Bringing Erasmus home: the European universities initiative as an example of ‘Everyday Europeanhood’

Frame, Alexander; Curyło, Barbara

doi:10.1080/14782804.2022.2134986

Cited by 3 publications

(3 citation statements)

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“…While there is a preference among academic staff for keeping both teaching and research roles, evidence from Slovenia and Croatia suggests that job satisfaction depends on the experience of individual academics. Teaching-oriented academics do not mind doing extra research work but increasing the teaching load negatively affects the satisfaction of researchoriented academics (Flander, Rončević and Kočar, 2020 [106]). In a cross-country comparison of six European systems, academics expressed their interest in the survey as leaning towards research, with a majority of academics stating a preference to work primarily in research or in both research and teaching but leaning towards research.…”

Section: Table 6 Overview Of Academic Workload Distribution By Countr...mentioning

confidence: 99%

“…In many higher education systems teaching performance is regularly evaluated but it has a limited impact on academic careers (Gaebel, Zhang and Iucu, 2020 [159]; Flander, Rončević and Kočar, 2020 [106]). The limited recognition of teaching performance is hindered by a lack of shared criteria to capture teaching quality, the inherent difficulty of measuring teaching quality and a lack of suitable evaluation instruments (EUA, 2019 [92]).…”

Section: Research and Evidence On The Topicmentioning

confidence: 99%

“…In Northern America, the use of this criterion is especially widespread in research-intensive universities (McKiernan et al, 2019 [140]), while a survey by the EUA found that it is also the most widespread metric used in European institutions, with about three-quarters of responding institutions using it (Saenen et al, 2019[139]). The prevalence of quantitative indicators is evident in a recent case study from Croatia and Slovenia, cited earlier, where academics collect points, based on their publication record and teaching outputs that are translated into points required for promotion (Flander, Rončević and Kočar, 2020 [106]). There is recognition in Europe and internationally that current academic appraisal models are too narrow in terms of the dimensions they cover and their focus on quantifiable outputs (Saenen et al, 2021[142]).…”

Section: Efforts To Raise the Prominence Of Teaching In Policy And Ap...mentioning

confidence: 99%

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The state of academic careers in OECD countries

2024

OECD Education Policy Perspectives

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The evidence review examines the state of academic careers in higher education systems in OECD countries, providing an overview of available data, research evidence and examples of policy and practice. The variety of academic career models in place across OECD countries makes international comparison challenging, but certain prevalent trends nevertheless emerge.Key concerns for academics and policy makers include the working conditions of academics, an increasing reliance on precarious and casual contracts, high workloads and negative impacts on worklife balance. Career incentives currently tend to focus on -and favour -research output, often sidelining teaching, engagement, and other duties. Initial academic training generally fails to prepare academics comprehensively for their roles, and more continuous professional learning will likely be needed to support academics to exploit the potential of increasingly digitalised learning environments. Although flexibility in academic career paths has been promoted in some higher education systems, academics tend to remain in academia, with limited inter-sectoral mobility. The review highlights the persistent under-representation of -and challenges confronting -women and marginalised groups in academia. Despite the growth of international mobility and collaboration, the participation of academics in internalisation activities varies considerably within and between institutions and across higher education systems. Furthermore, a troubling decline in academic freedom over the past decade raises substantial concerns.

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Section: Table 6 Overview Of Academic Workload Distribution By Countr...mentioning

confidence: 99%

Section: Research and Evidence On The Topicmentioning

confidence: 99%