Pub Date : 2007-12-01DOI: 10.1080/03797720802066005
L. Dahlgren, G. Handal, Tomasz Szkudlarek, M. Bayer
This paper addresses the feasibility of higher education in relation to the demands of work life. The research is a comparative study involving four European countries: Sweden, Norway, Poland, and Germany. The research focuses on the view of freshmen, senior students and later graduates in Psychology and Political Science. Data were obtained by semi‐structured interviews, which were subjected to qualitative analyses. The results indicate that higher education, with some exceptions, seems to produce a discipline‐based identity among the students. These findings may be indicative of the value for employability of classical academic generic skills. 1. The here‐named authors, who have acted as co‐ordinators for the respective universities involved in the project, would like to acknowledge the work and most valuable contributions of the whole project group to all phases of the project, including planning, data collection, analysis, comparison and writing: Madeleine Abrandt Dahlgren, Hakan Hult, Helene Hard af ...
{"title":"Students as Journeymen between Cultures of Higher Education and Work: A Comparative European Project on the Transition from Higher Education to Working Life1","authors":"L. Dahlgren, G. Handal, Tomasz Szkudlarek, M. Bayer","doi":"10.1080/03797720802066005","DOIUrl":"https://doi.org/10.1080/03797720802066005","url":null,"abstract":"This paper addresses the feasibility of higher education in relation to the demands of work life. The research is a comparative study involving four European countries: Sweden, Norway, Poland, and Germany. The research focuses on the view of freshmen, senior students and later graduates in Psychology and Political Science. Data were obtained by semi‐structured interviews, which were subjected to qualitative analyses. The results indicate that higher education, with some exceptions, seems to produce a discipline‐based identity among the students. These findings may be indicative of the value for employability of classical academic generic skills. 1. The here‐named authors, who have acted as co‐ordinators for the respective universities involved in the project, would like to acknowledge the work and most valuable contributions of the whole project group to all phases of the project, including planning, data collection, analysis, comparison and writing: Madeleine Abrandt Dahlgren, Hakan Hult, Helene Hard af ...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128221223","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 : 2007-12-01DOI: 10.1080/03797720802066278
E. Araújo
The objective of this article based on interview data is focused on the mobility of Portuguese PhD students, mainly pointing to (i) their motivation for studying abroad and tackling with different foreign cultural environments; (ii) personal and professional interests; and (iii) their ability to face the mobility consequences encountered during both private lives and professional development processes. In addition, the author of this article attempts to put forward ideas on policy making and launching effective programmes that would enhance students' lives and scientific development as possible responses to current contradictory European political agendas in the field. 1. The author of this article is extremelly grateful to Dr. Louise Ackers for suggestions regarding the theorethical treatment of this question as well as for the information on the Mobility and Excellence in the European Research Area (MOBEX) Project.
{"title":"Why Portuguese Students Go Abroad to Do Their PhDs1","authors":"E. Araújo","doi":"10.1080/03797720802066278","DOIUrl":"https://doi.org/10.1080/03797720802066278","url":null,"abstract":"The objective of this article based on interview data is focused on the mobility of Portuguese PhD students, mainly pointing to (i) their motivation for studying abroad and tackling with different foreign cultural environments; (ii) personal and professional interests; and (iii) their ability to face the mobility consequences encountered during both private lives and professional development processes. In addition, the author of this article attempts to put forward ideas on policy making and launching effective programmes that would enhance students' lives and scientific development as possible responses to current contradictory European political agendas in the field. 1. The author of this article is extremelly grateful to Dr. Louise Ackers for suggestions regarding the theorethical treatment of this question as well as for the information on the Mobility and Excellence in the European Research Area (MOBEX) Project.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127612398","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 : 2007-12-01DOI: 10.1080/03797720802066237
N. Davidovitch, D. Soen, Michalina Kolan
This article presents the results of a survey of 459 Jewish and Arab students at two public colleges in Israel in 2005. The study aimed at gaining understanding of Arab students' access to higher education in comparison to access of Jewish students by the objective obstacles to such access as reflected in the admission profiles and socio‐economic background of Jewish and Arab students at two public colleges. Analyses indicated that these academic campuses constitute a site of encounter for two very different population groups, a fact that has significant implications for access and admission policies, and student aid programs. The findings of this study are the first step in further consideration of issues relating to equal opportunities and access to higher education for Arab students, and shed light on potential means for reducing the gaps between Arab students and their Jewish counterparts.
{"title":"Cultural Framework and Objective Obstacles of Arab Students in Two Public Colleges in Israel","authors":"N. Davidovitch, D. Soen, Michalina Kolan","doi":"10.1080/03797720802066237","DOIUrl":"https://doi.org/10.1080/03797720802066237","url":null,"abstract":"This article presents the results of a survey of 459 Jewish and Arab students at two public colleges in Israel in 2005. The study aimed at gaining understanding of Arab students' access to higher education in comparison to access of Jewish students by the objective obstacles to such access as reflected in the admission profiles and socio‐economic background of Jewish and Arab students at two public colleges. Analyses indicated that these academic campuses constitute a site of encounter for two very different population groups, a fact that has significant implications for access and admission policies, and student aid programs. The findings of this study are the first step in further consideration of issues relating to equal opportunities and access to higher education for Arab students, and shed light on potential means for reducing the gaps between Arab students and their Jewish counterparts.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129803822","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 : 2007-12-01DOI: 10.1080/03797720802065957
S. Louvel
The emergence of the knowledge society and the development of knowledge-intensive employment functions do not seem to improve dramatically the situation of humanities graduates on national labour markets. This paper gives an overview of the employment situation of French humanities graduates and summarizes recent attempts to improve it. A description of how the employment for humanities graduates has developed in the course of the last decade is followed by an analysis of two complementary governmental initiatives: the development of Higher Vocational Education degrees and the professionalization of all curricula. The paper concludes with three propositions based on personal teaching experiences and a broader analysis of the French higher education system.
{"title":"A Place for Humanities Graduates on the Labour Market in the so-called Knowledge Society","authors":"S. Louvel","doi":"10.1080/03797720802065957","DOIUrl":"https://doi.org/10.1080/03797720802065957","url":null,"abstract":"The emergence of the knowledge society and the development of knowledge-intensive employment functions do not seem to improve dramatically the situation of humanities graduates on national labour markets. This paper gives an overview of the employment situation of French humanities graduates and summarizes recent attempts to improve it. A description of how the employment for humanities graduates has developed in the course of the last decade is followed by an analysis of two complementary governmental initiatives: the development of Higher Vocational Education degrees and the professionalization of all curricula. The paper concludes with three propositions based on personal teaching experiences and a broader analysis of the French higher education system.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124431149","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 : 2007-10-29DOI: 10.1080/03797720701618849
Ying Cheng, N. Liu
Upon numerous requests to provide ranking of world universities by broad subject fields/schools/colleges and by subject fields/programs/departments, the authors present the ranking methodologies and problems that arose from the research by the Institute of Higher Education, Shanghai Jiao Tong University on the Academic Ranking of World Universities by Broad Subject Fields (ARWU‐FIELD) in 2006. Using objective indicators and internationally comparable data, the authors ranked five broad subject fields: natural sciences and mathematics (SCI); engineering/technology and computer sciences (ENG); life and agriculture sciences (LIFE); clinical medicine and pharmacy (MED); and social sciences (SOC). 1. Acknowledgment: This research is partly supported by the National Natural Science Foundation of China (Grant number: 70673062)
{"title":"Academic Ranking of World Universities by Broad Subject Fields","authors":"Ying Cheng, N. Liu","doi":"10.1080/03797720701618849","DOIUrl":"https://doi.org/10.1080/03797720701618849","url":null,"abstract":"Upon numerous requests to provide ranking of world universities by broad subject fields/schools/colleges and by subject fields/programs/departments, the authors present the ranking methodologies and problems that arose from the research by the Institute of Higher Education, Shanghai Jiao Tong University on the Academic Ranking of World Universities by Broad Subject Fields (ARWU‐FIELD) in 2006. Using objective indicators and internationally comparable data, the authors ranked five broad subject fields: natural sciences and mathematics (SCI); engineering/technology and computer sciences (ENG); life and agriculture sciences (LIFE); clinical medicine and pharmacy (MED); and social sciences (SOC). 1. Acknowledgment: This research is partly supported by the National Natural Science Foundation of China (Grant number: 70673062)","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127923370","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 : 2007-10-29DOI: 10.1080/03797720701618831
A. Usher, Massimo Savino
This article presents the findings of a survey, conducted on league tables and rankings systems worldwide, including seventeen standard ones and one non‐standard league table. Despite the capacity of existing league tables and rankings to meet the interest of the public of transparency and information on higher education institutions, ranking systems still are in their “infancy”. The authors suggest that, had international ranking schemes to assume a quality assurance role, it would be the global higher education community that would have to identify better practices for data collection and reporting to achieve high‐quality inter‐institutional comparisons.
{"title":"A Global Survey of University Ranking and League Tables","authors":"A. Usher, Massimo Savino","doi":"10.1080/03797720701618831","DOIUrl":"https://doi.org/10.1080/03797720701618831","url":null,"abstract":"This article presents the findings of a survey, conducted on league tables and rankings systems worldwide, including seventeen standard ones and one non‐standard league table. Despite the capacity of existing league tables and rankings to meet the interest of the public of transparency and information on higher education institutions, ranking systems still are in their “infancy”. The authors suggest that, had international ranking schemes to assume a quality assurance role, it would be the global higher education community that would have to identify better practices for data collection and reporting to achieve high‐quality inter‐institutional comparisons.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127147181","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 : 2007-10-29DOI: 10.1080/03797720701618872
Heiko Spitzeck, C. Siegenthaler
Whereas most ranking schemes aim at the identification of the universally best performing universities, value‐driven rankings take a focused perspective: they aim at monitoring the progress of some kind of societal agenda based on social values and hence look for progress concerning specific educational contents. The emerging field of education for sustainable development provides a good case for studying evaluation criteria of a value‐based ranking. This paper proposes a framework for a stakeholder‐based university evaluation and maps the territory of rankings addressing sustainable development. Finally a complementing evaluation is proposed to address identified shortcomings.
{"title":"Value‐driven and Stakeholder‐based Ranking – A Closer Look at Evaluating “Education for Sustainable Development”","authors":"Heiko Spitzeck, C. Siegenthaler","doi":"10.1080/03797720701618872","DOIUrl":"https://doi.org/10.1080/03797720701618872","url":null,"abstract":"Whereas most ranking schemes aim at the identification of the universally best performing universities, value‐driven rankings take a focused perspective: they aim at monitoring the progress of some kind of societal agenda based on social values and hence look for progress concerning specific educational contents. The emerging field of education for sustainable development provides a good case for studying evaluation criteria of a value‐based ranking. This paper proposes a framework for a stakeholder‐based university evaluation and maps the territory of rankings addressing sustainable development. Finally a complementing evaluation is proposed to address identified shortcomings.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129662856","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 : 2007-10-29DOI: 10.1080/03797720701618898
R. Proulx
The paper intends to contribute to the debate on ranking and league tables by adopting a critical approach to ranking methodologies from the point of view of a university benchmarking exercise. The absence of a strict benchmarking exercise in the ranking process has been, in the opinion of the author, one of the major problems encountered in the ranking systems and procedures at all levels, regional, national and international. The benchmarking exercise of ten Canadian research intensive universities at the departmental level should contribute to a re‐examination of the typology of the world class ranking systems and suggest reconstruction paths on several major issues.
{"title":"Higher Education Ranking and Leagues Tables: Lessons Learned from Benchmarking","authors":"R. Proulx","doi":"10.1080/03797720701618898","DOIUrl":"https://doi.org/10.1080/03797720701618898","url":null,"abstract":"The paper intends to contribute to the debate on ranking and league tables by adopting a critical approach to ranking methodologies from the point of view of a university benchmarking exercise. The absence of a strict benchmarking exercise in the ranking process has been, in the opinion of the author, one of the major problems encountered in the ranking systems and procedures at all levels, regional, national and international. The benchmarking exercise of ten Canadian research intensive universities at the departmental level should contribute to a re‐examination of the typology of the world class ranking systems and suggest reconstruction paths on several major issues.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133540600","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 : 2007-10-29DOI: 10.1080/03797720701618963
C. Oprean
Under the policy umbrella of the Bologna Process, European Universities are being steered towards uniformity in terms of their institutional missions and academic curricula. Romania, as a new member of the European Community, feels such supra‐national policy pressures for “reform” in its higher education sector most keenly. As a result, it is only natural that what can be broadly defined as nationalistic “anti‐reform” pressures also arise. The article describes how one specific University leader at a resolutely European‐oriented Romanian University seeks to productively mediate between these competing policy imperatives, with the hope that the historical foundations unique to Romanian Universities can be well incorporated into larger European visions of higher education operating within a pluralistic (not monolithic) global framework.
{"title":"Adequately Responding to “Reform” and “Anti‐Reform” Pressures in the Romanian Higher Education System under the Bologna Process","authors":"C. Oprean","doi":"10.1080/03797720701618963","DOIUrl":"https://doi.org/10.1080/03797720701618963","url":null,"abstract":"Under the policy umbrella of the Bologna Process, European Universities are being steered towards uniformity in terms of their institutional missions and academic curricula. Romania, as a new member of the European Community, feels such supra‐national policy pressures for “reform” in its higher education sector most keenly. As a result, it is only natural that what can be broadly defined as nationalistic “anti‐reform” pressures also arise. The article describes how one specific University leader at a resolutely European‐oriented Romanian University seeks to productively mediate between these competing policy imperatives, with the hope that the historical foundations unique to Romanian Universities can be well incorporated into larger European visions of higher education operating within a pluralistic (not monolithic) global framework.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131982062","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 : 2007-10-29DOI: 10.1080/03797720701618880
M. Clarke
This article examines the impact of institutional and program‐area rankings on student access to, and choice in, U.S. higher education. It also discusses the impact of rankings on student opportunities after graduation in terms of placement success and earnings. The discussion is informed by the broader research literature in these areas, and includes comparisons to findings for other higher education systems. The author concludes with comments on the likely effects of the newest addition to the rankings scene – so‐called ‘world’ rankings – on access, choice, and opportunity outcomes globally.
{"title":"The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity","authors":"M. Clarke","doi":"10.1080/03797720701618880","DOIUrl":"https://doi.org/10.1080/03797720701618880","url":null,"abstract":"This article examines the impact of institutional and program‐area rankings on student access to, and choice in, U.S. higher education. It also discusses the impact of rankings on student opportunities after graduation in terms of placement success and earnings. The discussion is informed by the broader research literature in these areas, and includes comparisons to findings for other higher education systems. The author concludes with comments on the likely effects of the newest addition to the rankings scene – so‐called ‘world’ rankings – on access, choice, and opportunity outcomes globally.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132168340","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：