higher$zOntario 606 $aUniversities and colleges$zOntario 608 $aElectronic books. 615 0$aEducation, Higher 615 0$aUniversities and colleges 676 $a378.713 700 $aFallis$b George$f1947-$0942392 712 02$aQueen's University (Kingston, Ont.).$bSchool of Policy Studies, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465750003321 996 $aRethinking higher education$92126591 997 $aUNINA