This multidisciplinary book brings together scholars from Norway and the UK to discuss the notion of trust within the structures and forms of higher education located in two distinctive localities. The meaning of trust is multi-variant and nuanced, but is omnipresent in the literature on higher education ranging from student engagement to policy exhortations. A key feature of this book is the effort to integrate the term 'trust' conceptually, functionally and phenomenological more generally as well as within the context of higher education. Practice from within Norway and the UK is used to illustrate and expose relevant similarities and varieties in trust and the (possible) lack of it within the sector. The book thus faces the complexity of trust and its distinctive manifestation through a number of analytical lenses and realities.

Autorentext
Paul Gibbs is professor of Middlesex University, founder of the Centre for Education Research and Scholarship, visiting Professor at the University of Technology, Sydney, Azerbaijan University and Eastern European University Tbilisi, Distinguished Professor Open University Hong Kong (2018) and Visiting Fellow of the Centre for Higher Education Policy, New College, Oxford. He has published four books in the last two years: Transdisciplinary Higher Education; Why Universities Should Seek Happiness and Contentment, the Pedagogy of Compassion at the Heart of Higher Education and Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning. Paul has four more books in various stages of production and is also Series Editor of SpringerBriefs on Key Thinkers in Education and Debating Higher Education: Philosophical Perspectives for Springer Academic Press and Editor-in-Chief of Higher Education Quarterly. Paul is a founder board member of the Philosophy and Theory of Higher Education Association

Peter Maassen is professor in higher education studies at the University of Oslo (UiO), Norway, extraordinary professor at Stellenbosch University, South Africa, and fellow at the Steinhardt Institute for Higher Education Policy, New York University, USA. His main research interests are in the area of the governance of higher education and science. Before moving to Norway in 2000, he was acting director of the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands. He has participated in many national and international expert committees and evaluation panels in higher education, is currently a member of the Executive Board of Barratt Due Music Academy in Oslo, and has produced over 200 international academic publications.

Inhalt

Forword (David Palfryman).- Chapter 1: Introduction Trust and Higher Education (Paul Gibbs and Peter Maassen).- Section One: Trust in Various Settings Exploring Norwegian and UK Higher Education Practices.- Chapter 2: Trust and Higher Education Governance in Norway and the United Kingdom (Peter Maassen and Bjørn Stensaker).- Chapter 3: Trust in Higher Education Policy-Making (Alex Elwick and Philipp Friedrich).- Chapter 4: Trust in the Informal Leadership of UK Higher Education in an Era of Global Uncertainty (Jill Jameson).- Chapter 5: Institutionalising Distrust? The Changing Relationship between Higher Education and the Labour Market in Norway (Mari Elken and Silje-Maria Tellmann).- Chapter 6: The Distrust of Students as Learners: Myths and Realities (Bruce Macfarlane).- Chapter 7: Epistemic Cultures and Trust in Professional Work in Norway: Explorations into Three Settings in Nursing (Karen Jensen).- Chapter 8: Trust in Peers: Conditions of Trust in Faculty-Based Peer Review of Teaching in Norway (Thomas de Lange, Anne Line Wittek and Audun Bjerknes).- Section Two: Trusting in higher education: multiple perspectives.- Chapter 9: Trust, Control, and Responsibility in Research an Accountability Perspective (Andreas Hoecht).- Chapter 10: Trusting in Higher Education - an Anthropological Perspective (Kate Maguire).- Chapter 11: Trust over Surveillance: Understanding Reciprocity a Philosophical Perspective (Alison Scott-Baumann).- Chapter 12: Self-Deception and the Duty of the Truth-teller in the University a Values Perspective (Paul Gibbs).- Chapter 13: Coda (Paul Gibbs and Peter Maassen)