Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective

Griffioen, D.M.E.; Jong, U. de

doi:10.1057/hep.2012.24

Cited by 20 publications

(15 citation statements)

References 26 publications

(52 reference statements)

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“…New universities on the European mainland were mostly teaching-only until the start of this century. A development towards more research activity has since occurred, which is also called 'academic drift' (Griffioen and De Jong, 2013;Harwood, 2010). The additional focus on research also implies an increase in research capacity.…”

Section: Introductionmentioning

confidence: 99%

Building Research Capacity in New Universities During Times of Academic Drift: Lecturers Professional Profiles

Griffioen

2018

High Educ Policy

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New universities on the European mainland were mostly teaching oriented until the start of this century. Current national and local management intends to better connect research and teaching through the increase in lecturers' research capacity, often defined through their master's degrees or PhDs. However, this strategy is complex due to the needed combination of didactical expertise, professional practise, and research competencies in lecturers' professional profiles, which are not captured by the notion of formal degrees. This study considers the professional profiles of new lecturers through a thematic analysis and a correlation analysis of tasks and competencies in job openings (N = 126). The findings show that two professional profiles underpin the hiring of new lecturers: the teaching lecturer and the research-active lecturer. These profiles do not imply a better connection between research and teaching. To reach this goal, higher education policy should explicitly define lecturers' professional profiles beyond their formal degrees.

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Section: Introductionmentioning

confidence: 99%

Building Research Capacity in New Universities During Times of Academic Drift: Lecturers Professional Profiles

Griffioen

2018

High Educ Policy

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“…Expansion of higher education has become commonplace in developed economies as a well-educated and highly skilled population, as human intellectual capital, is considered a core aspiration to securing economic advantage in the global knowledge market (Avis & Orr, 2016;Gale & Tranter, 2011;Griffioen & de Jong, 2013;Parry, 2009). This skills agenda narrative also positions employability skills as an essential equity mechanism in creating and accessing individual and national prosperity (Avis & Orr, 2016;Bathmaker, 2017;Gale & Tranter, 2011;Parry, 2009;Sellar et al, 2011).…”

Section: The Expansion Of the He Systemmentioning

confidence: 99%

Academic identity in a changing Australian higher education space: the higher education in vocational institution perspective

Sinclair

Webb

2021

International Journal of Training Research

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This article explores the academic identities of college educators of higher education in vocational institutions. Qualitative semistructured interviews generated data from eleven educators in five vocational education institutions. Discourse analysis revealed that educators distinguished their vocational institutions' contributions to HE as different, but equal or superior to those of universities. Educators presented their culture and practices in advantageous ways, contrasted against imagined stereotypes of university experiences, which are perceived to be deficient for supporting the types of students they teach. In adopting academic identities that distinguish their cultures and practices from those presumed prevalent in universities, these educators seek parity of esteem with universities through distinctiveness, and reject research-focused academic identities and academic drift. In embracing teacherly identities supporting students rather than the research-teaching nexus, educators may be contributing to the 'therapeutic turn', diminishing opportunities for students, and furthering the vertical stratification of institutions within the Australian HE space.

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“…1. Defined by Griffioen and de Jong (2013) as the "academisation processes of non-university educational institutions" (p. 173). 2.…”

Section: Notesmentioning

confidence: 99%

Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

Trotter

Mitchell

2019

cjhe

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As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.

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Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective

Cited by 20 publications

References 26 publications

Building Research Capacity in New Universities During Times of Academic Drift: Lecturers Professional Profiles

Building Research Capacity in New Universities During Times of Academic Drift: Lecturers Professional Profiles

Academic identity in a changing Australian higher education space: the higher education in vocational institution perspective

Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

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