Pub Date : 2022-11-07DOI: 10.1080/21568235.2022.2141814
Sirke Mäkinen
ABSTRACT This paper discusses Finnish-Russian relations from the perspective of cooperation in higher education, and particularly Finnish-Russian double degree programmes prior to 2022. It asks how internal stakeholders, in double degree programmes perceived the role of their cooperation from the point of view of interstate relations, and how cooperation had changed (if at all) after the political crisis intensified between the EU and Russia in 2014. The paper draws on research on EU-Russia relations, and on the link between higher education (collaboration) and international politics. The empirical part of the paper is based on a case study of double degree programmes between Finnish and Russian universities. Semi-structured interviews with internal stakeholders such as administrative and academic heads/coordinators of these programmes serve as the main source of primary materials. The study reveals that even though internal stakeholders explicitly wanted to depoliticise higher education cooperation and denied that interstate (or EU-Russia) relations would have had any impact on their collaboration, many of them still hoped that HE cooperation would help in improving the given relations. Accordingly, they argued for education diplomacy in the sense of ‘higher education for diplomacy’, but denied it in the sense of ‘diplomacy for higher education’.
{"title":"Nothing to do with politics? International collaboration in higher education and Finnish-Russian relations","authors":"Sirke Mäkinen","doi":"10.1080/21568235.2022.2141814","DOIUrl":"https://doi.org/10.1080/21568235.2022.2141814","url":null,"abstract":"ABSTRACT This paper discusses Finnish-Russian relations from the perspective of cooperation in higher education, and particularly Finnish-Russian double degree programmes prior to 2022. It asks how internal stakeholders, in double degree programmes perceived the role of their cooperation from the point of view of interstate relations, and how cooperation had changed (if at all) after the political crisis intensified between the EU and Russia in 2014. The paper draws on research on EU-Russia relations, and on the link between higher education (collaboration) and international politics. The empirical part of the paper is based on a case study of double degree programmes between Finnish and Russian universities. Semi-structured interviews with internal stakeholders such as administrative and academic heads/coordinators of these programmes serve as the main source of primary materials. The study reveals that even though internal stakeholders explicitly wanted to depoliticise higher education cooperation and denied that interstate (or EU-Russia) relations would have had any impact on their collaboration, many of them still hoped that HE cooperation would help in improving the given relations. Accordingly, they argued for education diplomacy in the sense of ‘higher education for diplomacy’, but denied it in the sense of ‘diplomacy for higher education’.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"73 1","pages":"216 - 237"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84207261","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 : 2022-10-28DOI: 10.1080/21568235.2022.2138486
L. Deriglazova
ABSTRACT After 2014 student mobility between the EU and Russia has remained high. International academic mobility (IAM) is an important part of the internationalisation of higher education, and the EU and Russia have multiple rationales for it – academic, economic, political and social, among others. This article analyses the rationales of stakeholders at institutional and individual levels. The article focuses on the cross-cultural experiences of European and Russian students, and compares their rationales to stakeholders’ rationales at the (supra)national level. The article applies an interpretive approach to analyse students’ narrations collected with semi-structured interviews. The study confirmed that the EU had succeeded in its political and economic rationales with regard to European and Russian students. The Russia's rationales had been met only partially. The study revealed complex rationales of individual stakeholders that partially corresponded with the rationales of institutional stakeholders. Although the political and economic rationales of stakeholders at the institutional level are ‘driving forces’ for the continuing internationalisation of higher education, including IAM, individual stakeholders succeeded in realising economic, academic and social rationales that were important for their professional and personal development. The later contributed to better understanding at a people-to-people level, which could have a long-lasting effect in terms of improving EU-Russia relations.
{"title":"Clashing rationales for international student mobility? The case of the EU and Russia","authors":"L. Deriglazova","doi":"10.1080/21568235.2022.2138486","DOIUrl":"https://doi.org/10.1080/21568235.2022.2138486","url":null,"abstract":"ABSTRACT After 2014 student mobility between the EU and Russia has remained high. International academic mobility (IAM) is an important part of the internationalisation of higher education, and the EU and Russia have multiple rationales for it – academic, economic, political and social, among others. This article analyses the rationales of stakeholders at institutional and individual levels. The article focuses on the cross-cultural experiences of European and Russian students, and compares their rationales to stakeholders’ rationales at the (supra)national level. The article applies an interpretive approach to analyse students’ narrations collected with semi-structured interviews. The study confirmed that the EU had succeeded in its political and economic rationales with regard to European and Russian students. The Russia's rationales had been met only partially. The study revealed complex rationales of individual stakeholders that partially corresponded with the rationales of institutional stakeholders. Although the political and economic rationales of stakeholders at the institutional level are ‘driving forces’ for the continuing internationalisation of higher education, including IAM, individual stakeholders succeeded in realising economic, academic and social rationales that were important for their professional and personal development. The later contributed to better understanding at a people-to-people level, which could have a long-lasting effect in terms of improving EU-Russia relations.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":"238 - 254"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83713139","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 : 2022-10-12DOI: 10.1080/21568235.2022.2118149
Xiaotong Zhu, C. Evans
{"title":"Enhancing the development and understanding of assessment literacy in higher education","authors":"Xiaotong Zhu, C. Evans","doi":"10.1080/21568235.2022.2118149","DOIUrl":"https://doi.org/10.1080/21568235.2022.2118149","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85193215","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 : 2022-10-08DOI: 10.1080/21568235.2022.2125422
Ziene Mottiar, G. Byrne, Geraldine Gorham, Emma Robinson
{"title":"An examination of the impact of COVID-19 on assessment practices in higher education","authors":"Ziene Mottiar, G. Byrne, Geraldine Gorham, Emma Robinson","doi":"10.1080/21568235.2022.2125422","DOIUrl":"https://doi.org/10.1080/21568235.2022.2125422","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87436335","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 : 2022-10-02DOI: 10.1080/21568235.2022.2126380
Tea Vellamo, Jussi Kivistö, Attila Pausits
ABSTRACT This paper focuses on the interplay of European and national higher education policy in implementing a joint degree Erasmus Mundus programme on institutional level. We utilise the stakeholder approach to highlight and contrast the differing internationalisation rationales. Specifically, we analyse how the impact of external stakeholders (European Commission, national governments) and their policies are affecting higher education institutions at institutional and programme levels. As a particular case, we utilise the Finnish higher education system and the implementation of a joint degree Erasmus Mundus Masters programme ‘Master in Research and Innovation in Higher Education’ (MARIHE). We conclude that in Finland Erasmus Mundus programmes have not triggered significant legislative changes at national level supporting the goals attached to the Erasmus Mundus instrument. However, Erasmus Mundus provides important stimulus to institutions and their programmes to find unique ways to collaborate within the boundaries of existing legislative frameworks. The paper also shows that a detailed analysis of the Erasmus Mundus programme can be used as a concrete illustrative example of the multifaceted picture of the EU higher education policy.
{"title":"Steering by stealth? Influence of Erasmus Mundus Joint Master’s Programmes in European higher education policy","authors":"Tea Vellamo, Jussi Kivistö, Attila Pausits","doi":"10.1080/21568235.2022.2126380","DOIUrl":"https://doi.org/10.1080/21568235.2022.2126380","url":null,"abstract":"ABSTRACT This paper focuses on the interplay of European and national higher education policy in implementing a joint degree Erasmus Mundus programme on institutional level. We utilise the stakeholder approach to highlight and contrast the differing internationalisation rationales. Specifically, we analyse how the impact of external stakeholders (European Commission, national governments) and their policies are affecting higher education institutions at institutional and programme levels. As a particular case, we utilise the Finnish higher education system and the implementation of a joint degree Erasmus Mundus Masters programme ‘Master in Research and Innovation in Higher Education’ (MARIHE). We conclude that in Finland Erasmus Mundus programmes have not triggered significant legislative changes at national level supporting the goals attached to the Erasmus Mundus instrument. However, Erasmus Mundus provides important stimulus to institutions and their programmes to find unique ways to collaborate within the boundaries of existing legislative frameworks. The paper also shows that a detailed analysis of the Erasmus Mundus programme can be used as a concrete illustrative example of the multifaceted picture of the EU higher education policy.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"144 1","pages":"179 - 196"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86400809","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 : 2022-09-21DOI: 10.1080/21568235.2022.2125887
S. Cardoso, M. J. Rosa, A. Amaral
{"title":"Researching higher education in Portugal","authors":"S. Cardoso, M. J. Rosa, A. Amaral","doi":"10.1080/21568235.2022.2125887","DOIUrl":"https://doi.org/10.1080/21568235.2022.2125887","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80125496","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 : 2022-09-21DOI: 10.1080/21568235.2022.2120035
S. Shenderova
ABSTRACT This article studies the salience of internal university stakeholders in collaborative degree programmes from the perspective of the sustainability of such programmes. In terms of academics and administrators involved in Finnish-Russian collaborative degrees, the article explores what contributes to their salience, and their effects on the implementation of internationalisation policies at individual, partnership and programme levels. In order to deepen understanding of collaborative degree sustainability as a particular case of internationalisation activity, the article addresses the attributes of the stakeholders’ salience as revealed during their interplay in Finnish-Russian double degree partnerships. Based on this analysis, the article highlights why the stakeholders in Finnish and Russian universities attribute their respective salience differently, identifies these differences, and assesses their impact on double degree sustainability.
{"title":"Collaborative degree programmes in internationalisation policies: the salience of internal university stakeholders","authors":"S. Shenderova","doi":"10.1080/21568235.2022.2120035","DOIUrl":"https://doi.org/10.1080/21568235.2022.2120035","url":null,"abstract":"ABSTRACT This article studies the salience of internal university stakeholders in collaborative degree programmes from the perspective of the sustainability of such programmes. In terms of academics and administrators involved in Finnish-Russian collaborative degrees, the article explores what contributes to their salience, and their effects on the implementation of internationalisation policies at individual, partnership and programme levels. In order to deepen understanding of collaborative degree sustainability as a particular case of internationalisation activity, the article addresses the attributes of the stakeholders’ salience as revealed during their interplay in Finnish-Russian double degree partnerships. Based on this analysis, the article highlights why the stakeholders in Finnish and Russian universities attribute their respective salience differently, identifies these differences, and assesses their impact on double degree sustainability.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"7 1","pages":"197 - 215"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86197367","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 : 2022-09-13DOI: 10.1080/21568235.2022.2118148
S. Büchele, S. Berndt, A. Félix
{"title":"Voluntary math remediation for STEM and economics disciplines – who is attending at all? Evidence from Germany","authors":"S. Büchele, S. Berndt, A. Félix","doi":"10.1080/21568235.2022.2118148","DOIUrl":"https://doi.org/10.1080/21568235.2022.2118148","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90107774","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 : 2022-08-31DOI: 10.1080/21568235.2022.2074865
Xin Xu, Andrea Braun Střelcová, G. Marini, Futao Huang, Yuzhuo Cai
ABSTRACT This article examines the trend of academic migration to mainland China. Notably, the most recent literature identified a new cohort of international academics in China, who are non-Chinese academics with long-term and full-time positions. Despite growing research interests, there is a lack of critical and synthesised reviews about the extant studies regarding this group of international academics, in terms of theoretical frameworks, methodologies and empirical findings. This article addresses this research gap by drawing on a critical review of existing scholarship, in combination with three empirical research projects conducted by the authors of this article. The article unpacks conceptual and methodological ambiguities in the existing research and reveals major findings with regards to the profiles, motivations, challenges and work roles related to international academics in China. It also proposes a new typology to define international academics in mainland China and future research agendas in this area.
{"title":"International academics in mainland China: what do we know and what do we need to know?","authors":"Xin Xu, Andrea Braun Střelcová, G. Marini, Futao Huang, Yuzhuo Cai","doi":"10.1080/21568235.2022.2074865","DOIUrl":"https://doi.org/10.1080/21568235.2022.2074865","url":null,"abstract":"ABSTRACT This article examines the trend of academic migration to mainland China. Notably, the most recent literature identified a new cohort of international academics in China, who are non-Chinese academics with long-term and full-time positions. Despite growing research interests, there is a lack of critical and synthesised reviews about the extant studies regarding this group of international academics, in terms of theoretical frameworks, methodologies and empirical findings. This article addresses this research gap by drawing on a critical review of existing scholarship, in combination with three empirical research projects conducted by the authors of this article. The article unpacks conceptual and methodological ambiguities in the existing research and reveals major findings with regards to the profiles, motivations, challenges and work roles related to international academics in China. It also proposes a new typology to define international academics in mainland China and future research agendas in this area.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"41 1","pages":"416 - 433"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72975204","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 : 2022-08-31DOI: 10.1080/21568235.2022.2103241
H. Horta
ABSTRACT This is the introduction to a special issue based on panel discussions held at the 33rd Annual Conference of the Consortium for Higher Education Researchers (CHER), which was hosted online by the University of Hong Kong. This collection of manuscripts embodies collaborative efforts by higher education researchers to understand topics of relevance to the field. All of the manuscripts are co-authored, with at least one of the authors based at an Asian institution and at least one other based at a European institution. One of the aims of this special issue was to join diverse authors and present a varied set of contributions, and the nationalities represented in this special issue are indeed diverse. However, the main aim was to stimulate collaboration and understanding between higher education researchers across Europe and Asia, thereby building a more integrated and coherent field and creating a forum for continuous learning and development.
{"title":"Together is better: collaborative contributions from higher education researchers based in Europe and Asia","authors":"H. Horta","doi":"10.1080/21568235.2022.2103241","DOIUrl":"https://doi.org/10.1080/21568235.2022.2103241","url":null,"abstract":"ABSTRACT This is the introduction to a special issue based on panel discussions held at the 33rd Annual Conference of the Consortium for Higher Education Researchers (CHER), which was hosted online by the University of Hong Kong. This collection of manuscripts embodies collaborative efforts by higher education researchers to understand topics of relevance to the field. All of the manuscripts are co-authored, with at least one of the authors based at an Asian institution and at least one other based at a European institution. One of the aims of this special issue was to join diverse authors and present a varied set of contributions, and the nationalities represented in this special issue are indeed diverse. However, the main aim was to stimulate collaboration and understanding between higher education researchers across Europe and Asia, thereby building a more integrated and coherent field and creating a forum for continuous learning and development.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"38 1","pages":"351 - 354"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79998364","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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