Higher Education Research in Europe

Teichler, Ulrich

doi:10.1007/978-0-306-48368-4_4

Cited by 9 publications

(3 citation statements)

References 8 publications

(5 reference statements)

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“…This does not mean, however, that the relationships between higher education and the world of work had been a priority theme in respective research and in discussions among politicians and practitioners or in the public discourse in general. In an article on the state of research on HE published in EJE in 2005, ‘Research into Higher Education Abstracts' was presented as a typical indication of thematic priorities in the HE discourse: national systems and international comparison, institutional management, curriculum, research, students, staff, and finance and physical resources (Teichler, ), but not the relationships between HE and the world of work. Obviously, the general discourse mainly addressed the institutional fabric, the steering and management mechanisms (including quality assurance), the processes (teaching and learning, research, etc,) and those involved (students, academics and administrators).…”

Section: The Coverage Of the Theme In The European Journal Of Educationmentioning

confidence: 99%

Changing Perspectives: The Professional Relevance of Higher Education on the Way Towards the Highly‐Educated Society

Teichler¹

2015

Euro J of Education

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Higher education has been one of the major thematic areas of the European Journal of Education over the years, and the relationships between higher education the world of work have been one of the 10 major themes in this area. The multitude of related articles shows substantial changes of the situation and the related discourse. The employment and work situation of graduates underwent changes in the course of expansion, the respective political climate had its ups and downs, and the knowledge base on the impact of study conditions and provisions of graduate employment and work improved over time. This notwithstanding, we note a constant return to the persistent questions as to whether we have too few or too many graduates. In recent years, higher education has been increasingly exposed to greater instrumental expectations. The paradigms of ‘knowledge society’ and ‘knowledge economy’ reinforce a call for higher education to serve more directly the ‘employability’ of graduates. As views vary strikingly regarding issues such as specialisation vs. general competences, preparation for predictable tasks vs. preparing for an unexpected future, etc., higher education could keep a diversity of options in the best ways to ensure professional relevance.

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Section: The Coverage Of the Theme In The European Journal Of Educationmentioning

confidence: 99%

Changing Perspectives: The Professional Relevance of Higher Education on the Way Towards the Highly‐Educated Society

Teichler¹

2015

Euro J of Education

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“…The first one relates to exploring the relevance and utility of the above‐mentioned, West‐European‐originating conceptual underpinnings by their application to a country with a communist legacy located in a different region (Central Europe). The corresponding second reason lies in extension of the empirical research base by presenting findings from a country in the region in which little higher education research is still reported internationally (Teichler, ). For enhancing international relevance, the results of the enquiry are, where applicable , supplemented by the results of the pan‐European ‘Examining Quality Culture’ survey (Loukkola and Zhang, ; Sursock, ) as well as by other, qualitative explorations of ESG 1 implementation as reported by Europe‐wide higher education research.…”

Section: Introductionmentioning

confidence: 99%

Deconstructing Institutionalisation of the European Standards for Quality Assurance: From Instrument Mixes to Quality Cultures and Implications for International Research

Kohoutek

2016

Higher Education Quarterly

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The paper enquires into the implementation of the European Standards and Guidelines for Internal Quality Assurance of Higher Education Institutions (ESG 1). The enquiry uses data from universities in the Czech Republic and compares them against those obtained in the relevant pan‐European survey. The aims are to empirically deconstruct ESG 1 translation through instrument mixes, to identify the corresponding implementation styles and to explore the implications of such styles for institutional quality cultures. In these respects, the enquiry yielded three corresponding findings. First, the ESG 1 instrument mixes are complex and entail the application of up to four major types of tools, cutting across the substantive and procedural categories over time. Second, two typical ESG 1 implementation styles were identified: managerial and academic. Third, the managerial style was found to bear on regenerative culture while the academic style bore on reproductive culture. Furthermore, utilisation of hybrid quality cultures (regenerative–reproductive, reproductive–regenerative) was found, depending on internal institutional configurations. It is through verification of these findings in other policy settings that international research on higher education quality assurance may gainfully proceed.

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“…The apparent contradiction between the need to form a systematic, research‐based knowledge of higher education and the actual delivery of such knowledge can be put down to the underlying characteristics of higher education research. In‐depth treatments of this subject (Teichler, , , , , ; El‐Khawas, ; Kogan and Henkel, ) show that higher education research is theme‐based, practice‐oriented and highly applied, showing increased sensitivity to political agendas. Moreover, higher education research is interdisciplinary, with its theoretical and methodological basis provided by social science disciplines such as education, sociology, psychology, policy sciences, law and history.…”

Section: Introductionmentioning

confidence: 99%

Three Decades of Implementation Research in Higher Education: Limitations and Prospects of Theory Development

Kohoutek

2012

Higher Education Quarterly

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The article adopts a comparative approach to review three periods of theory development in research into higher education policy implementation. Given the conceptual affinity between Cerych and Sabatier's 1986 seminal study into higher education policy implementation and public policy implementation theory, the field of public policy is chosen for reference and comparison. The article argues, first, that the underlying characteristics of higher education research such as sector‐isolatedness, application drift and sensitivity to political agendas hindered the development of sector‐specific theories of policy implementation. Second, this gap in theory formation started to be narrowed from the late 1990s onwards, due to critical reappraisal of the 1986 study and due to limited utilisation of mid‐range theory concepts conceived within or related to the public policy field. It is through the utilisation of such public policy theory that higher education implementation research may reach a more mature stage.

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Higher Education Research in Europe

Cited by 9 publications

References 8 publications

Changing Perspectives: The Professional Relevance of Higher Education on the Way Towards the Highly‐Educated Society

Changing Perspectives: The Professional Relevance of Higher Education on the Way Towards the Highly‐Educated Society

Deconstructing Institutionalisation of the European Standards for Quality Assurance: From Instrument Mixes to Quality Cultures and Implications for International Research

Three Decades of Implementation Research in Higher Education: Limitations and Prospects of Theory Development

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