Ulrich Teichler

Futao Huang

Timo Aarrevaara

This book addresses common themes relating to the teaching and research nexus in the knowledge-based society through historical, comparative and empirical perspectives. It analyzes traditions of academic systems and national initiatives, and other factors affecting the main characteristics of the teaching and research nexus in eleven case countries from Asia, Europe, North America and South America. The book identifies key challenges of the academy, and trends in relation to the teaching and research nexus. The focus of case countries is on the attitudes and activities of the academy, as reported in the international comparative survey “The Academic Profession in the Knowledge-Based Society” (APIKS) in 2017-18. The data compared with previous international comparative survey “The Changing Academic Profession” (CAP) in 2007-08 in most chapters to make time series changes. The book discusses the teaching and research nexus in the case countries similar to and different from those of reference countries drawing on findings from the international databanks of the two international comparative surveys and previous research.

Historical and Comparative Perspectives

Teaching and Research in the Knowledge-Based Society

William K. Cummings

This book focuses on the changes in academic careers and their implications for job attachment and the management of academic work. Against the background of an ageing profession, with different demands on academic staff, increasing insecurity, accountability and internationalisation, it discusses important, common themes in detail. This book examines such aspects as the nature of academic careers and recent changes in careers, changing biographies, rewards of academic work such as income and job satisfaction, internationalisation of the academy, and the organisation and management of academic work sites. This book is the second of two books highlighting findings from research on the academic profession, notably, the Changing Academic Profession Study and the European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). An adapted version of the CAP questionnaire has been used to carry out the survey in those countries that had not been involved before in the CAP survey. Altogether 19 countries are covered by the CAP project and an additional seven European countries are covered by EUROAC.

Forming, Recruiting and Managing the Academic Profession

Akira Arimoto

This book provides an overview on the major findings of a questionnaire survey of academic profession in international perspective. More than 25,000 professors and junior staff at universities and other institutions of higher education at almost 20 countries from all over the world provide information on their working situation, their views and activities. The study “The Changing Academic Profession” is the second major study of its kind, and changes of views and activities are presented through a comparison of the findings with those of the earlier study undertaken in the early 1990s. Major themes are the academics’ perception of their societal and institutional environments, the views on the major tasks of teaching, research and services, their professional preferences and actual activities, their career, their perceived influence and their overall job satisfaction. Emphasis is placed on the influence of recent changes in higher education: the internationalisation and globalisation, the increasing expectation to provide evidence of the relevance of academic work, and finally the growing power of management at higher education institutions. Overall, the academics surveyed show that worldwide discourses and trends in higher education put their mark on the academic profession, but differences by country continue to be noteworthy. Academics consider themselves to be more strongly exposed to mechanism of regulations, incentives and sanctions as well as various assessments than in the past; yet their own freedom, and responsibilities and influence shape their identity more strongly and are reflected in widespread professional satisfaction.

Major Findings of a Comparative Survey

The Changing Academic Profession

Harald Schomburg

A decade after the Bologna Declaration has called for the establishment of a cycle system of study programmes and degrees all over Europe the changes actually having occurred in this reform process can be measured and assessed. To what extent did the bachelor students gained international experiences during or after their study program? What is the proportion of bachelor degree holders who are employed about one year after graduation? What are the labor market experiences of those bachelor graduates who started to work? Was it difficult to gain relevant employment? What are the employment conditions for bachelor graduates in terms of income, position, working time, unlimited term contracts compared to traditional graduates? To what extent are bachelor graduates working in areas with close relation to their field of study (horizontal match)? Is their level of education needed for their work tasks (vertical match)? These are the key questions which will be answered in this volume based on surveys of graduates from institutions of higher education recently undertaken in ten European countries (Austria, Czech Republic, France, Germany, Hungary, Italy, Norway, Netherlands, Poland, and United Kingdom). The bachelor-master-structure actually implemented varies substantially between the countries and also the consequences of these reforms differ strikingly. In some countries, more students spend a period of study abroad than the goal set for the year 2020 in the Bologna Process; in other countries, not yet a quarter of the expected rate is achieved. Also the frequency of bachelor graduates differs by country who opt for further study, transfer to employment or are both employed and students. The comparative study also provides a wealth of information about the employment and work situation of bachelor graduates as compared to other graduates from institutions of higher education. The book provides relevant information for students and teaching staff at institutions of higher education, employers and politicians and administrative staff dealing with higher education issues.

Employability and Mobility of Bachelor Graduates in Europe

Friedhelm Maiworm

European Commission. Directorate-General XXII, Education, Training, and Youth

Recoge: 1.Introduction - 2.The rationale and approach of the study - 3.Trends in ERASMUS paticipation - 4.Selected administrative issues - 5.Funding and costs of the study period abroad - 6.Arrangements and study activities abroad - 7.Outcomes of study abroad - 8.Other components of the ERASMUS programme - 9.The ERASMUS programme: major findings of evaluation research - 10.Conclusion.

Major Findings of the ERASMUS Evaluation Research Project

The ERASMUS Experience

Barbara M. Kehm

This book is the first of several with the results of a collaborative European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). It provides a short description of the ESF EUROHESC programme and the particular forms of international collaborative research projects which are funded under the umbrella of this programme. It then outlines the EUROAC project. This project has chosen three foci (governance, professionalisation, academic careers) to analyse changes in the work of the academic profession. The first results in the form of in-depth literature reviews constitute the content of the book. These eight literature reviews about the state of the art of existing research feature the various dimensions of the overall theme. A particular emphasis is put on factors leading to changes in the work tasks of the academic profession in Europe and how the academic profession is coping with these new challenges. Thus, the book provides a state of the art account of existing research about the following themes: main results of previous studies on the academic profession; the academic profession and their interaction with new higher education professionals; professional identities in higher education; extending work tasks: civic mission and sustainable development; academic careers in academic markets; the changing role of academics in the face of rising managerialism; the influence of quality assurance, governance, and relevance on the satisfaction of the academic profession.

The Academic Profession in Europe: New Tasks and New Challenges

Stefanie Schwarz

In the US, the university administration runs its own office of “insti- tional research” in order to base its decisions on systematic information. Furthermore, higher education research can rely on a relatively stable academic basis if study programmes on higher education exist. Again, this is most frequently the case in the United States. Finally, governments and other macro-societal actors sometimes have their own offices or institutes of policy research and prepare the policies of the actors they report to. In addition, research on higher education can be institutionalized in a - riety of ways. Often, research institutes on higher education are quite visible. They were established as specialized research units within or outside insti- tions of higher education; but no common institutional basis can be observed for this type of institution across the countries. Third, the major themes of research on higher education also differ - tween countries. It has frequently been said that in European countries it was more prone to analyse macro-societal issues of higher education, whereas in the US it tended to study the inner life of higher education institutions, s- dents, and the teaching and learning processes.

Experiences and Perspectives

The Institutional Basis of Higher Education Research

Kerstin Teicher

Der Übergang von Schule und Hochschule in den Beruf ist in Japan durch eine sehr kurze Dauer des Such- und Einstellungsprozessen gekennzeichnet sowie in der Regel durch eine Einstellungsentscheidung bereits mehrere Monate vor Schul- und Studienabschluß. Das Buch zeigt die Grundprinzipien der Übergangsverfahren sowie die vorherrschenden Einstellungskriterien. Es stellt heraus, daß das Verfahren ein hohes Maß der Belohnung des Bildungserfolgs und eine hohe Erwartungssicherheit für die Mehrheit der Absolventen fördert, aber das Bild der zukünftigen Tätigkeiten und Beschäftigungsbedingungen blaß läßt und unkonventionelle Lösungen benachteiligt. Die Autoren untersuchen, in welchem Maße sich in jüngerer Zeit Veränderungen durch den Wertewandel unter den Jugendlichen, die zunehmende Bedeutung fachlicher Spezialisierungen und durch die gewachsenen Beschäftigungsprobleme ergeben haben.

Ulrich Teichler

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