Pub Date : 2021-08-30DOI: 10.1080/21568235.2021.1972024
D. Teodorescu, K. Aivaz, Ana Amalfi
ABSTRACT Following the outbreak of the COVID-19 pandemic, faculty at higher education institutions across the world quickly converted courses to an online format. With that swift switch, a major challenge experienced by many students has been the loss of motivation, due primarily to the social isolation experienced during the pandemic. This study examined factors that affect student motivation at a Romanian public university. As such, the study contributes to the literature on motivation, by focusing on a context that has rarely been addressed by other studies – universities that began experiencing with online education for the first time during the pandemic. The study highlights commonalities with prior literature by demonstrating that motivation is affected by instructors’ use of effective online instructional practices, perceived course quality, and issues with technology. However, important contextual differences exist between universities with established online programmes and universities that experimented with online learning for the first time during the pandemic. Specifically, instructors at the examined university were more likely than faculty in established online programmes to experience issues with technology and less likely to use effective online teaching practices. Consequently, students’ perceived quality of the online courses was lower.
{"title":"Factors affecting motivation in online courses during the COVID-19 pandemic: the experiences of students at a Romanian public university","authors":"D. Teodorescu, K. Aivaz, Ana Amalfi","doi":"10.1080/21568235.2021.1972024","DOIUrl":"https://doi.org/10.1080/21568235.2021.1972024","url":null,"abstract":"ABSTRACT Following the outbreak of the COVID-19 pandemic, faculty at higher education institutions across the world quickly converted courses to an online format. With that swift switch, a major challenge experienced by many students has been the loss of motivation, due primarily to the social isolation experienced during the pandemic. This study examined factors that affect student motivation at a Romanian public university. As such, the study contributes to the literature on motivation, by focusing on a context that has rarely been addressed by other studies – universities that began experiencing with online education for the first time during the pandemic. The study highlights commonalities with prior literature by demonstrating that motivation is affected by instructors’ use of effective online instructional practices, perceived course quality, and issues with technology. However, important contextual differences exist between universities with established online programmes and universities that experimented with online learning for the first time during the pandemic. Specifically, instructors at the examined university were more likely than faculty in established online programmes to experience issues with technology and less likely to use effective online teaching practices. Consequently, students’ perceived quality of the online courses was lower.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"6 1","pages":"332 - 349"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84283955","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 : 2021-08-26DOI: 10.1080/21568235.2021.1971099
Patrick Bijsmans, A. Schakel, Asena Baykal, S. Hegewald
ABSTRACT The internationalisation of Higher Education is broadly seen as a positive development. It is a process that is said to contribute to intercultural skills acquisition, which is deemed crucial in today’s globalised society. Yet, research has shown that the benefits of being confronted with other ideas and viewpoints can get lost in translation due to different languages and academic cultures. We set out to explore the impact of the international classroom on study success and argue that there might be an optimum level of internationalisation. Based on a dataset that includes more than 2822 GPA scores for 836 students from four first-year cohorts of an international Bachelor in European Studies, we find strong empirical evidence that students’ study success is lower when there are few (below 3) or many (above 6) different nationalities in the classroom. We find the strongest effects of internationalisation for students who regularly attend class (i.e. 80–90%). Hence, we present strong evidence that internationalisation has a both a negative and a positive impact on students’ study success but students will only experience these beneficial and detrimental effects of learning in an international environment when they attend class.
{"title":"Internationalisation and study success: class attendance and the delicate balance between collaborative learning and being lost in translation","authors":"Patrick Bijsmans, A. Schakel, Asena Baykal, S. Hegewald","doi":"10.1080/21568235.2021.1971099","DOIUrl":"https://doi.org/10.1080/21568235.2021.1971099","url":null,"abstract":"ABSTRACT The internationalisation of Higher Education is broadly seen as a positive development. It is a process that is said to contribute to intercultural skills acquisition, which is deemed crucial in today’s globalised society. Yet, research has shown that the benefits of being confronted with other ideas and viewpoints can get lost in translation due to different languages and academic cultures. We set out to explore the impact of the international classroom on study success and argue that there might be an optimum level of internationalisation. Based on a dataset that includes more than 2822 GPA scores for 836 students from four first-year cohorts of an international Bachelor in European Studies, we find strong empirical evidence that students’ study success is lower when there are few (below 3) or many (above 6) different nationalities in the classroom. We find the strongest effects of internationalisation for students who regularly attend class (i.e. 80–90%). Hence, we present strong evidence that internationalisation has a both a negative and a positive impact on students’ study success but students will only experience these beneficial and detrimental effects of learning in an international environment when they attend class.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"39 1","pages":"314 - 331"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75624951","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 : 2021-07-03DOI: 10.1080/21568235.2021.1945475
E. Shibanova, Sergey Malinovskiy
ABSTRACT This research explores the interrelations of higher education and welfare state models in the USSR of the 1960-1980s and Russia of the 2000-2020s. We first address the extent to which the provision of higher education aligns with the key imperatives of welfare redistribution: eligibility, state-market balance, and equality. Second, we schematize the values – instrumental, positional, intrinsic – of higher education that influenced well-being in the Soviet Union and Russia. We argue that the provision of higher education in these two state regimes complies with the political economy of two welfare models, suggesting a continuity across socialist and corporatist traditions. In the USSR, higher education was a part of a hybrid comprehensive-corporatist welfare model. Formally a universal right, it can be conceptualized as a state asset and a privilege attached to the class, entailing high intrinsic value. Higher education provision in Russia aligns with the conservative pattern while preserving traits of the socialist past and liberal transition. State commitment in the provision of public higher education and moderate marketization frame the hybrid nature of higher education as a social right and commodity with high instrumental and positional values.
{"title":"Higher education in Soviet and Russian welfare states: hybridization, continuity and change","authors":"E. Shibanova, Sergey Malinovskiy","doi":"10.1080/21568235.2021.1945475","DOIUrl":"https://doi.org/10.1080/21568235.2021.1945475","url":null,"abstract":"ABSTRACT This research explores the interrelations of higher education and welfare state models in the USSR of the 1960-1980s and Russia of the 2000-2020s. We first address the extent to which the provision of higher education aligns with the key imperatives of welfare redistribution: eligibility, state-market balance, and equality. Second, we schematize the values – instrumental, positional, intrinsic – of higher education that influenced well-being in the Soviet Union and Russia. We argue that the provision of higher education in these two state regimes complies with the political economy of two welfare models, suggesting a continuity across socialist and corporatist traditions. In the USSR, higher education was a part of a hybrid comprehensive-corporatist welfare model. Formally a universal right, it can be conceptualized as a state asset and a privilege attached to the class, entailing high intrinsic value. Higher education provision in Russia aligns with the conservative pattern while preserving traits of the socialist past and liberal transition. State commitment in the provision of public higher education and moderate marketization frame the hybrid nature of higher education as a social right and commodity with high instrumental and positional values.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"215 1","pages":"273 - 291"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76119879","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 : 2021-07-03DOI: 10.1080/21568235.2021.1942946
S. Davies, Janice Aurini
ABSTRACT This paper describes three eras of state building and higher education in Canada. Higher education in ‘Old Canada’ before WWII was mostly a small collection of colleges that bore imprints of American and British institutions and provided personnel needed to develop a vast and sparsely populated territory. The ‘Hey Day of Canadian Nationalism’ from 1950 to 1990 greatly expanded universities and colleges in a broader project of modern state building and social uplift, borrowing organizational models from mass-access American state colleges. The third era, ‘Transnational Nation-Building,’ spanning the past 20 years, uses Canadian degrees and diplomas to lure selective immigrants who seek Canadian citizenship and entrée to an emerging transnational class of English-speaking professionals. That strategy, along with a series of converging forces, is leveraging Canadian colleges and universities to implicitly adopt a new institutional path. We end by discussing insights that the Canadian case may provide for comparative understandings of higher education and state building.
本文描述了加拿大国家建设和高等教育的三个时期。二战前，“旧加拿大”的高等教育主要是一些带有美国和英国机构印记的小学院，为发展这片人口稀少的广阔领土提供所需的人才。1950年至1990年的“加拿大民族主义日”(Hey Day of Canadian Nationalism)借用了美国公立大学的组织模式，在更广泛的现代国家建设和社会提升项目中极大地扩展了大学和学院。第三个时代是“跨国国家建设”(Transnational Nation-Building)，横跨过去20年，它利用加拿大的学位和文凭，吸引那些有意寻求加拿大公民身份的移民，并借此进入一个新兴的、会说英语的跨国专业阶层。这一战略，连同一系列汇聚的力量，正在促使加拿大的学院和大学含蓄地采用一种新的制度路径。最后，我们将讨论加拿大案例可能为比较理解高等教育和国家建设提供的见解。
{"title":"The evolving prism: the role of nationalism in Canadian higher education","authors":"S. Davies, Janice Aurini","doi":"10.1080/21568235.2021.1942946","DOIUrl":"https://doi.org/10.1080/21568235.2021.1942946","url":null,"abstract":"ABSTRACT This paper describes three eras of state building and higher education in Canada. Higher education in ‘Old Canada’ before WWII was mostly a small collection of colleges that bore imprints of American and British institutions and provided personnel needed to develop a vast and sparsely populated territory. The ‘Hey Day of Canadian Nationalism’ from 1950 to 1990 greatly expanded universities and colleges in a broader project of modern state building and social uplift, borrowing organizational models from mass-access American state colleges. The third era, ‘Transnational Nation-Building,’ spanning the past 20 years, uses Canadian degrees and diplomas to lure selective immigrants who seek Canadian citizenship and entrée to an emerging transnational class of English-speaking professionals. That strategy, along with a series of converging forces, is leveraging Canadian colleges and universities to implicitly adopt a new institutional path. We end by discussing insights that the Canadian case may provide for comparative understandings of higher education and state building.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"102 1","pages":"239 - 254"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76736807","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 : 2021-07-03DOI: 10.1080/21568235.2021.1945473
M. Börjesson, Tobias Dalberg
ABSTRACT Since the mid-twentieth century, higher education has been subject to spectacular growth. While the expansion of higher education is undoubtedly a general trend, its actual characteristics in terms of its specific conditions and driving forces vary by context. In this article, our aim is to develop such a socio-political historical narrative of Swedish higher education since 1945. We focus on how the Swedish case evolved in four salient aspects: (I) the transformations of the welfare state and the economy broadly defined; (II) the policies directly involved in redesigning the higher education system; (III) the scale, composition and structural relations between the parts of the higher education system; and (IV) the way different social groups (vis-à-vis gender and class) have used the system. We show that higher education policy has shifted its focus from massification and unification to marketisation and internationalisation. We notice that the conditions for the expansions differ substantially during the first three decades after 1945 compared to the 1990s in political, economic and demographic terms. While the system has opened up for increased participation overall, the way students are sorted into different institutions and fields of study by gender and class reveals a remarkably rigid social structure.
{"title":"Massification, unification, marketisation, internationalisation: a socio-political history of higher education in Sweden 1945–2020","authors":"M. Börjesson, Tobias Dalberg","doi":"10.1080/21568235.2021.1945473","DOIUrl":"https://doi.org/10.1080/21568235.2021.1945473","url":null,"abstract":"ABSTRACT Since the mid-twentieth century, higher education has been subject to spectacular growth. While the expansion of higher education is undoubtedly a general trend, its actual characteristics in terms of its specific conditions and driving forces vary by context. In this article, our aim is to develop such a socio-political historical narrative of Swedish higher education since 1945. We focus on how the Swedish case evolved in four salient aspects: (I) the transformations of the welfare state and the economy broadly defined; (II) the policies directly involved in redesigning the higher education system; (III) the scale, composition and structural relations between the parts of the higher education system; and (IV) the way different social groups (vis-à-vis gender and class) have used the system. We show that higher education policy has shifted its focus from massification and unification to marketisation and internationalisation. We notice that the conditions for the expansions differ substantially during the first three decades after 1945 compared to the 1990s in political, economic and demographic terms. While the system has opened up for increased participation overall, the way students are sorted into different institutions and fields of study by gender and class reveals a remarkably rigid social structure.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"60 1","pages":"346 - 364"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77964136","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 : 2021-07-03DOI: 10.1080/21568235.2021.1944250
Y. Soysal, R. Baltaru
ABSTRACT Throughout the twentieth century and the first decades of the twenty-first century, the UK higher education went through significant changes. We identify three epochs, through which the institutional logic and purpose of university were redefined: an elite reconfiguration before the 1950s; a democratic reconfiguration from the 1960s on; and an economic and societal reconfiguration in the context of globalization since the late 1990s. Each epoch carried certain tensions in them, which have shaped the current contours of the UK higher education field. Particularly since the 1990s however UK higher education is exposed to increasingly elaborate, and at times contradictory, rules and expectations which are shaped not only nationally and transnationally. In order to analyse how these pressures play themselves out in the purpose and mandate of universities, we apply topic modelling analysis and textual interpretation to the university webpages. Our analysis shows that the UK higher education embeds three institutional logics, knowledge production, economic value, and global actorhood, which are linked with the broader transformations of the university toward proactive and societally engaged rational organization.
{"title":"University as the producer of knowledge, and economic and societal value: the 20th and twenty-first century transformations of the UK higher education system","authors":"Y. Soysal, R. Baltaru","doi":"10.1080/21568235.2021.1944250","DOIUrl":"https://doi.org/10.1080/21568235.2021.1944250","url":null,"abstract":"ABSTRACT Throughout the twentieth century and the first decades of the twenty-first century, the UK higher education went through significant changes. We identify three epochs, through which the institutional logic and purpose of university were redefined: an elite reconfiguration before the 1950s; a democratic reconfiguration from the 1960s on; and an economic and societal reconfiguration in the context of globalization since the late 1990s. Each epoch carried certain tensions in them, which have shaped the current contours of the UK higher education field. Particularly since the 1990s however UK higher education is exposed to increasingly elaborate, and at times contradictory, rules and expectations which are shaped not only nationally and transnationally. In order to analyse how these pressures play themselves out in the purpose and mandate of universities, we apply topic modelling analysis and textual interpretation to the university webpages. Our analysis shows that the UK higher education embeds three institutional logics, knowledge production, economic value, and global actorhood, which are linked with the broader transformations of the university toward proactive and societally engaged rational organization.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"80 1","pages":"312 - 328"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85342802","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 : 2021-07-03DOI: 10.1080/21568235.2021.1944252
M. Stevens, E. Shibanova
ABSTRACT We provide a framework for integrating sociological and political-historical approaches to the worldwide expansion of higher education in the twentieth century. Doing so enables scholars and policymakers to better identify variation across place and time in how the provision of higher education has been rendered culturally meaningful and politically feasible. We identify three conceptions of state commitment to higher education: as a national asset, a citizen right, and a commodity. The conceptions are not mutually exclusive and can simultaneously animate national cultures and politics. We also suggest a novel periodization of global higher education history from 1945 to the present. Our work serves as an introduction to the seven other articles in this special issue, which consider the twentieth-century evolution of higher education politics and policies in Canada, France, Germany, Luxembourg, Sweden, the United Kingdom, and USSR/Russia.
{"title":"Varieties of state commitment to higher education since 1945: toward a comparative-historical social science of postsecondary expansion","authors":"M. Stevens, E. Shibanova","doi":"10.1080/21568235.2021.1944252","DOIUrl":"https://doi.org/10.1080/21568235.2021.1944252","url":null,"abstract":"ABSTRACT We provide a framework for integrating sociological and political-historical approaches to the worldwide expansion of higher education in the twentieth century. Doing so enables scholars and policymakers to better identify variation across place and time in how the provision of higher education has been rendered culturally meaningful and politically feasible. We identify three conceptions of state commitment to higher education: as a national asset, a citizen right, and a commodity. The conceptions are not mutually exclusive and can simultaneously animate national cultures and politics. We also suggest a novel periodization of global higher education history from 1945 to the present. Our work serves as an introduction to the seven other articles in this special issue, which consider the twentieth-century evolution of higher education politics and policies in Canada, France, Germany, Luxembourg, Sweden, the United Kingdom, and USSR/Russia.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"145 1","pages":"219 - 238"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81419648","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 : 2021-07-03DOI: 10.1080/21568235.2021.1944815
Alexander Mitterle, Manfred Stock
ABSTRACT In light of a global higher education expansion, the paper analyses the historic-structural conditions of this development for the German state(s) after World War II. Building on Talcott Parsons citizenship patterns, the analysis centres on two core institutions of the German higher education system: the state-organized system of entitlement (Berechtigungswesen) and the civil right for access to higher education. The entitlement system established a unique form of vertical and horizontal correspondence between higher education and the labour market. It allowed for a successful transition from university to work (academization). As a state monopoly, it also hampered rapid expansion. The civil right to access mediated and restricted efforts to constrain the expansion in Western Germany. Its absence in Eastern Germany lead to contractions after political will changed. A large part of the post-World War II expansion in Germany can be explained through the interplay of the two core institutions. The partial dismantling of the entitlement system after 1998, has led to severe degree differentiation and change. Yet so far, employment fields still consistently adapt to the credential pressure from the expanding public research university.
{"title":"Higher education expansion in Germany: between civil rights, state-organized entitlement system and academization","authors":"Alexander Mitterle, Manfred Stock","doi":"10.1080/21568235.2021.1944815","DOIUrl":"https://doi.org/10.1080/21568235.2021.1944815","url":null,"abstract":"ABSTRACT In light of a global higher education expansion, the paper analyses the historic-structural conditions of this development for the German state(s) after World War II. Building on Talcott Parsons citizenship patterns, the analysis centres on two core institutions of the German higher education system: the state-organized system of entitlement (Berechtigungswesen) and the civil right for access to higher education. The entitlement system established a unique form of vertical and horizontal correspondence between higher education and the labour market. It allowed for a successful transition from university to work (academization). As a state monopoly, it also hampered rapid expansion. The civil right to access mediated and restricted efforts to constrain the expansion in Western Germany. Its absence in Eastern Germany lead to contractions after political will changed. A large part of the post-World War II expansion in Germany can be explained through the interplay of the two core institutions. The partial dismantling of the entitlement system after 1998, has led to severe degree differentiation and change. Yet so far, employment fields still consistently adapt to the credential pressure from the expanding public research university.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"68 1","pages":"292 - 311"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91363546","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 : 2021-07-03DOI: 10.1080/21568235.2021.1945474
Christine Musselin
ABSTRACT This paper retraces the evolution of the relationships between higher education institutions, the state and the academic profession in France since the French Revolution on the one hand and the parallel evolution of the societal expectations for their roles and missions, on the other. It in particular highlights the divide between the universities and the grandes écoles, in charge of training the French economic, political, and administrative elites. Five phases are distinguished: the suppression of French universities during the French Revolution; the Republic of the Facultés from the end of the third Republic to 1968: the 1968 act and the rebirth of universities; the empowerment of universities and their extended missions during the last decade of the twentieth century; the recent reforms aimed at differentiating the French higher education system and bringing universities at its centre.
{"title":"Bringing universities to the centre of the French higher education system? Almost but not yet … ","authors":"Christine Musselin","doi":"10.1080/21568235.2021.1945474","DOIUrl":"https://doi.org/10.1080/21568235.2021.1945474","url":null,"abstract":"ABSTRACT This paper retraces the evolution of the relationships between higher education institutions, the state and the academic profession in France since the French Revolution on the one hand and the parallel evolution of the societal expectations for their roles and missions, on the other. It in particular highlights the divide between the universities and the grandes écoles, in charge of training the French economic, political, and administrative elites. Five phases are distinguished: the suppression of French universities during the French Revolution; the Republic of the Facultés from the end of the third Republic to 1968: the 1968 act and the rebirth of universities; the empowerment of universities and their extended missions during the last decade of the twentieth century; the recent reforms aimed at differentiating the French higher education system and bringing universities at its centre.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"23 1","pages":"329 - 345"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80224301","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 : 2021-06-29DOI: 10.1080/21568235.2021.1944251
Gangolf Braband, J. Powell
ABSTRACT At the heart of Western Europe and culturally embedded in the ‘Greater Region,’ Luxembourg for centuries sent its youth abroad for tertiary education, without its own national university. Evolving provisions of postsecondary education after 1945 followed construction of several teaching and research institutes that did not offer full-fledged tertiary education certification. With global higher education expansion and European developments providing a window of opportunity, the founding of the national flagship University of Luxembourg (uni.lu) in 2003 was a critical juncture, since leading to an extraordinary case of university institutionalization. Traditions were explicitly maintained, but reshaped, in the new university, with student mobility continuing to bolster the national elite’s pan-European networks and internationalization. Reflecting its hyper-diversity and multilingual culture as well as porous national borders, Luxembourg’s investments in higher education capacity-building, via a twenty-first century research university, have been thoroughly European. Today, Luxembourg has the highest proportion of workers with tertiary attainment and of internationally mobile students, testament to its expanded higher education provision and national policy change facilitated by global models and European norms.
{"title":"European embeddedness and the founding of Luxembourg’s 21st century research university","authors":"Gangolf Braband, J. Powell","doi":"10.1080/21568235.2021.1944251","DOIUrl":"https://doi.org/10.1080/21568235.2021.1944251","url":null,"abstract":"ABSTRACT At the heart of Western Europe and culturally embedded in the ‘Greater Region,’ Luxembourg for centuries sent its youth abroad for tertiary education, without its own national university. Evolving provisions of postsecondary education after 1945 followed construction of several teaching and research institutes that did not offer full-fledged tertiary education certification. With global higher education expansion and European developments providing a window of opportunity, the founding of the national flagship University of Luxembourg (uni.lu) in 2003 was a critical juncture, since leading to an extraordinary case of university institutionalization. Traditions were explicitly maintained, but reshaped, in the new university, with student mobility continuing to bolster the national elite’s pan-European networks and internationalization. Reflecting its hyper-diversity and multilingual culture as well as porous national borders, Luxembourg’s investments in higher education capacity-building, via a twenty-first century research university, have been thoroughly European. Today, Luxembourg has the highest proportion of workers with tertiary attainment and of internationally mobile students, testament to its expanded higher education provision and national policy change facilitated by global models and European norms.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"16 1","pages":"255 - 272"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80155624","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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