External stakeholders and internal practices in departments of teacher education at European universities

Abstract

Research‐intensive universities are operating in an environment of conflicting goals and priorities. Their status in research as well as education is dependent on their performance in various global arenas where performance can be measured with relatively clear indicators. However, success in operations outside the primary tasks of the academic community, such as universities' societal relevance, is more difficult to identify. Tasks outside the core of academic work are subject to requirements that are less well defined and are more abstract. This article seeks to define these noncore requirements as external contingencies and to analyse them by means of a contingency approach.

Strategy as Dialogue and Engagement

“…The outputs defined in the university strategies will modify the university's power relations and produce engagement with organisational values. Further, university strategies are arenas within which to interact with external stakeholders and cope with societal contingencies (Aarrevaara et al 2017;Fumasoli et al 2015). Strategies can determine which disci-plines or cross-disciplinary research themes are at the heart of the strategy so that they can be focused on strategy-based resources.…”

Practical Exploration and Research on Industry-Education Integration in USST

“…Their scholars prefer mostly to the transformation of achievements. For example, Young Joo Lee's research on the transformation of industry and education [1], American universities' research on the social benefits of distance education and adult education [2], Elizabeth F. Ryder's research on the integration and transformation of disciplines when establishing community networks and developing open education resources [3], and Timo Aarrevaara's research on external stakeholders and internal practice content that are focused on when studying the teacher education system in European universities [4].…”

“…Universities have fully integrated innovation and talent chains into the industrial chain, becoming an important link in the industrial chain. 4 They have established a new relationship with the industry, promoting the autonomous control and upgrading of original industrial technology. In the "chain" integration of industry and education, an organic interaction between universities and industrial development has been formed.…”

The State of the Art of Higher Education Research on Flanders

“…The authors wonder what kind of defensive strategies an old established research university in Flanders develops in the mass media to answer criticism of stakeholders. A project by Aarrevaara, Wikström, and Maassen (2017) discusses the interference of some stakeholders in the departments of teacher education in three flagship universities (one is a Flemish university) and the reactions of the managers of these departments.…”