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022			_a0739456X
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aNA9000 JOU
100	1		_aHambleton, Robin _eauthor
245	1	0	_aPurpose and collegiality in planning education : _ban international perspective/ _ccreated by Robin Hambleton
264	1		_aThousand Oaks : _bACSP, _c2006.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of planning education and research _vVolume 26, number 1
520	3		_aThis article considers the interplay between purpose, collegiality, and performance in planning education. A global transformation of higher education is now underway and this poses new challenges for all academics. This article adopts an international perspective and locates current U.S. debates about performance measurement of planning schools in a broader context. A critique of the highly centralized approach to research performance measurement in higher education in the United Kingdom— known as the Research Assessment Exercise— is followed by a discussion of the trajectory of the values that have under pinned U.S. higher education. The very nature of “scholarship” is now highly contested and this creates new challenges for all faculty, including planning academics. By drawing on a case study, the article suggests that an inclusive approach to strategic planning at the college level may provide a helpful way of building unity of purpose and collegiality in a period when universities are being forced to rethink their role.
650			_aScholarships _vPlanning academics _xPerfomance measurement
856			_uhttps://doi.org/10.1177/0739456X06290936
942			_2lcc _cJA
999			_c167871 _d167871