Second-Tier Higher Education Institutions and the Diversity Challenge: Structural Components Adopted Through a Germanic Lens

Gaisch, Martina; Aichinger, Regina

doi:10.1007/978-3-319-50911-2_7

Cited by 5 publications

(6 citation statements)

References 22 publications

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“…At the same time, there is little doubt that German will remain the major language of instruction in the future, not least because one substantial founding mandate of the sector was to open up HE to underrepresented (predominantly locally based) target groups (Gaisch & Aichinger, 2018). In addition, further education and lifelong learning opportunities for adult and professionally qualified learners lie in the DNA of the UAS sector and are likely to be offered in German-medium instruction, also in the future.…”

Section: Language Policymentioning

confidence: 99%

The Englishization of Higher Education in Europe

Zuaro¹,

Murphy²

2021

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The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed. Nor is it uniform. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around four core concerns: the quality of education, cultural identity, inequality of opportunities and questions of justice and democracy.

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Section: Language Policymentioning

confidence: 99%

The Englishization of Higher Education in Europe

Zuaro¹,

Murphy²

2021

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“…During the 1990s, numerous European countries (e.g., the Netherlands, the UK, Finland, Germany) started to gradually implement a binary HE system consisting of research-intensive universities and more vocationally-oriented institutions, frequently referred to as university colleges, polytechnics, second-tier HEIs or UAS (Gaisch & Aichinger, 2018). The latter focused primarily on teaching activities, graduate employability and their direct relevance to the local economy.…”

Section: Higher Education In Austria -A Historical Perspectivementioning

confidence: 99%

“…The latter focused primarily on teaching activities, graduate employability and their direct relevance to the local economy. Hence, they were centred on knowledge production, applied knowledge transfer and the formation of professionals (Gaisch & Aichinger, 2018;Kohoutek et al, 2017) and less involved in basic scientific research (Kyvik & Lepori, 2010). In 1993, Austria followed this trend and expanded its traditional HE system by implementing a UAS sector.…”

Section: Higher Education In Austria -A Historical Perspectivementioning

confidence: 99%

“…In 1993, Austria followed this trend and expanded its traditional HE system by implementing a UAS sector. The three main educational drivers for this development were diversification, deregulation, and increased permeability of the educational system (Beerkens, 2003;Gaisch & Aichinger, 2018).…”

Section: Higher Education In Austria -A Historical Perspectivementioning

confidence: 99%

“…At the same time, there is little doubt that German will remain the major language of instruction in the future, not least because one substantial founding mandate of the sector was to open up HE to underrepresented (predominantly locally based) target groups (Gaisch & Aichinger, 2018). In addition, further education and lifelong learning opportunities for adult and professionally qualif ied learners lie in the DNA of the UAS sector and are likely to be offered in German-medium instruction, also in the future.…”

Section: Language Policymentioning

confidence: 99%

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The Englishization of Higher Education in Europe

2021

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The tension between monolingualism and multilingualism has left its mark on the cultural history of Europe. Current public and academic debates about the Englishization of higher education pitch proponents of the monolingual ideal of a common language that promotes communication against advocates of the maintenance of linguistic diversity that does more justice to the multicultural reality and enriches life. Notwithstanding the differences between European countries, the switch from an initially monolingual curriculum to a bilingual and sometimes multilingual curriculum in higher education has led to debates about the consequences of the Englishization for the quality of higher education, cultural identity, inequality between stakeholders and the opportunities to express concern about this process.

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How community colleges and other TVET institutions contribute to the united nations sustainable development goals

Legusov¹,

Raby

Mou³

et al. 2021

Journal of Further and Higher Education

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Even though the importance of technical and vocational education is acknowledged in the Sustainable Development Goals (SDGs) adopted by the United Nations in 2015, the university sector has dominated the discourse on the role of postsecondary educational institutions in sustainable development. This comparative study widens the scope of the inquiry by highlighting various contributions that community colleges (CCs) and technical and vocational education and training institutions (TVETs) are making to sustainability in several developed and fast-developing countries. It examines five independent case studies conducted in Canada, Chile, China, Taiwan, and the United States. The study demonstrates that CCs and TVETs are uniquely positioned to make substantial contributions to sustainable development and should be an important part of the discussion. It also identifies and explores the special features that allow CCs and TVETS to play a vital role in addressing the SDGs. The findings show that the SDGs related to economic development and social justice were a priority in all five case studies, while SDGs related to the environment were foremost in the two North American studies. The main barriers to sustainable development include the high cost of education, low completion rates, graduates' inability to secure employment commensurate with their education, inadequate funding and the reputation of CCs and TVETs as second-tier institutions.

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Second-Tier Higher Education Institutions and the Diversity Challenge: Structural Components Adopted Through a Germanic Lens

Cited by 5 publications

References 22 publications

The Englishization of Higher Education in Europe

The Englishization of Higher Education in Europe

The Englishization of Higher Education in Europe

How community colleges and other TVET institutions contribute to the united nations sustainable development goals

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