HIGHER EDUCATION IN A STATE OF CRISIS -- HIGHER EDUCATION IN A STATE OF CRISIS -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- PREFACE -- Chapter 1 THE DEMAND AND SUPPLY OF HIGHER EDUCATION IMPACTING UNEMPLOYMENT -- Abstract -- I. Introduction -- The Economic Recession of 2007 -- II. Higher Education and Unemployment -- The Demand Side: Higher Education, a Substitute of Unemployment -- The Supply Side -- State Budgets in a Crisis of Their Own -- Layoffs -- Furloughs -- Programs Being Cut -- Hiring Freezes -- Enrollment Limits Imposed -- Decreasing Endowments -- Tuition Hikes -- III. Less Funding for Higher Education Means A Soar in Unemployment Rates -- Participation and Completion Rates -- Community Colleges -- Conclusion -- References -- Chapter 2 THE PRESENT AND THE FUTURE OF HIGHER EDUCATION: A VIEW FROM PORTUGAL* -- Abstract -- 1. Introduction -- 2. The Global Higher Education Context -- 3. The Higher Education Environment -- 4. Massification, Privatization and New Higher Education Institutions -- 5. Institutional Pluralism and the Future of Higher Education Institutions -- 6. The Higher Education Context in Portugal -- 7. Reflections on the Future of Portuguese Higher Education -- Conclusion -- References -- Chapter 3 THE SCANDAL OF SCHOOLS OF EDUCATION: INSTITUTIONAL INTEGRATION AND THE DESCENT OF PRACTICE -- Abstract -- The Difference between the Institution and the Organization -- The Descent of Practice and the Scholar -- Institutional Change and the National Market -- Schools of Education and the National Market -- Two Fundamental Principles of Production in Education -- The End of the Line: A New Unit of Analysis -- References -- Chapter 4 THE DEVELOPMENT AND PROBLEMS OF TRAINING TEACHERS FOR VOCATIONAL AND TECHNICAL EDUCATION IN TURKEY -- Abstract -- Introduction -- Findings and Comment.

I. Developments at Vocational and Technical Secondary Education -- 1. Technical Education Schools for Boys -- 2. Technical Education Schools for Girls -- 3. Commerce and Tourism Education Schools -- II. The History of Teacher Training for Vocational and Technical Education -- II.I. Developments in Teacher Training for Vocational Education before 1982 -- II.I.I. The Institutions Training Teachers for Vocational and Technical Education before 1982 -- Technical School of Teaching for Girls -- Vocational School of Teaching for Girls -- Technical School of Teaching for Boys -- Vocational School of Teaching for Boys -- Higher Commerce School of Teaching -- Higher School of Teaching for Industrial Arts -- II.II. Developments in Training Teachers for Vocational Education after 1982 -- II.II.I. Faculties of Vocational and Technical Education Reconstructed after 1982 -- Faculties of Vocational Education -- Faculty of Technical Education -- Faculty of Industrial Arts Education -- Faculty of Commerce and Tourism Education -- III. Problems Experienced at the Faculties of Vocational and Technical Education -- Conclusion -- References -- Chapter 5 UNIVERSITY DEGREES IN PHYSICAL EDUCATION IN SPAIN AFTER THE ADAPTATION PROCESS TO THE EUROPEAN HIGHER EDUCATION AREA AND ITS CONSEQUENCES -- Abstract -- 1. Introduction -- 1.1. The EHEA Implementation Process -- 1.1.1. Prague 2001 -- 1. The Adoption of a Level System Easily Legible and Comparable -- 2. Adoption of a System Based on Two Main Cycles -- 3. Establishment of a Credit System -- 4. Mobility Promotion -- 5. Promotion of European Collaboration in Quality Guarantee -- 6. Promotion of European Dimensions in Higher Education -- 7. Lifelong Learning -- 8. Institutions and Students of Higher Education -- 9. Promoting the Attractiveness of the European Higher Education Area -- 10. Continuous Follow-Up.

1.1.2. Berlin 2003 -- 1. Quality Guarantee -- 2. Degree's Structure: Adoption of a Two-Cycle System -- 3. Mobility Promotion -- 4. Establishment of a Credit System -- 5. Degrees Recognition -- 6. Higher education institutions and students -- 7. Promotion of the European High Education Dimension -- 8. Promoting the European High Education Area's Attractiveness -- 9. Lifelong learning -- 1.1.3. Bergen 2005 -- 1. The Degree System -- 2. Quality Guarantee -- 3. Degrees and Periods of Study Recognition -- 4. Higher Education and Research -- 5. The Social Dimension -- 6. Mobility -- 7. The Attractiveness of the EHEA and the Cooperation with Other Parts of the World -- 1.1.4. London (2007) -- 1. Mobility -- 2. Studies Structure -- 3. Recognition -- 4. Qualification Frames -- 5. Lifelong Learning -- 6. Quality Certification and European Registry of Quality Agencies -- 7. Future Ph D Holders -- 8. Social Dimension -- 1.1.5. Leuven (2009) -- 1. Social Dimension: Equal Access and Study Culmination -- 2. Permanent Learning -- 3. Employability -- 4. Student-Based Learning and Higher Education's Mission -- 5. Education, Research and Innovation -- 6. International Accessibility -- 7. Mobility -- 8. Multidimensional Transparency Tools -- 9. Funding -- 2. P.E. Related University Degrees in Europe: Pre-Bologna Period -- 2.1. Higher Degree in Physical Activity and Sport Sciences -- 2.1.1. Germany -- 2.1.2. Belgium -- 2.1.3. Denmark -- 2.1.4. France -- 2.1.5. Greece -- 2.1.6. The Netherlands -- 2.1.7. Ireland -- 2.1.8. Italy -- 2.1.9. Luxembourg -- 2.1.10. Portugal -- 2.1.11. United Kingdom -- 2.1.12. Spain -- 2.2. Studies of Bachelor's Degree in Physical Education Teaching -- 3. Development of Bologna Process in Physical Education Studies -- 3.1. Which Situation is Bologna Process in Regarding Physical Education Degrees in Europe and Spain?.

3.2. What is Bologna System's Level of Acceptance and Adherence? -- 3.3. Is It Possible to Reach a European Convergence in Physical Education Studies? -- 3.4. Do We Know What Is Behind the ECTS? -- 3.5. Will We Be Able to Modernise Teaching Programs in Our Faculties or Will We Keep on Deluding Ourselves? -- 4. Physical Education Studies in Europe. Year 2010 -- References -- Chapter 6 THE FRAGMENTATION OF NURSING EDUCATION -- Abstract -- Introduction -- Training in the Nursing Programs - A Preponderance of Models -- Training in Nursing - Differences in Training (Academic and Clinical) -- Diagnose This, Diagnose That -- A Shortage of Qualified Nursing Faculty -- Accreditation for Nursing Schools -- Post-Graduate Entry into Clinical Practice (New Grads Only Please! Competition between Levels) -- Advanced Nursing Practice -- Doctorates -- What Now? -- References -- Chapter 7 CRISIS FROM WITHIN: HIGHER EDUCATION INSTITUTIONS AS ADAPTIVE KNOWLEDGE-BASED ORGANIZATIONS -- Abstract -- Introduction -- Organizations: Formalization, Organizational Paradigms, and Environments -- Colleges and Universities as Organizations in Environments -- The Resource-Based View Applied to Higher Education -- The Limits of RBV and the Role of Knowledge -- The Configuration of Knowledge as a University Resource -- Conclusion -- References -- Chapter 8 PROSPECTIVE TEACHERS' GENERAL EPISTEMIC CURIOSITY AND DOMAIN-SPECIFIC EPISTEMIC CURIOSITY: THE MEDIATING ROLE OF PERCEIVED INSTRUMENTALITY -- Abstract -- Introduction -- Conceptual Framework -- Epistemic Curiosity -- Perceived Instrumentality -- Rationale, Importance, and Aim of the Study -- Method -- Participants -- Research Instruments -- I-Type and D-Type General Epistemic Curiosity Scale -- I-Type and D-Type Pedagogical Knowledge Epistemic Curiosity Scale -- I-Type and D-Type Domain Knowledge Epistemic Curiosity Scale.

Perceived Instrumentality Scale -- Data Analyses -- Procedure -- Results -- Preliminary Analysis -- Correlation Analysis -- Regression Analyses -- Structural Equation Modeling Analysis -- Discussion -- Limitations and Directions for Future Studies -- Conclusion -- References -- Chapter 9 A PERSPECTIVE FROM A STUDENTS' QUALITY CIRCLE -- 1. Quality in Learning and Teaching in Higher Education -- 2. Using Students' Quality Circles to Raise the Quality of Learning and Teaching -- A Brief Background to Students' Quality Circles -- Benefits of Students' Quality Circles -- Participating Students -- Faculty and Administrators -- The University -- Non-Participating Students -- Central Government and Society -- In Favour of Students' Quality Circles -- 3. The International Context of Students' Quality Circles -- Scotland -- Sparqs: Student Participation in Quality Scotland -- Sparqs Initiatives in Action in Scottish Further and Higher Education -- USA -- Case Study: Student Quality Circle in Action at the Module Level -- SQCs and the Global Text Project -- India -- England -- Hearing the Student Voice -- Students' Quality Circle Initiatives at Kingston University -- 4. Insights from the UK's first Students' Quality Circle -- Kcircle: A Background -- Lessons Learned from Kcircle's First Year -- 5. The Future of Students' Quality Circles in the UK and Beyond -- The Central Support Organization -- Organisation of the Students' Quality Circle Movement -- Linking to Existing Organisations and Initiatives -- Cross-Sector Learning -- Technology and Network Development -- Potential Barriers to Student Quality Circle Implementation -- Chapter 10 IMPLICATIONS OF THE DEDEPROTM MODEL FOR INTERACTIVE ANALYSIS OF THE TEACHING-LEARNING PROCESS IN HIGHER EDUCATION -- Abstract -- Introduction.

1. Evidence for the DEDEPRO™ Model as a Heuristic for Evaluating the Teaching-Learning Process in Interaction.