Italy's approach to political decision making, increasingly a process of trying to reach collective agreement without changing anything, has paralyzed higher education and is moving it out of the mainstream of European higher education. (MSE)

The meaning and dimensions of "leadership" in universities are examined, the role of the American college president is contrasted with that of his European counterparts, and the historical sources of the American university president's unique role are traced. (MSE)

The implications of Sweden's recent policy trend toward broad decentralization in government for the education system in general, and higher education in particular, are discussed, including issues of local involvement and central reforms, autonomy and local governance, and bureaucratization. (MSE)

The European trend toward transition education--programs designed by governments to ease the transition between compulsory education and work--is analyzed, including the variety of programs underway, differences between transition and other school-based education, administrative issues, and assessment of qualifications and certification. (MSE)

The real issue in the vocalization or professionalization of higher education is not the enrollment distribution but the nature of the curricula offered, which should neither be determined solely by market forces nor leave the student without marketable skills. (MSE)

The principles and patterns of cooperation in higher education established among European countries should be reexamined now in light of the increased size and the political, economic, legal, and social ties of the European community. The issues to be considered include student and faculty mobility and the sharing of resources and expertise. (MSE)

Cooperation in the European community has increased greatly in the years since the first cooperation agreement, and cooperation in education seems to be emerging with the Commission of the European Community, appointed in 1985. Such cooperation should be more firmly placed within the overall strategy for political and economic development than in…

Mobility, flexibility, and reciprocity in relations between German higher education institutions and those of other European countries are examined as they relate to the geographic and academic mobility of German students, which despite widespread efforts and the creation of new programs, have remained relatively static. (MSE)

A variety of mechanisms for academic/industrial cooperation have emerged, including industrial parks, intermediary coordination agencies, industrial liaison offices, industrial education, and university initiative or support in establishing industrial companies. Barriers to cooperation include a variety of attitudinal and administrative…

The characteristics and limitations of individual and institutional conduct in relationships between universities and industry, and their importance in the contractual relationship, are discussed. (MSE)

The relationships between academe and industry in West Germany are examined through the various existing models of cooperation, interactions in continuing education and technology transfer, barriers to cooperation, and prospects for the future. (MSE)

Limitations in cooperation between higher education and industry in Poland are linked to differences in the sectors' assessment criteria for research activities, time perspectives, administrative structures. Solutions to these problems have not yet been worked out. (MSE)

The University of Aberdeen's development, with the petroleum industry, of a group of companies for research and development are discussed, including problems encountered and recommendations for other universities with similar interests. (MSE)

The Dutch "extraordinary professor," who has an occupation outside the university from which he gains his value as an academic, has recently become an element in national science policy and seen as a means for intensifying the relationship between the university and industry. (MSE)

The balance between traditional, disciplinary education and practical instruction has shifted toward the latter with social, industrial, and economic change; and college graduates will continue the trend toward jobs of lesser status that they would formerly have ignored. The college curriculum increasingly will reflect this. (MSE)