Pub Date : 2021-11-23DOI: 10.1080/21568235.2021.2000460
T. Siekkinen, Oili-Helena Ylijoki
ABSTRACT In the current turbulent higher education environment, academic work and career building are in a state of flux. The implementation of the principles of New Public Management have intensified managerial control over academic work. Growing dependence on external funding and metrics-based performance assessments have made career building increasingly competitive, selective, and risky. Disciplinary and organisational boundaries have been dissolving as interdisciplinary and cross-sectoral ways of collaboration have become policy priorities. These trends have challenged visible boundaries between disciplines, organisations, sectors, work tasks and academic roles. However, at the same time, new visible and invisible boundaries are being established. In spite of declaring to bring visibility, openness and transparency to academic work and career trajectories, the managerial university invokes new invisibilities which can reproduce some deeply-rooted visible hierarchies. This Special Issue explores the complex interplay between visibilities and invisibilities in academic work and career building. The six articles tackle this question from the perspective of interdisciplinary research, new notions of an ideal academic, resistance to managerial demands, doctoral education, the emergence of invisible researchers, and scholarly profession in different sectors.
{"title":"Visibilities and invisibilities in academic work and career building","authors":"T. Siekkinen, Oili-Helena Ylijoki","doi":"10.1080/21568235.2021.2000460","DOIUrl":"https://doi.org/10.1080/21568235.2021.2000460","url":null,"abstract":"ABSTRACT In the current turbulent higher education environment, academic work and career building are in a state of flux. The implementation of the principles of New Public Management have intensified managerial control over academic work. Growing dependence on external funding and metrics-based performance assessments have made career building increasingly competitive, selective, and risky. Disciplinary and organisational boundaries have been dissolving as interdisciplinary and cross-sectoral ways of collaboration have become policy priorities. These trends have challenged visible boundaries between disciplines, organisations, sectors, work tasks and academic roles. However, at the same time, new visible and invisible boundaries are being established. In spite of declaring to bring visibility, openness and transparency to academic work and career trajectories, the managerial university invokes new invisibilities which can reproduce some deeply-rooted visible hierarchies. This Special Issue explores the complex interplay between visibilities and invisibilities in academic work and career building. The six articles tackle this question from the perspective of interdisciplinary research, new notions of an ideal academic, resistance to managerial demands, doctoral education, the emergence of invisible researchers, and scholarly profession in different sectors.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"53 1","pages":"351 - 355"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90480414","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 : 2021-11-23DOI: 10.1080/21568235.2021.2001349
S. Djerasimovic
ABSTRACT As universities are undergoing transformations produced by trends towards marketisation, massification, new public management, and ‘third mission’ of socio-economic impact, higher education (HE) researchers are increasingly concerned with the implications of the HE sector change on academic practice, professional identities, and even wellbeing. This paper is situated within the complex interplay of policy incentives and governance mechanisms that appear to be resulting in the rising bifurcation and precariousness of academic careers and identities. In this context, drawing on a pilot study of ‘third space’ academic identities, and the methodology that combines work diaries and narrative interviews, it discusses the use(fulness) of (inter)action-, positionality-, and affect-driven methods in studying the academic identity construction. It argues that diverse methods that go beyond the usual interview- and questionnaire-based approaches are needed to better understand and support the existing and emergent academic practices and communities.
{"title":"Exploring the ways of studying academic identity as a dynamic discursive performance: the use of diary as a method","authors":"S. Djerasimovic","doi":"10.1080/21568235.2021.2001349","DOIUrl":"https://doi.org/10.1080/21568235.2021.2001349","url":null,"abstract":"ABSTRACT As universities are undergoing transformations produced by trends towards marketisation, massification, new public management, and ‘third mission’ of socio-economic impact, higher education (HE) researchers are increasingly concerned with the implications of the HE sector change on academic practice, professional identities, and even wellbeing. This paper is situated within the complex interplay of policy incentives and governance mechanisms that appear to be resulting in the rising bifurcation and precariousness of academic careers and identities. In this context, drawing on a pilot study of ‘third space’ academic identities, and the methodology that combines work diaries and narrative interviews, it discusses the use(fulness) of (inter)action-, positionality-, and affect-driven methods in studying the academic identity construction. It argues that diverse methods that go beyond the usual interview- and questionnaire-based approaches are needed to better understand and support the existing and emergent academic practices and communities.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"117 1","pages":"506 - 521"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89214918","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 : 2021-11-23DOI: 10.1080/21568235.2021.2003715
Julian Hamann, Anna Kosmützky
ABSTRACT Our contribution aims kick off a nuanced debate about theories and theorising in higher education research. Drawing on sociological literature that reflects on theories and theorising, we introduce the notion of ‘theory work.’ Theory work emphasises that theories are practical tools that can be used for a variety of purposes. To make different forms of engagement with theories visible, we develop in a first step three conceptual lenses that facilitate a nuanced observation of different forms of engagement with theories in higher education research: the lenses focus on (1) ranges of theories, (2) ways of engaging with theories, and (3) degrees of epistemic autonomy of theory work. In a second step, we operationalise these lenses for two thematic fields: we discuss theory work in research concerned with organisation and governance, and theory work in research on academic careers. Our contribution shows that there are both differences and similarities in theory work across thematic fields with in higher education research. Across these differences and similarities our conceptual lenses reveal a variety of forms of theories and theory work in higher education research. We conclude by discussing several benefits a conceptual toolkit on theory work can have for higher education research more generally.
{"title":"Does higher education research have a theory deficit? Explorations on theory work","authors":"Julian Hamann, Anna Kosmützky","doi":"10.1080/21568235.2021.2003715","DOIUrl":"https://doi.org/10.1080/21568235.2021.2003715","url":null,"abstract":"ABSTRACT Our contribution aims kick off a nuanced debate about theories and theorising in higher education research. Drawing on sociological literature that reflects on theories and theorising, we introduce the notion of ‘theory work.’ Theory work emphasises that theories are practical tools that can be used for a variety of purposes. To make different forms of engagement with theories visible, we develop in a first step three conceptual lenses that facilitate a nuanced observation of different forms of engagement with theories in higher education research: the lenses focus on (1) ranges of theories, (2) ways of engaging with theories, and (3) degrees of epistemic autonomy of theory work. In a second step, we operationalise these lenses for two thematic fields: we discuss theory work in research concerned with organisation and governance, and theory work in research on academic careers. Our contribution shows that there are both differences and similarities in theory work across thematic fields with in higher education research. Across these differences and similarities our conceptual lenses reveal a variety of forms of theories and theory work in higher education research. We conclude by discussing several benefits a conceptual toolkit on theory work can have for higher education research more generally.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"22 1","pages":"468 - 488"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81291304","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 : 2021-11-08DOI: 10.1080/21568235.2021.1994867
H. Lundin, Lars Geschwind
ABSTRACT This article sheds light on some challenges that internationalisation raises for policymakers regarding public funding of higher education in a welfare state by examining policy logics for introducing tuition fees for international students in Sweden 2011. Using thematic analysis of documents related to the Swedish reform, we identify how an increasing number of international students was the perceived policy problem, threatening national students’ access to free higher education. Policy objectives included sharing the cost of internationalisation but also enabling control of cost and influx of international students, enhancing quality and strengthening national branding. Many of these objectives concur with more established understandings on why policymakers turn to the market according to a more neo-liberal ‘market’ logic. However, a policy mix of tuition fees and scholarships enabled a governance model of control, which more relates to a ‘welfare’ logic. Likewise, the policy problem indicates that a search for profit and revenue cannot simply explain tuition fee reforms for international students. By discussing how underlying normative assumptions at the policy formulation stage contrast reality ten years after the reform, it appears that revenue from the global market has been more significant for Swedish policymakers than the rhetoric suggests.
{"title":"Exploring tuition fees as a policy instrument of internationalisation in a welfare state – the case of Sweden","authors":"H. Lundin, Lars Geschwind","doi":"10.1080/21568235.2021.1994867","DOIUrl":"https://doi.org/10.1080/21568235.2021.1994867","url":null,"abstract":"ABSTRACT This article sheds light on some challenges that internationalisation raises for policymakers regarding public funding of higher education in a welfare state by examining policy logics for introducing tuition fees for international students in Sweden 2011. Using thematic analysis of documents related to the Swedish reform, we identify how an increasing number of international students was the perceived policy problem, threatening national students’ access to free higher education. Policy objectives included sharing the cost of internationalisation but also enabling control of cost and influx of international students, enhancing quality and strengthening national branding. Many of these objectives concur with more established understandings on why policymakers turn to the market according to a more neo-liberal ‘market’ logic. However, a policy mix of tuition fees and scholarships enabled a governance model of control, which more relates to a ‘welfare’ logic. Likewise, the policy problem indicates that a search for profit and revenue cannot simply explain tuition fee reforms for international students. By discussing how underlying normative assumptions at the policy formulation stage contrast reality ten years after the reform, it appears that revenue from the global market has been more significant for Swedish policymakers than the rhetoric suggests.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"20 1","pages":"102 - 120"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76484211","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 : 2021-10-30DOI: 10.1080/21568235.2021.1992293
P. Jackman, Rebecca Sanderson, Lisalyn R. Jacobs
ABSTRACT Concerns about mental health and wellbeing in doctoral researchers have grown in recent years. To address these concerns, preventative strategies that seek to mitigate the onset of poor mental health and wellbeing could be valuable. This article outlines the co-design approach adopted to generate evidence that could inform the design of inductions to support mental health and wellbeing in doctoral researchers. Over a 9-month period, we collaborated with 47 doctoral researchers from 24 institutions and 13 stakeholders from one university, collecting qualitative data via focus groups and follow-up surveys. After analysing our data thematically and making refinements based on feedback from participants, actionable strategies that could be considered in the design of induction programmes for doctoral researchers were generated and captured by five themes: peer connections; supervisor relationships; information and resources; student services advice and support; and training and development. Feedback on the co-design process suggested participants felt positive about their involvement, with the doctoral researchers valuing the opportunity to contribute to the development of the co-designed evidence. Further research is required to examine the efficacy of the identified strategies, but we suggest that co-design shows promise for developing inductions to support mental health and wellbeing in doctoral researchers.
{"title":"Developing inductions to support mental health and wellbeing in doctoral researchers: findings from a qualitative co-design study with doctoral researchers and university stakeholders","authors":"P. Jackman, Rebecca Sanderson, Lisalyn R. Jacobs","doi":"10.1080/21568235.2021.1992293","DOIUrl":"https://doi.org/10.1080/21568235.2021.1992293","url":null,"abstract":"ABSTRACT Concerns about mental health and wellbeing in doctoral researchers have grown in recent years. To address these concerns, preventative strategies that seek to mitigate the onset of poor mental health and wellbeing could be valuable. This article outlines the co-design approach adopted to generate evidence that could inform the design of inductions to support mental health and wellbeing in doctoral researchers. Over a 9-month period, we collaborated with 47 doctoral researchers from 24 institutions and 13 stakeholders from one university, collecting qualitative data via focus groups and follow-up surveys. After analysing our data thematically and making refinements based on feedback from participants, actionable strategies that could be considered in the design of induction programmes for doctoral researchers were generated and captured by five themes: peer connections; supervisor relationships; information and resources; student services advice and support; and training and development. Feedback on the co-design process suggested participants felt positive about their involvement, with the doctoral researchers valuing the opportunity to contribute to the development of the co-designed evidence. Further research is required to examine the efficacy of the identified strategies, but we suggest that co-design shows promise for developing inductions to support mental health and wellbeing in doctoral researchers.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"13 1","pages":"62 - 79"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73554177","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 : 2021-10-22DOI: 10.1080/21568235.2021.1992641
N. Maloshonok, I. Shcheglova
ABSTRACT The student engagement framework, originally developed for the US educational system, has become increasingly recognised internationally as a means of fostering learning gains in higher education. Despite its recognition, some researchers raise a question about the applicability of this framework in other cultural contexts. Our research extends the existing literature on student engagement by filling the gap of knowledge about the cross-cultural applicability of the student engagement framework. Utilising multi-group structural equation modelling, this paper answers the question about the national differences in associations between student engagement dimensions and the development of generic skills. Data collected from 21 universities across the U.S.A., China, Japan, and Russia, were used. Relying on student engagement literature, four student engagement dimensions were constructed: (1) class engagement, (2) extra effort to meet course objectives or own learning tasks, (3) disengagement, and (4) collaborative learning. The findings support multi-group invariance of the associations between student engagement dimensions and the perceived gains in generic skills across all participating countries. Regardless of country specifics, the extra effort and collaborative learning significantly contribute to the development of generic skills while disengagement has a negative effect.
{"title":"Do the effects of student engagement on the development of generic skills differ across nations?","authors":"N. Maloshonok, I. Shcheglova","doi":"10.1080/21568235.2021.1992641","DOIUrl":"https://doi.org/10.1080/21568235.2021.1992641","url":null,"abstract":"ABSTRACT The student engagement framework, originally developed for the US educational system, has become increasingly recognised internationally as a means of fostering learning gains in higher education. Despite its recognition, some researchers raise a question about the applicability of this framework in other cultural contexts. Our research extends the existing literature on student engagement by filling the gap of knowledge about the cross-cultural applicability of the student engagement framework. Utilising multi-group structural equation modelling, this paper answers the question about the national differences in associations between student engagement dimensions and the development of generic skills. Data collected from 21 universities across the U.S.A., China, Japan, and Russia, were used. Relying on student engagement literature, four student engagement dimensions were constructed: (1) class engagement, (2) extra effort to meet course objectives or own learning tasks, (3) disengagement, and (4) collaborative learning. The findings support multi-group invariance of the associations between student engagement dimensions and the perceived gains in generic skills across all participating countries. Regardless of country specifics, the extra effort and collaborative learning significantly contribute to the development of generic skills while disengagement has a negative effect.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"18 1","pages":"80 - 101"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75126095","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 : 2021-10-22DOI: 10.1080/21568235.2021.1983451
Matteo Zullo, O. Churkina
ABSTRACT We analyse Germany’s re-introductions of tuition fees and enrolment of international students. Fees could not be levied before the German Federal Constitutional Court sanctioned them in 2005 and only seven out of the sixteen states took action, thus making a quasi-experimental research design available. Our fixed effects and synthetic control estimators measure the effect of fee-reintroductions on international enrolments. Results reveal that only one state significantly reduced its foreign student intake while the remaining fee-reintroducing states did not lose foreign students. Findings expand upon prior studies conducted on German students and contribute to the debate concerning optimal student taxation policy. A price-discrimination strategy might be available, but its desirability must be more broadly acknowledged in the greater scheme of higher education financing. A theoretical framework is laid out to contextualise the role of tuition fees in international student migrations and fee-subsidy systems.
{"title":"A quasi-experiment in international student mobility: Germany’s fee re-introductions","authors":"Matteo Zullo, O. Churkina","doi":"10.1080/21568235.2021.1983451","DOIUrl":"https://doi.org/10.1080/21568235.2021.1983451","url":null,"abstract":"ABSTRACT We analyse Germany’s re-introductions of tuition fees and enrolment of international students. Fees could not be levied before the German Federal Constitutional Court sanctioned them in 2005 and only seven out of the sixteen states took action, thus making a quasi-experimental research design available. Our fixed effects and synthetic control estimators measure the effect of fee-reintroductions on international enrolments. Results reveal that only one state significantly reduced its foreign student intake while the remaining fee-reintroducing states did not lose foreign students. Findings expand upon prior studies conducted on German students and contribute to the debate concerning optimal student taxation policy. A price-discrimination strategy might be available, but its desirability must be more broadly acknowledged in the greater scheme of higher education financing. A theoretical framework is laid out to contextualise the role of tuition fees in international student migrations and fee-subsidy systems.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"72 1","pages":"22 - 43"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85915119","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 : 2021-10-22DOI: 10.1080/21568235.2021.1988669
Myroslava Hladchenko
ABSTRACT This study aims to contribute to the knowledge about international student mobility to semi-peripheral states. The theoretical framework combines the world- systems analysis and the push–pull model grounded on international migration theories. Data emanate from the semi-structured interviews with 50 international students from five leading Ukrainian universities with distinct disciplinary profiles: technical, classical, medical, aviation and life sciences. Findings reveal that the main push factors that trigger international students to study in Ukraine include a lack of job prospects and the failure to enter higher education in the home country. Attractive elements of Ukrainian universities include a lax admission process, good affordability of higher education, low cost of living and the recognition of Ukrainian degrees for further studies in developed countries. The expected quality of education appears not to be a major issue. Ukrainian degree is an indirect route for international students to enter the labour market in the home country or a gateway to further studies in developed countries.
{"title":"International students in Ukraine: a gateway to developed countries","authors":"Myroslava Hladchenko","doi":"10.1080/21568235.2021.1988669","DOIUrl":"https://doi.org/10.1080/21568235.2021.1988669","url":null,"abstract":"ABSTRACT This study aims to contribute to the knowledge about international student mobility to semi-peripheral states. The theoretical framework combines the world- systems analysis and the push–pull model grounded on international migration theories. Data emanate from the semi-structured interviews with 50 international students from five leading Ukrainian universities with distinct disciplinary profiles: technical, classical, medical, aviation and life sciences. Findings reveal that the main push factors that trigger international students to study in Ukraine include a lack of job prospects and the failure to enter higher education in the home country. Attractive elements of Ukrainian universities include a lax admission process, good affordability of higher education, low cost of living and the recognition of Ukrainian degrees for further studies in developed countries. The expected quality of education appears not to be a major issue. Ukrainian degree is an indirect route for international students to enter the labour market in the home country or a gateway to further studies in developed countries.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"133 1","pages":"257 - 272"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79356172","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 : 2021-10-15DOI: 10.1080/21568235.2021.1975553
Hendrik Schirmer
ABSTRACT Political measures to confront the Covid-19 pandemic are a stress-test for citizens’ institutional trust. Higher education students’ trust in political institutions is of particular interest as they are substantially affected by Covid-19 related measures: For the most part, their academic institutions have been put under lockdown, they have had to adapt to new learning formats extemporaneously, and typical sources of income (like marginal employment) have potentially broken off. The paper at hand takes a closer look at determinants of institutional trust among students enrolled at German HEIs from a government performance perspective as well as culturalist approaches. Special attention is paid to intercultural experience in the form of international student mobility, as EHEA policy makers stressed the positive effects of mobility on civic responsibility. Analyses show that indicators from both theoretical points of view have an expressive impact on trust in political institutions to deal properly with the Covid-19 pandemic: The findings support the relevance of government performance and students’ individual economic well-being as well as social trust in predicting students’ institutional trust; furthermore, evidence suggests a positive relationship between international student mobility (as well as its link to social trust) and civic responsibility.
{"title":"German HEI students’ trust in political institutions to properly deal with the Covid-19 pandemic – emphasis on the specific role of intercultural experience","authors":"Hendrik Schirmer","doi":"10.1080/21568235.2021.1975553","DOIUrl":"https://doi.org/10.1080/21568235.2021.1975553","url":null,"abstract":"ABSTRACT\u0000 Political measures to confront the Covid-19 pandemic are a stress-test for citizens’ institutional trust. Higher education students’ trust in political institutions is of particular interest as they are substantially affected by Covid-19 related measures: For the most part, their academic institutions have been put under lockdown, they have had to adapt to new learning formats extemporaneously, and typical sources of income (like marginal employment) have potentially broken off. The paper at hand takes a closer look at determinants of institutional trust among students enrolled at German HEIs from a government performance perspective as well as culturalist approaches. Special attention is paid to intercultural experience in the form of international student mobility, as EHEA policy makers stressed the positive effects of mobility on civic responsibility. Analyses show that indicators from both theoretical points of view have an expressive impact on trust in political institutions to deal properly with the Covid-19 pandemic: The findings support the relevance of government performance and students’ individual economic well-being as well as social trust in predicting students’ institutional trust; furthermore, evidence suggests a positive relationship between international student mobility (as well as its link to social trust) and civic responsibility.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"26 1","pages":"1 - 21"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76128808","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 : 2021-10-10DOI: 10.1080/21568235.2021.1987287
O. Dremova, N. Maloshonok, E. Terentev, D. Federiakin
ABSTRACT Despite university efforts to create honour codes and a culture of integrity, student academic dishonesty remains a widespread problem around the world. Previous theoretical and methodological approaches, which informed the development of measures for the prevention of dishonest behaviour, focus only on student justifications of academic misconduct as abnormal or deviant acts. However, understanding the arguments that both criticize and justify dishonesty at universities is crucial for developing an effective integrity policy. Based on Boltanski and Thevenot's theory, we develop and validate a questionnaire measuring the prevalence of students who draw on domestic, market and industrial orders of worth justifying or criticizing academic dishonesty. A total of 3,538 students from six Russian universities participated in the study. The results supported the applicability of the proposed model, demonstrating the validity and reliability of the instrument. The instrument can be utilized by universities for monitoring what order of worth prevails among students and developing honour codes and integrity policy.
{"title":"Criticism and justification of undergraduate academic dishonesty: development and validation of the domestic, market and industrial orders of worth scales","authors":"O. Dremova, N. Maloshonok, E. Terentev, D. Federiakin","doi":"10.1080/21568235.2021.1987287","DOIUrl":"https://doi.org/10.1080/21568235.2021.1987287","url":null,"abstract":"ABSTRACT Despite university efforts to create honour codes and a culture of integrity, student academic dishonesty remains a widespread problem around the world. Previous theoretical and methodological approaches, which informed the development of measures for the prevention of dishonest behaviour, focus only on student justifications of academic misconduct as abnormal or deviant acts. However, understanding the arguments that both criticize and justify dishonesty at universities is crucial for developing an effective integrity policy. Based on Boltanski and Thevenot's theory, we develop and validate a questionnaire measuring the prevalence of students who draw on domestic, market and industrial orders of worth justifying or criticizing academic dishonesty. A total of 3,538 students from six Russian universities participated in the study. The results supported the applicability of the proposed model, demonstrating the validity and reliability of the instrument. The instrument can be utilized by universities for monitoring what order of worth prevails among students and developing honour codes and integrity policy.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"52 1","pages":"44 - 61"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84102621","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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