This is a study of higher education in the world's four largest developing economies—Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society. Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources.
This book introduces a novel approach to the design and operation of large ICT systems. It views the technical solutions and their stakeholders as complex adaptive systems and argues that traditional risk analyses cannot predict all future incidents with major impacts. To avoid unacceptable events, it is necessary to establish and operate anti-fragile ICT systems that limit the impact of all incidents, and which learn from small-impact incidents how to function increasingly well in changing environments. The book applies four design principles and one operational principle to achieve anti-fragility for different classes of incidents. It discusses how systems can achieve high availability, prevent malware epidemics, and detect anomalies. Analyses of Netflix’s media streaming solution, Norwegian telecom infrastructures, e-government platforms, and Numenta’s anomaly detection software show that cloud computing is essential to achieving anti-fragility for classes of events with negative impacts.
This is a study of higher education in the world's four largest developing economies—Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society. Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources.
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