Pub Date : 2008-12-01DOI: 10.1080/03797720802522627
Jane Andrews, H. Higson
There is a growing awareness in the UK and mainland Europe of the importance of higher education to the development of a knowledge-based economy. European universities are increasingly required to produce highly mobile graduates able to respond to the ever-changing needs of the contemporary workplace. Following the Bologna Declaration (19991. 19 June 1999 . “The European Higher Education Area” (Bologna Declaration), Joint Declaration of the European Ministers of Education, Bologna, higher education across Europe has expanded rapidly. This has resulted in questions being raised about the quality of the graduate labour market and the ability of graduates to meet the needs of employers. This paper analyses graduate and employer perspectives of graduate employability in four European countries (UK, Austria, Slovenia and Romania). In doing so it adds to current debates in this area.
{"title":"Graduate Employability, 'Soft Skills' Versus 'Hard' Business Knowledge: A European Study","authors":"Jane Andrews, H. Higson","doi":"10.1080/03797720802522627","DOIUrl":"https://doi.org/10.1080/03797720802522627","url":null,"abstract":"There is a growing awareness in the UK and mainland Europe of the importance of higher education to the development of a knowledge-based economy. European universities are increasingly required to produce highly mobile graduates able to respond to the ever-changing needs of the contemporary workplace. Following the Bologna Declaration (19991. 19 June 1999 . “The European Higher Education Area” (Bologna Declaration), Joint Declaration of the European Ministers of Education, Bologna, higher education across Europe has expanded rapidly. This has resulted in questions being raised about the quality of the graduate labour market and the ability of graduates to meet the needs of employers. This paper analyses graduate and employer perspectives of graduate employability in four European countries (UK, Austria, Slovenia and Romania). In doing so it adds to current debates in this area.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123187740","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 : 2008-12-01DOI: 10.1080/03797720802522577
Matti Lindberg
This article presents an analysis of the higher education‐to‐work transition from the perspective of the competition for job positions between students and degree holders. The conceptual framework used addresses two factors influencing the success of policies that aim to support higher education‐to‐work transition of youth in a knowledge society: (i) the extent to which the relationship between the type of transition process and the type of personal capital is self‐reinforcing or compensatory; (ii) the nature and intensity of competition for jobs between students in higher education and degree holders. The article discusses limitations of policies aiming to enhance the turnover of students and to support the employability of disadvantaged students. 1. This article is based on Chapters 4 and 5 of the author's own doctoral thesis (see Lindberg, “Diverse Routes from School”, 2008.This article is based on Chapters 4 and 5 of the author's own doctoral thesis (see Lindberg, “Diverse Routes from School”, 2008.
本文从学生和学位持有者之间的就业竞争的角度分析了高等教育向工作的转变。所使用的概念框架解决了两个影响政策成功的因素，这些政策旨在支持知识社会中青年从高等教育到工作的过渡:(i)过渡过程类型与个人资本类型之间的关系在多大程度上是自我强化的或补偿的;(ii)高等教育学生与学位持有者之间就业竞争的性质和激烈程度。本文讨论了旨在提高学生流动率和支持弱势学生就业能力的政策的局限性。1. 本文基于作者自己的博士论文的第四章和第五章(见Lindberg，“Diverse Routes from School”，2008)。本文基于作者自己的博士论文的第四章和第五章(见Lindberg，“Diverse Routes from School”，2008)。
{"title":"Higher Education‐to‐work Transitions in the Knowledge Society: The Initial Transition and Positional Competition Point of View","authors":"Matti Lindberg","doi":"10.1080/03797720802522577","DOIUrl":"https://doi.org/10.1080/03797720802522577","url":null,"abstract":"This article presents an analysis of the higher education‐to‐work transition from the perspective of the competition for job positions between students and degree holders. The conceptual framework used addresses two factors influencing the success of policies that aim to support higher education‐to‐work transition of youth in a knowledge society: (i) the extent to which the relationship between the type of transition process and the type of personal capital is self‐reinforcing or compensatory; (ii) the nature and intensity of competition for jobs between students in higher education and degree holders. The article discusses limitations of policies aiming to enhance the turnover of students and to support the employability of disadvantaged students. 1. This article is based on Chapters 4 and 5 of the author's own doctoral thesis (see Lindberg, “Diverse Routes from School”, 2008.This article is based on Chapters 4 and 5 of the author's own doctoral thesis (see Lindberg, “Diverse Routes from School”, 2008.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132189410","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 : 2008-12-01DOI: 10.1080/03797720802522726
G. Lapostolle, T. Chevaillier
Creation of the Instituts Universitaires de Formation des Maitres (IUFMs) testifies to the ambition to train new teachers who are in a better position to respond to the challenges of democratisation of secondary education. It is an issue of adding fresh impetus while taking into account a number of the consequences. However, if by and large, the IUFM seems to have responded to the aims set, a certain number of changes could be envisaged to still increase performance. Their integration with university, as laid down in the Fillon Law of 2005, could be one factor helping to increase efficiency.
{"title":"Between Necessity and Constraints: The Reform of Teacher Training in France (1990–2007)","authors":"G. Lapostolle, T. Chevaillier","doi":"10.1080/03797720802522726","DOIUrl":"https://doi.org/10.1080/03797720802522726","url":null,"abstract":"Creation of the Instituts Universitaires de Formation des Maitres (IUFMs) testifies to the ambition to train new teachers who are in a better position to respond to the challenges of democratisation of secondary education. It is an issue of adding fresh impetus while taking into account a number of the consequences. However, if by and large, the IUFM seems to have responded to the aims set, a certain number of changes could be envisaged to still increase performance. Their integration with university, as laid down in the Fillon Law of 2005, could be one factor helping to increase efficiency.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"96 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120967782","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 : 2008-12-01DOI: 10.1080/03797720802522734
P. López, J. Gallifa
This paper presents the main functions that university plays in society and describes the seminar methodology created at Ramon Llull University. Specifically the article focuses on and explains how seminars help to promote complex knowledge in students. An empirical study with students participating in seminars is designed to assess the improvement in students' cognitive complexity. Cognitive complexity is understood as personal construct system complexity measured through different differentiation and integration indexes. Results are that participation in a semester seminar work results in an increase in cognitive complexity, improving all differentiation indexes.
{"title":"Improving Cognitive Complexity via Seminar Methodology in Higher Education","authors":"P. López, J. Gallifa","doi":"10.1080/03797720802522734","DOIUrl":"https://doi.org/10.1080/03797720802522734","url":null,"abstract":"This paper presents the main functions that university plays in society and describes the seminar methodology created at Ramon Llull University. Specifically the article focuses on and explains how seminars help to promote complex knowledge in students. An empirical study with students participating in seminars is designed to assess the improvement in students' cognitive complexity. Cognitive complexity is understood as personal construct system complexity measured through different differentiation and integration indexes. Results are that participation in a semester seminar work results in an increase in cognitive complexity, improving all differentiation indexes.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114628374","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 : 2008-12-01DOI: 10.1080/03797720802522650
Lidija Smirnov
This paper focuses on the relationships between higher education and the labour market in Serbia. In order to understand this relationship better, this paper will first provide a brief history of the country and the history of its higher education structures. The paper will then discuss higher education from post Second World War until the fall of communism, highlighting how tertiary education met the goal of preparing young people for life in a socialist economy. The second part of the paper will discuss higher education after the fall of communism, and will show how higher education is not inadequately preparing Serbian graduates for the needs not only of the free market, but the new global economy.
{"title":"Higher Education in Serbia: From Socialism to the Free Market Economy and Implications for the Labour Market.","authors":"Lidija Smirnov","doi":"10.1080/03797720802522650","DOIUrl":"https://doi.org/10.1080/03797720802522650","url":null,"abstract":"This paper focuses on the relationships between higher education and the labour market in Serbia. In order to understand this relationship better, this paper will first provide a brief history of the country and the history of its higher education structures. The paper will then discuss higher education from post Second World War until the fall of communism, highlighting how tertiary education met the goal of preparing young people for life in a socialist economy. The second part of the paper will discuss higher education after the fall of communism, and will show how higher education is not inadequately preparing Serbian graduates for the needs not only of the free market, but the new global economy.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116984391","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 : 2008-09-01DOI: 10.1080/03797720802254221
I. Rozman, M. Marhl
This paper presents the results of a case study of the University of Maribor. We emphasize that ranking of heterogeneous young universities without established reputations must be conducted very carefully. Usually, such universities do not appear in lists of the top universities in the world. This should not be understood as a problem, but as an opportunity for development: global university rankings can strongly contribute to university development. Our results show that more successful institutions can have a stimulating effect on the less successful ones. A healthy competition between institutions emerges, representing an important driving force in assuring further development and achieving higher status. The results present an example of good practice. 1. The authors would like to thank Jan Sadlak for his encouragement in the developing of initial ideas of this study as well as Marko Jesen[sbreve]ek, Mladen Kraljic, and Victor Kennedy for valuable comments concerning the early version of the paper. Th...
{"title":"Improving the Quality of Universities by World‐University‐Ranking: A Case Study of the University of Maribor","authors":"I. Rozman, M. Marhl","doi":"10.1080/03797720802254221","DOIUrl":"https://doi.org/10.1080/03797720802254221","url":null,"abstract":"This paper presents the results of a case study of the University of Maribor. We emphasize that ranking of heterogeneous young universities without established reputations must be conducted very carefully. Usually, such universities do not appear in lists of the top universities in the world. This should not be understood as a problem, but as an opportunity for development: global university rankings can strongly contribute to university development. Our results show that more successful institutions can have a stimulating effect on the less successful ones. A healthy competition between institutions emerges, representing an important driving force in assuring further development and achieving higher status. The results present an example of good practice. 1. The authors would like to thank Jan Sadlak for his encouragement in the developing of initial ideas of this study as well as Marko Jesen[sbreve]ek, Mladen Kraljic, and Victor Kennedy for valuable comments concerning the early version of the paper. Th...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123060624","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 : 2008-09-01DOI: 10.1080/03797720802254072
P. Montesinos, J. Carot, Juan-Miguel Martínez, Francisco Mora
‘World class universities’ (WCU) are an issue of intense debate among the academic community. To define a WCU supposes that only those universities that fit the ‘quality’ criteria established under benchmarking conditions can be considered as such. The good news is that several dimensions could be used to defined excellence, not only classical academic and research criteria. This paper intends to address conceptual aspects of WCU with regard to relations between university ‘mission’ development and why, how and when an institution is considered a WCU from non‐classical criteria. The main purpose of this paper is to propose new dimensions to rank University Missions. Going beyond teaching and research, the University Third Mission – services to Society – has at least 3 dimensions: a non profit – social – approach; an entrepreneur focus; and an innovative approximation. This paper will consider the various implications that a third mission measurement and benchmark could introduce in the controversial ranki...
{"title":"Third Mission Ranking for World Class Universities: Beyond Teaching and Research","authors":"P. Montesinos, J. Carot, Juan-Miguel Martínez, Francisco Mora","doi":"10.1080/03797720802254072","DOIUrl":"https://doi.org/10.1080/03797720802254072","url":null,"abstract":"‘World class universities’ (WCU) are an issue of intense debate among the academic community. To define a WCU supposes that only those universities that fit the ‘quality’ criteria established under benchmarking conditions can be considered as such. The good news is that several dimensions could be used to defined excellence, not only classical academic and research criteria. This paper intends to address conceptual aspects of WCU with regard to relations between university ‘mission’ development and why, how and when an institution is considered a WCU from non‐classical criteria. The main purpose of this paper is to propose new dimensions to rank University Missions. Going beyond teaching and research, the University Third Mission – services to Society – has at least 3 dimensions: a non profit – social – approach; an entrepreneur focus; and an innovative approximation. This paper will consider the various implications that a third mission measurement and benchmark could introduce in the controversial ranki...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128690881","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 : 2008-09-01DOI: 10.1080/03797720802253686
Ying Cheng, N. Liu
While the ranking of higher education institutions (HEIs) has become more and more popular, there are increasing concerns about the quality of such ranking. In response to such legitimate expectations, in May 2006, the International Ranking Expert Group (IREG) developed and endorsed a guideline document – the Berlin Principles on Ranking of Higher Education Institutions (hereafter called the Berlin Principles), which consist of sixteen descriptive and prescriptive principles for ranking covering four aspects: the purpose and goal of ranking; the design and weighting of indicators; the collection and processing of data; and the presentation of ranking results. The purpose of this paper is to examine selected HEIs rankings according to the Berlin Principles as well as to propose concrete ‘Fourteen Criteria’ which, if followed, could enhance the quality of ranking. 1. The authors would like to acknowledge that research for this paper was partly supported by the National Social Science Foundation of China (Gr...
{"title":"Examining Major Rankings According to the Berlin Principles","authors":"Ying Cheng, N. Liu","doi":"10.1080/03797720802253686","DOIUrl":"https://doi.org/10.1080/03797720802253686","url":null,"abstract":"While the ranking of higher education institutions (HEIs) has become more and more popular, there are increasing concerns about the quality of such ranking. In response to such legitimate expectations, in May 2006, the International Ranking Expert Group (IREG) developed and endorsed a guideline document – the Berlin Principles on Ranking of Higher Education Institutions (hereafter called the Berlin Principles), which consist of sixteen descriptive and prescriptive principles for ranking covering four aspects: the purpose and goal of ranking; the design and weighting of indicators; the collection and processing of data; and the presentation of ranking results. The purpose of this paper is to examine selected HEIs rankings according to the Berlin Principles as well as to propose concrete ‘Fourteen Criteria’ which, if followed, could enhance the quality of ranking. 1. The authors would like to acknowledge that research for this paper was partly supported by the National Social Science Foundation of China (Gr...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114491323","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 : 2008-09-01DOI: 10.1080/03797720802254262
Robert J. Morse
How influential has the US News Best Colleges ranking been over the last twenty‐five years since it was first started in 1983? In what ways does this influence manifest itself? There is strong evidence of the impact of the US News rankings among consumers, prospective students and their parents, and the higher education establishment in the United States. Their influence has now gone global since the US News rankings, according to some, have been the model for what has become a worldwide trend. This paper will look at all of these effects.
{"title":"The Real and Perceived Influence of the US News Ranking","authors":"Robert J. Morse","doi":"10.1080/03797720802254262","DOIUrl":"https://doi.org/10.1080/03797720802254262","url":null,"abstract":"How influential has the US News Best Colleges ranking been over the last twenty‐five years since it was first started in 1983? In what ways does this influence manifest itself? There is strong evidence of the impact of the US News rankings among consumers, prospective students and their parents, and the higher education establishment in the United States. Their influence has now gone global since the US News rankings, according to some, have been the model for what has become a worldwide trend. This paper will look at all of these effects.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115256159","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 : 2008-09-01DOI: 10.1080/03797720802254114
N. Dyke
University rankings often include surveys that involve self‐assessments, but little is known about the effects of these self‐assessments on results. This paper tests for the existence of leniency effects and differential leniency effects, terms borrowed from the performance assessment literature, with a data set of ratings and rankings of Australian university disciplines by Australian academics. It finds support for the leniency effect – these academics rate and rank their own universities higher than others do. It finds less support, however, for the differential leniency effect – academics at the lower‐rated universities do not seem to overrate their universities more than do academics from the higher‐rated universities. 1. The author would like to thank Ross Williams, Eric R.A.N. Smith, Dean Goodman, and Roger Wilkins for their comments on drafts of this article.
{"title":"Self‐ and Peer‐Assessment Disparities in University Ranking Schemes","authors":"N. Dyke","doi":"10.1080/03797720802254114","DOIUrl":"https://doi.org/10.1080/03797720802254114","url":null,"abstract":"University rankings often include surveys that involve self‐assessments, but little is known about the effects of these self‐assessments on results. This paper tests for the existence of leniency effects and differential leniency effects, terms borrowed from the performance assessment literature, with a data set of ratings and rankings of Australian university disciplines by Australian academics. It finds support for the leniency effect – these academics rate and rank their own universities higher than others do. It finds less support, however, for the differential leniency effect – academics at the lower‐rated universities do not seem to overrate their universities more than do academics from the higher‐rated universities. 1. The author would like to thank Ross Williams, Eric R.A.N. Smith, Dean Goodman, and Roger Wilkins for their comments on drafts of this article.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121675377","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：