¿This volume addresses the current situation in higher education and what creative action needs to be taken for the future development of the various systems of higher education. Higher education in the 21st centuries is under immense pressure from various sides. First, there is dramatic limitation of funding from public sources and limited and selective funding support from private sources that is re-constructing the landscape of higher education in most societies around the World. Secondly there is the continuous stream of administrative re-organization efforts of political origins (e.g. ¿the Bologna process¿) that guide the advancement of higher education in our present time. Increasing privatization of all forms of higher education¿from bachelor to doctoral levels¿and its corresponding focus on the advancement of the kind of knowledge that has immediate applicability in various spheres of societies leads to the question- what kind of creativity is expected from the new cohorts of students¿future makers of knowledge¿once the current social re-organization of higher education systems becomes fully established. To address these questions the international, interdisciplinary cast of authors in this volume provides a multitude of possible scenarios for future development of the systems of higher education.

Discusses the neo-liberal versus classic tension in higher education

Series Editor's Preface (Giuseppina Marsco, University of Salerno and Federal Universty of Bahia).- Foreword: Utopia for Practice: The University of Antarctica Project. Jaan Valsiner (Aalborg University).- Introduction: Higher education at crossroads: between knowledge and commerce.- Chapter 1. Changing views of knowledge and practice in American higher education. Nancy Budwig (Clark University, Worcester, MA USA and Senior Fellow, Association of American Colleges and Universities).- Chapter 2. When the market wins over research and higher education. Sylvie Paycha (Universität Potsdam, Germany).- Part I. Economic factors in contemporary higher education.- Chapter 3. Organisational Learning Mechanisms and Corporate Entrepreneurial Orientation. Anastasiia Lutsenko (UGSM-Monarch Business School, Hagendorn-Zug, Switzerland).- Chapter 4. The role of venture capital in the national innovative system. Larisa Antoniuk andAnastasiia Zaprovodiuk (International Economics Department, KNEU, Ukraine).- Chapter 5. The emerging technology as an economic policy category. Vitaly Gryga (The Institute for Economics and Forecasting of NAS, Ukraine).- Chapter 6. Scientific cooperation in basic research and higher education. Olha Krasovska, Valentyna Andrushchenko, Irina Velichko (The State Fund for Fundamental Research, Kyiv, Ukraine).- Chapter 7. Statistical indicators in science: An Ukrainian example. Igor Yegorov (The Institute of Economics and Forecasting, National Academy of Sciences of Ukraine, Ukraine).- Chapter 8. Building the (Higher) Education Stakeholder: The Realities of Economics in Higher Education. Geanina Nae and Virgil Nae (Luxembourg).- Part II UNIVERSITIES in the middle of globalization.- Chapter 9. Making universities grow: New Zealand experience. Robert Greenberg (University of Auckland, New Zealand).-Chapter 10. Challenges for higher education: the case of Ukraine. Andryi Stavytskyy (National Taras Shevchenko University of Kyiv, Ukraine).- Chapter 11. Global Competitiveness of Universities. Volodymyr Satsyk (Political Economy Department at Kyiv National Economic University, Uktaine).- Chapter 12. Good university, excellent professor: competing quality perspectives in higher education. Mati Heidmets, Maiki Udam, Kätlin Vanari, Birgit Vilgats (Tallinn University, Estonia).- Chapter 13. Science and higher education in Poland: changing rules.- Adam Borkowski (Polish Academy of Sciences, Poland).- Chapter 14. New India-universities in the middle of economic development.Girishwar Misra and Rishabh Kumar Mishra (Mahatma Gandhi International University, Wardha, India).- Chapter 15. The constitutive crisis of universities: born to be for few, challenged to be for all. Jorge Tarcísio Da Rocha Falcão (Universidade Federal do Rio Grande del Norte, Brazil).- Part III. WHAT KINDS OF KNOWLEDGE MAKERS?.- Chapter 16. Selected theses on science. Eugene S. Kryachko (University of Liege, Belgium, and N. N. Bogolyubov Institute for Theoretical Physics, Ukraine).- Chapter 17. Educating journalists: Towards philosophical sophistication. Eleonora Shestakova (Donetsk, Ukraine).- Chapter 18. Manufacturing the Industrial Citizen. Joshua W. Clegg (John Jay College and The Graduate Center, City University of New York) Joseph A. Ostenson (The University of Tennessee at Martin) and Bradford J. Wiggins (Brigham Young University - Idaho).-Chapter 19. Educating specialists in the context of postmodern citizenship: keep calm and carry on. Jorge Castro-Tejerina (UNED-Madrid, Spain).- Part IV. CURRENT COLLABORATIONS AND FUTURE NEEDS in knowledge making.- Chapter 20. Education without fear: Going beyond the curriculae. Sarah Dick, Jennifer Hausen, Lina Jacob Carande (Université du Luxembourg). Franziska Sawitzki (Universität Osnabrück) and Marisa Tenbrock (Université du Luxembourg).- Chapter 21. Creativity in Higher education: Apprenticeship as a 'thinking-model' for bringing back more dynamic, teaching and research in a university context. Lene Tanggaard (Aalborg Universitet, Denmark).- Chapter 22. Beyond Examinations and Assessment: Pathways to productivity. Rebekka Mai Eckerdal (Viborg, Denmark).- Chapter 23. Non vitae sed scholae discimus: About learning to the point or the endless travel of research. Dominik S. Mihalits and Natalie Rodax (Sigmund Freud PrivatUniversität Wien).- Chapter 24. Implementation of curriculum theory in formation of specialists in higher education. Kaarel Haav (Tallinn Technical University, Estonia).- Part V. General Conclusions: Quo vadis, higher education?.- Chapter 25. What's happened to quality? Thomas Szulevicz and Casper Feilberg (Aalborg University, Denmark).- Chapter 26. Higher education: from intellectual asylum and fulfilling of social orders to creating arenas for scientific revolutions . Jaan Valsiner (Aalborg University, Denmark).