Responsibility of Higher Education Systems

What? How? Why?
Erscheinungsjahr 2020
ISBN: 978-90-04-43654-1
Verlag: Brill

Buch, Englisch, Band 1, 276 Seiten, Format (B × H): 160 mm x 249 mm, Gewicht: 476 g

Reihe: Higher Education: Linking Research, Policy and Practice

The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers’ perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience.

Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang.

See inside the book.

Autoren/Hrsg.

Weitere Mitwirkende

Broucker, Bruno

Borden, Victor M. H.

Kallenberg, Ton

Milsom, Clare

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

List of Figures and Tables

Notes on Contributors

Introduction

Ton Kallenberg, Victor M. H. Borden, Bruno Broucker and Clare Milsom

PART 1: Higher Education’s Students and Staff

1 Towards ‘Relevant & Effective’ Teaching-Learning Processes in Indian Higher Education

Wafa Singh

2 Expanding Inquiry on Intercultural Wonderment to Optimize Study Abroad Learning Contexts

Lisa M. Davidson and Mark E. Engberg

3 The Long-Term Career Consequences of College Undermatching

Marjolein Muskens, Gregory C. Wolniak and Lex Borghans

4 Between Trust and Strategic Behavior of Academic (Middle) Leaders in Higher Education: The Levels of Strategy

Ton Kallenberg

5 Politicians and Bureaucrats in a Humboldt Type System: The Case of Italy

Alfredo Marra and Roberto Moscati

PART 2: Higher Education Systems: (Responsible?) Practices and Policies

6 University Mergers in Austria: Experiences and Future Scenarios for Organizational Development in Higher Education

Attila Pausits

7 What Does It Mean to Be a Responsible 21st Century South African University?

Denyse Webbstock

8 The Central Government in Higher Education: Defining Areas of Responsibility between State Ministry and Governmental Agencies in Austria and Norway

Philipp Friedrich

9 External Accountability in Ethiopian Public Higher Education

Solomon Gebreyohans Gebru

10 Finnish-Russian Double Degree Programmes: When Partners’ Responsibilities Become a Challenge for Internationalization

Svetlana Shenderova

PART 3: Higher Education Impact

11 High-Impact Practices, Degree Completion, and Academic Quality: A Study of Student Participation in Practices That Promote Success

Kathi A. Ketcheson

12 The Productivity of Leading Global Universities: Empirical Insights and Implications for Higher Education

Jiale Yang, Chuanyi Wang, Lu Liu, Gwilym Croucher, Kenneth Moore and Hamish Coates

13 Third Mission at Austrian Universities of Applied Sciences and the Translational Role of Hybrid Middle Managers

Martina Gaisch and Daniela Nömeyer

14 Lessons Learned and Future Directions

Bruno Broucker, Victor M. H. Borden, Clare Milsom and Ton Kallenberg

Über Autor(innen)

Bruno Broucker, Ph.D., is guest professor at the KU Leuven Public Governance Institute (Belgium), research fellow at the Leuven Economics of Education Research Centre and higher education expert at the Institute of Tropical Medicine. He is member of the executive committee of EAIR – the European Higher Education Society and has published articles and chapters on higher education governance and reform.

Victor M. H. Borden, Ph.D.,is Professor of Higher Education at Indiana University Bloomington, where he also directs the Carnegie Classification of Institutions of Higher Education. Previously, he directed the institutional research operations of four higher education institutions. Dr. Borden's general area of scholarship is on the assessment of higher education institutional and program performance. Dr. Borden has published over 150 research articles and book chapters, delivered over 275 workshops, seminars, keynote, peer-reviewed and invited presentations, internationally. Dr. Borden was a Fulbright Specialist in South Africa and is a Past President of the Association for Institutional Research.

Ton Kallenberg studied pedagogical sciences (didactics with as specialization organization & policy) at Leiden University, and defended his PhD thesis at Tilburg University. He fulfilled several functions on educational management at Leiden University, Erasmus University Rotterdam and the Open University. He has been linked as Professor at the School of Education at Leiden University of Applied Sciences. Currently he is Director Education and Student Affairs at the faculty Humanities of Leiden University. His research and publications are focussing on (academic) leadership in education; policy and organization in education; on didactics in higher education and on teacher education programs.

Clare Milsom is Professor of Academic Practice and Academic Registrar at Liverpool John Moore University. She is a National Teaching Fellow, an elected member of the EAIR (European Higher Education Society) executive committee and a QAA Reviewer. A palaeontologist by background Clare has worked in higher education for almost 30 years. She is known for her work on the evaluation of survey qualitative data and the second year experience of students at university.