Guidelines for Leading Your Congregation 2005-2008.

Connecting with students in schools, colleges, and campus ministries

Whether you're an emerging leader or an experienced one, the easy-to-read, easy-to-follow content of the Guidelines provide you with the practical help you need to succeed in your ministry.The 26 Guidelines titles cover such church leadership areas as Church Council , Pastor , and Lay Leader/Lay Member ; the administrative areas of Finance and Trustees ; and ministry areas focused on nurture, outreach, and witness including Worship , Evangelism , age-level ministries and more. Each title is available as a convenient 6 x 9 booklet or in the new downloadable Adobe eBook format.FREE with your Guidelines set, the new 8-page booklet, Guide to the Guidelines; A Workshop to Orient Leaders to the Guidelines .Individual Booklet Titles0687036690 Worship 0687001609 Scouting and Civic Youth Serving Ministry 0687002109 Pastor 0687000602 Pastor-Parish Relations 0687000408 Advocates for Inclusiveness 0687000505 Higher Education and Campus Ministry 0687001900 Church Historian 0687001501 Church and Society 0687002605 Children's Ministries 068703678x Evangelism 0687036984 Communications 0687037085 Finance 0687001706 Christian Education 0687000416 Adult Ministries 0687002702 Youth Ministries 0687002303 Mission 0687001803 Lay Leader/Lay Member 068700070x Leading Small Groups 0687036593 Small Membership Church 068703728x Leader Selection and Development 0687036992 Church Council 0687036496 Stewardship 0687002001 Trustees 0687001102 Men's Ministries 0687001404 Family Ministries 0687000807 Women's Ministries 0687001501 Church and Society 0687002605 Children's Ministries

This book offers an empirical and theoretical account of the mode of governance that characterizes the Bologna Process. In addition, it shows how the reform materializes and is translated in everyday working life among professors and managers in higher education. It examines the so-called Open Method of Coordination as a powerful actor that uses “soft governance” to advance transnational standards in higher education. The book shows how these standards no longer serve as tools for what were once human organizational, national or international, regulators. Instead, the standards have become regulators themselves – the faceless masters of higher education. By exploring this, the book reveals the close connections between the Bologna Process and the EU regarding regulative and monitoring techniques such as standardizations and comparisons, which are carried out through the Open Method of Coordination. It suggests that the Bologna Process works as a subtle means to circumvent the EU’s subsidiarity principle, making it possible to accomplish a European governance of higher education despite the fact that education falls outside EU’s legislative reach. The book’s research interest in translation processes, agency and power relations among policy actors positions it in studies on policy transfer, policy borrowing and globalization. However, different from conventional approaches, this study draws on additional interpretive frameworks such as new materialism.

A major transformation of Chinese higher education (HE) has taken place over the past decade – China has reshaped its higher education sector from elite to mass education with the number of graduates having quadrupled to three million a year over six years. China is exceptional among lower income countries in using tertiary education as a development strategy on such a scale, aiming to improve the quality of its graduates, and make HE available to as many of its citizens as possible. This book provides a critical examination the challenges to the development and sustainability of higher education in China: Can its universities move from quantity to quality? How will so many graduates find jobs in line with their expectations? Can Britain and other western countries continue to benefit from China’s education boom? What are the prospects for collaboration in research? This book evaluates the prospects for Chinese and foreign HE providers, regulators and other stakeholders. It introduces the key changes in China’s HE programme since the Opening-Up policy in 1978 and analyses the achievements and the challenges over the subsequent three decades. Furthermore, it sheds light on new reforms that are likely to take place in the future, particularly as a result of the ongoing international financial crisis.

This book addresses the critical knowledge gaps of mergers involving higher education institutions. It is based on a comparative research project (spring 2013-spring 2015) investigating the phenomena of mergers involving higher education institutions across the Nordic countries – Norway, Sweden, Finland and Denmark. The study involved close to 30 scholars from the region, and aimed at shedding critical light on, and providing novel contributions around, the following key aspects: Conceptual and theoretical approaches – strengths and limitations - towards the study of the phenomena of mergers in higher education; Historical developments, leading to significant structural changes in the domestic higher education landscape, and, in turn, how mergers have been used as a policy/institutional mechanism to foster adaptation to a new external environment at the local, national, regional and international levels; The complex dynamics inherent to merger processes by undertaking an in-depth investigation of a series of selected case studies, with a particular focus on the “black-box” associated with the implementation process; The implications of the findings as regards future policy and strategic endeavours, theory development and future research agenda.