Pub Date : 2009-12-11DOI: 10.1080/03797720903356594
F. Pedró
This article presents a comparative study of the recent developments of the academic profession in European universities drawing on the results of a policy questionnaire. First, it outlines that the profession is highly diversified and hierarchical, with an unsolved gender issue. Second, it discusses the reasons behind its attractiveness, paying particular attention to the balance between duties and salaries. Third, it presents evidence regarding the evolution of the profession in the context of the broader changes operating in the European higher education arena. And finally, it highlights the political issues that are likely to shape the evolution of the profession in the coming years and the pending political agenda.
{"title":"Continuity and Change in the Academic Profession in European Countries","authors":"F. Pedró","doi":"10.1080/03797720903356594","DOIUrl":"https://doi.org/10.1080/03797720903356594","url":null,"abstract":"This article presents a comparative study of the recent developments of the academic profession in European universities drawing on the results of a policy questionnaire. First, it outlines that the profession is highly diversified and hierarchical, with an unsolved gender issue. Second, it discusses the reasons behind its attractiveness, paying particular attention to the balance between duties and salaries. Third, it presents evidence regarding the evolution of the profession in the context of the broader changes operating in the European higher education arena. And finally, it highlights the political issues that are likely to shape the evolution of the profession in the coming years and the pending political agenda.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126299432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356552
Amparo Jiménez Vivas, D. M. A. Hevia
The constant assessment of the quality of higher education within the framework of European convergence is a challenge for all those universities that wish their degrees and diplomas to reflect a unified Europe. As is the case in any assessment, change and review process, the quest to improve quality implies measuring achievement of the objectives set, which in turn means defining the most relevant functions shared by universities. One of the many functions that a university fulfils in society is enabling university students to take up certain occupations. Thus, analyzing the employment pattern of a university’s graduates and identifying their competences becomes an indicator of the quality of the education provided by that university and, hence, one of the bases on which degrees are defined within the European Higher Education Area.
{"title":"Professionalization in Universities and European Convergence","authors":"Amparo Jiménez Vivas, D. M. A. Hevia","doi":"10.1080/03797720903356552","DOIUrl":"https://doi.org/10.1080/03797720903356552","url":null,"abstract":"The constant assessment of the quality of higher education within the framework of European convergence is a challenge for all those universities that wish their degrees and diplomas to reflect a unified Europe. As is the case in any assessment, change and review process, the quest to improve quality implies measuring achievement of the objectives set, which in turn means defining the most relevant functions shared by universities. One of the many functions that a university fulfils in society is enabling university students to take up certain occupations. Thus, analyzing the employment pattern of a university’s graduates and identifying their competences becomes an indicator of the quality of the education provided by that university and, hence, one of the bases on which degrees are defined within the European Higher Education Area.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126344895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903392235
S. Loeber, H. Higson
This article deals with reasons for the motivation to study in higher education. To find out about motives, around 200 A-level students in Germany and Great Britain were asked about their plans for the time after completion of their A-levels. Through socio-demographic data the authors could deploy facts about social backgrounds and the affiliations to socio-economic classes. There are some expected findings (e.g., British A-level students are more likely to study than their German comrades) and some pretty unexpected results (e.g., social classes do not seem to divide students into choosing university or not).
{"title":"Motivation to Study in Higher Education: A Comparison between Germany and Great Britain","authors":"S. Loeber, H. Higson","doi":"10.1080/03797720903392235","DOIUrl":"https://doi.org/10.1080/03797720903392235","url":null,"abstract":"This article deals with reasons for the motivation to study in higher education. To find out about motives, around 200 A-level students in Germany and Great Britain were asked about their plans for the time after completion of their A-levels. Through socio-demographic data the authors could deploy facts about social backgrounds and the affiliations to socio-economic classes. There are some expected findings (e.g., British A-level students are more likely to study than their German comrades) and some pretty unexpected results (e.g., social classes do not seem to divide students into choosing university or not).","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124142561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903355521
Helena Aittola, Ulla Kiviniemi, Sanna Honkimäki, R. Muhonen, M. Huusko, J. Ursin
The main aim of this study was to explore if there is a connection between the Bologna Process and the internationalization themes and practices of Italian academic life from an academic's point of view. The study was based on a qualitative approach and the interview data were analyzed by qualitative content analysis. The following main themes emerged concerning the internationalization of Italian academic life: the internationalization of teaching and studies, student and staff mobility, and the internationalization of academic work and career. The Bologna Process seems to have both direct and indirect consequences for internationalization. The international student and teacher exchanges have become easier but at the same time the pressures of academics' work have increased in teaching and research.
{"title":"The Bologna Process and Internationalization – Consequences for Italian Academic Life","authors":"Helena Aittola, Ulla Kiviniemi, Sanna Honkimäki, R. Muhonen, M. Huusko, J. Ursin","doi":"10.1080/03797720903355521","DOIUrl":"https://doi.org/10.1080/03797720903355521","url":null,"abstract":"The main aim of this study was to explore if there is a connection between the Bologna Process and the internationalization themes and practices of Italian academic life from an academic's point of view. The study was based on a qualitative approach and the interview data were analyzed by qualitative content analysis. The following main themes emerged concerning the internationalization of Italian academic life: the internationalization of teaching and studies, student and staff mobility, and the internationalization of academic work and career. The Bologna Process seems to have both direct and indirect consequences for internationalization. The international student and teacher exchanges have become easier but at the same time the pressures of academics' work have increased in teaching and research.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124061270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356628
Q. Zha
Competition for scarce resources causes institutions to become more similar because the uniform environmental conditions of competition bring forth similar responses. Consequently, there is a convergence of institutional function structures elsewhere. National higher education systems worldwide have been moving from a specialized regime towards an integrative regime. During the integration process, a hierarchical order begins to emerge, as organizational integration implies standardization, which measures institutions by one single set of criteria and tends to define them by rank or by the score they obtain compared to other institutions. The integrative regime then moves towards a hierarchical regime. In an integrated hierarchical system, research qualifications are usually the essential condition for access to resources and prestige. This has essentially become a worldwide phenomenon. This study attempts to draw on organizational behaviour theories (in particular the resource dependency, the institution...
{"title":"Diversification or Homogenization in Higher Education: A Global Allomorphism Perspective","authors":"Q. Zha","doi":"10.1080/03797720903356628","DOIUrl":"https://doi.org/10.1080/03797720903356628","url":null,"abstract":"Competition for scarce resources causes institutions to become more similar because the uniform environmental conditions of competition bring forth similar responses. Consequently, there is a convergence of institutional function structures elsewhere. National higher education systems worldwide have been moving from a specialized regime towards an integrative regime. During the integration process, a hierarchical order begins to emerge, as organizational integration implies standardization, which measures institutions by one single set of criteria and tends to define them by rank or by the score they obtain compared to other institutions. The integrative regime then moves towards a hierarchical regime. In an integrated hierarchical system, research qualifications are usually the essential condition for access to resources and prestige. This has essentially become a worldwide phenomenon. This study attempts to draw on organizational behaviour theories (in particular the resource dependency, the institution...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122500998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356610
Olaf Zawacki-Richter, Michaela Knust, A. Hanft
In 2006, an international comparison study investigated the organization and management of university continuing education (UCE). The Finnish continuing education system proved to be especially advanced in this study. On the other hand, it became clear that Germany was still lagging behind in continuing education. In this article, German and Finnish universities are compared with respect to organizational forms and management structures in order to derive potentials for UCE and to identify decisive factors of success.
{"title":"Organization and Management of Continuing Education in German and Finnish Universities","authors":"Olaf Zawacki-Richter, Michaela Knust, A. Hanft","doi":"10.1080/03797720903356610","DOIUrl":"https://doi.org/10.1080/03797720903356610","url":null,"abstract":"In 2006, an international comparison study investigated the organization and management of university continuing education (UCE). The Finnish continuing education system proved to be especially advanced in this study. On the other hand, it became clear that Germany was still lagging behind in continuing education. In this article, German and Finnish universities are compared with respect to organizational forms and management structures in order to derive potentials for UCE and to identify decisive factors of success.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127615634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-07-23DOI: 10.1080/03797720902867583
Jianguo Wei, Ronglin Wang
Student loans schemes have developed rapidly alongside China’s move towards mass higher education. In this paper, the main features of the existing four types of student loan schemes are compared. In particular, the providers of principal loan, borrower eligibility, loan size, loan origination, interest subsidy, risk‐sharing, repayment conditions and loan collection are examined. The authors of this article will then predict the problems and challenges confronting the reform of the student loans system in China and suggest that the feasible option for the future is to allow for the co‐existence and competition of a variety of student loans schemes and to explore more mature student loans schemes through institutional innovations.
{"title":"Student Loans Reform in China: Problems and Challenges","authors":"Jianguo Wei, Ronglin Wang","doi":"10.1080/03797720902867583","DOIUrl":"https://doi.org/10.1080/03797720902867583","url":null,"abstract":"Student loans schemes have developed rapidly alongside China’s move towards mass higher education. In this paper, the main features of the existing four types of student loan schemes are compared. In particular, the providers of principal loan, borrower eligibility, loan size, loan origination, interest subsidy, risk‐sharing, repayment conditions and loan collection are examined. The authors of this article will then predict the problems and challenges confronting the reform of the student loans system in China and suggest that the feasible option for the future is to allow for the co‐existence and competition of a variety of student loans schemes and to explore more mature student loans schemes through institutional innovations.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132018611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-07-23DOI: 10.1080/03797720902867419
N. Barr
The finance of higher education faces a clash between technological advance, driving up the demand for skills, and fiscal constraints, given competing imperatives for public spending. Paying for universities is also immensely politically sensitive. This paper sets out core lessons for financing higher education deriving from economic theory, including the desirability of loans with income-contingent repayments. Subsequent discussion includes a general strategy for OECD countries derived from the theoretical analysis, and reforms in England in 2006 which illustrate the strategy. The paper concludes with discussion of the appropriate role of government in higher education.
{"title":"Financing higher education: lessons from economic theory and reform in England","authors":"N. Barr","doi":"10.1080/03797720902867419","DOIUrl":"https://doi.org/10.1080/03797720902867419","url":null,"abstract":"The finance of higher education faces a clash between technological advance, driving up the demand for skills, and fiscal constraints, given competing imperatives for public spending. Paying for universities is also immensely politically sensitive. This paper sets out core lessons for financing higher education deriving from economic theory, including the desirability of loans with income-contingent repayments. Subsequent discussion includes a general strategy for OECD countries derived from the theoretical analysis, and reforms in England in 2006 which illustrate the strategy. The paper concludes with discussion of the appropriate role of government in higher education.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127155718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-07-22DOI: 10.1080/03797720902867641
Huafu Shen, Hong Shen, A. Ziderman
The relatively short repayment periods of four or six years after graduation under the Government‐Subsidized Student Loan (GSSL), the main student loans programme in China, has, since its implementation in 1999, imposed considerable hardship in repaying loans. This paper presents a new diversified repayment model, the ‘geometric proportion repayment’ model in which the repayment ratio is kept within 10 per cent of income, thus both easing the burden of repayment and reducing subsequent default. The results of an ordinal regression model, based on data from a sample of university graduates, provides a method of estimating the (unknown) salaries of graduate borrowers on the basis of known information of their work/employment situation.
{"title":"Student Loans Repayment in China: Designing a New Model to Ease the Repayment Burden.","authors":"Huafu Shen, Hong Shen, A. Ziderman","doi":"10.1080/03797720902867641","DOIUrl":"https://doi.org/10.1080/03797720902867641","url":null,"abstract":"The relatively short repayment periods of four or six years after graduation under the Government‐Subsidized Student Loan (GSSL), the main student loans programme in China, has, since its implementation in 1999, imposed considerable hardship in repaying loans. This paper presents a new diversified repayment model, the ‘geometric proportion repayment’ model in which the repayment ratio is kept within 10 per cent of income, thus both easing the burden of repayment and reducing subsequent default. The results of an ordinal regression model, based on data from a sample of university graduates, provides a method of estimating the (unknown) salaries of graduate borrowers on the basis of known information of their work/employment situation.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127250364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-07-22DOI: 10.1080/03797720902867344
A. Ziderman
This paper is concerned with the influence of student loans on the accessibility of disadvantaged groups to higher education. Three key conditions are necessary for success, but are often neglected. These are: that effective eligibility and screening criteria are in place and that pro‐active targeting measures are employed to reach out to the most deserving sections of the target population defined in terms of those most in need of help; that the scheme is sufficiently sizeable to achieve an impact nationally; and individual loans are sufficiently large to cover the needs of the students at whom the scheme is directed. The varied experience of loans schemes in Asia, aimed directly at enhancing the access of students from low‐income backgrounds, is examined. These schemes are often to be faulted because they lack a number of necessary prior conditions for success.
{"title":"Promoting Access of Disadvantaged Groups Through Student Loans: Prerequisites for Success","authors":"A. Ziderman","doi":"10.1080/03797720902867344","DOIUrl":"https://doi.org/10.1080/03797720902867344","url":null,"abstract":"This paper is concerned with the influence of student loans on the accessibility of disadvantaged groups to higher education. Three key conditions are necessary for success, but are often neglected. These are: that effective eligibility and screening criteria are in place and that pro‐active targeting measures are employed to reach out to the most deserving sections of the target population defined in terms of those most in need of help; that the scheme is sufficiently sizeable to achieve an impact nationally; and individual loans are sufficiently large to cover the needs of the students at whom the scheme is directed. The varied experience of loans schemes in Asia, aimed directly at enhancing the access of students from low‐income backgrounds, is examined. These schemes are often to be faulted because they lack a number of necessary prior conditions for success.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"343 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134175940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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