THE CENTURY OF SCIENCE: THE GLOBAL TRIUMPH OF THE RESEARCH UNIVERSITY
Book ID/图书代码： 04331418C00205
English Summary/英文概要： Winner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE)
Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education Theory
In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production.
The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more--not less--important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.
Chinese Summary/中文概要： 教育理论
学术研究
STEAM
2017年国际高等教育重大研究奖获得者
2018年美国出版商专业与学术卓越奖得主:教育理论
在科学的世纪，一个多元文化的国际作者团队研究了科学、技术、工程、数学和健康(STEM+)领域的学术研究在全球的崛起。这一深刻的文本提供了历史和社会学的理解方式，高等教育已经成为一个机构，比以往任何时候都更能塑造科学和社会。案例研究,大多数历史和空间广泛支持的数据库+出版物,选定的国家在欧洲,北美,东南亚,和中东,强调反复出现的主题:高等教育系统的制度化和分化增殖体育校本科研研究政策,支持继续大学培养的扩张导致了知识社会。随着研究型大学在全球范围内的发展，它们似乎是最合法的知识生产场所。
这些章节对各国如何发展基于大学的知识思维以满足社会需求和经济需求提供了新的见解。尽管一再有人警告说，大学在生产知识方面将失去与其他组织形式的相关性，但这些发现毫无疑问地表明，大学在知识世界中已变得越来越重要，而不是越来越不重要。在过去的一百年里，研究型大学在世界范围内取得了巨大的成功。（WYL）
Awards/获奖情况：委员会对该研究的纵向范围、计量经济学方法的严格应用以及对卷中国家内部和国家间分析的重视印象深刻。这些因素的结合使该卷真正具有创新性，并具有巨大的潜力，未来的研究。作者:阿什图书奖委员会
一个由教育学者和其他社会科学家组成的多元文化团队，通过来自欧洲、北美、东亚和中东的案例研究，研究科学、技术、工程和数学领域的学术研究在全球范围内的崛起。他们的主题包括高等教育扩张和增长的科学:高等教育系统的制度化在七个国家1945 - 2015年,美国科学生产：一个意想不到的协同作用在高等教育大众化和超级研究型大学,高等教育和科学在中国的兴起,在台湾大学（1980 - 2011年）,卡塔尔科学生产和科学期刊文章生产和国家研究系统的出现1980 - 2011。来源:(protoview.com)
The Committee was impressed by the longitudinal scope of the study, the rigorous application of econometric methods, and the attention to both intra-national and cross-national analyses in the volume. The combination of these elements makes the volume truly innovative, and holds great potential for future research. Author: ASHE Book Awards Committee
A multicultural team of education scholars and other social scientists examine the global rise of scholarly research in science, technology, engineering, and mathematics, with case studies from Europe, North America, East Asia, and the Middle East. Their topics include higher education expansion and the growth of science: the institutionalization of higher education systems in seven countries 1945-2015, science production in the US: an unexpected synergy between mass higher education and the super research university, the rise of higher education and science in China, science production in Taiwanese universities 1980-2011, and scientific journal article production and the emergence of a national research system in Qatar 1980-2011. Author: Annotation ©2017 Source: (protoview.com)
About the Author/作者介绍： 贾斯汀•鲍威尔是卢森堡大学教育社会学教授。他对教育体系的比较制度分析显示了包容教育和特殊教育、高等教育和职业培训、教育治理和研究政策的持久性和变化。他与别人合著的《比较特殊教育:起源与当代悖论》获得美国教育研究协会2012年杰出图书奖(课程类别中的当代问题)。
大卫•贝克尔是美国宾夕法尼亚州立大学社会学、教育学和人口学教授。他写了关于教育对认知、健康和社会的影响。他2014年出版的《教育社会:全球文化的教育转型》一书荣获美国教育研究协会2015年杰出图书奖。
弗兰克•费尔南德斯是美国休斯敦大学的助理教授。他在宾夕法尼亚州立大学获得了高等教育博士学位。他研究教育政策问题，包括教育和技能的比较或国际研究、服务不足学生的机会和公平、博士教育和教授职位的未来。
Justin J. W. Powell is Professor of Sociology of Education at the University of Luxembourg. His comparative institutional analyses of education systems chart persistence and change in inclusive and special education, in higher education and vocational training, and in educational governance and research policy. His co-authored book Comparing Special Education: Origins to Contemporary Paradoxes received the 2012 Outstanding Book Award (Contemporary Issues in Curriculum category), of the American Educational Research Association.
David P. Baker is Professor of Sociology, Education, and Demography at The Pennsylvania State University, USA. He writes about the effects of education on cognition, health, and society. His 2014 book, The Schooled Society: The Educational Transformation of Global Culture won the American Educational Research Association’s 2015 Outstanding Book Award.
Frank Fernandez is Assistant Professor at the University of Houston, USA. He earned his Ph.D. in Higher Education from The Pennsylvania State University. He researches educational policy issues, including topics related to comparative or international studies of education and skills, access and equity for underserved students, as well as doctoral education and the future of the Professoriate.
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