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| 2. |
- Schneijderberg, Christian, et al.
(författare)
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Academics’ Societal Engagement in the Humanities and Social Sciences: : A Generational Perspective from Argentina, Germany, Portugal, and Sweden
- 2021
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Ingår i: Higher Education Policy. - : Springer Science and Business Media LLC. - 0952-8733 .- 1740-3863. ; 34, s. 42-65
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Tidskriftsartikel (refereegranskat)abstract
- Political discourse and policy reforms worldwide have highlighted the importance of promoting the knowledge economy by stimulating academics’ societal engagement (ASE). Such narratives partly aim at influencing academics’ attitudes and behaviors. Earlier work that has investigated such influence has tended to overlook the development in humanities and social science, and focused on science, technology, engineering, and mathematics fields. This paper contributes to filling this gap. Based on the assumption that academics’ views are, to a significant extent, shaped during their early years in academia, we investigate whether there are generational differences in attitudes to ASE. Four different higher education systems, including both Napoleonic and Humboldtian models, are investigated: Germany, Sweden, Portugal, and Argentina. Our analysis of the results of the international Academic Profession in the Knowledge Society survey reveals marked country-level differences in the way academics perceive the importance of ASE activities. Overall, there is no strong evidence that the current generation of HSS academics has very different attitudes to ASE than previous generations. We do, however, find indications that post-2006 academics are more likely to consider ASE activities from an instrumental perspective.
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| 3. |
- Almlöv, Cecilia, et al.
(författare)
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Trust within capacity building for the development of supervision training
- 2021. - 1
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Ingår i: The Future of Doctoral Research. - : Routledge. ; , s. 79-91
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Bokkapitel (refereegranskat)abstract
- This chapter analyses ‘trust’ within a collaboration between Sweden and Mozambique on doctoral supervision training at the Eduardo Mondlane University in Mozambique.The case study uses Simmel’s concept of trust as a lens for analysis. Drawing on individual semi-structured interviews with project members from Sweden and Mozambique, in their different roles and responsibilities, we identify a continuum of experiences from distrust and doubt to trust. This case study provides a more nuanced understanding of trust conceptually within a capacity-building context. Furthermore, it presents how trust is built in the development of doctoral supervision training for the future – through faith.
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| 4. |
- Antonowicz, Dominik, et al.
(författare)
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The Footballisation of European Higher Education: : Different Fields, Similar Games?
- 2021
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Ingår i: The Marketisation of Higher Education.. - Cham : Palgrave Macmillan. ; , s. 397-422
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Bokkapitel (refereegranskat)abstract
- This chapter investigates how recent developments in European higher education resemble the current state of the most popular sport on earth: football. It begins by showing how both football and higher education, as organisational fields, have emerged as deeply embedded entities within national and/or local contexts, with only weak links to the transnational environment. It continues, however, by further showing that with global marketisation processes gradually coming to the fore, both fields have become subject to convergence pressures, including de-contextualisation as a result of the rise of global markets.
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| 5. |
- Avramović, Aleksandar, et al.
(författare)
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Gender and the Marketisation of Higher Education: : A Nordic Tale
- 2021
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Ingår i: The Marketisation of Higher Education. - Cham : Palgrave Macmillan. ; , s. 267-292
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Bokkapitel (refereegranskat)abstract
- This chapter investigates the gender differences in managerial practices across three Nordic countries: Finland, Norway, and Sweden. It analyses two aspects: (1) perceptions regarding competition, and (2) motivations for undertaking academic work. The chapter is based on an empirical dataset which was compiled from national surveys (conducted in 2015 and 2016) of senior academic staff (professors, associate professors, and academic leaders), which aimed to assess the perceived effects of recent government-led reforms which focused on performance management and managerial practices.
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| 6. |
- Barman, Linda, 1972-, et al.
(författare)
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Digital Transformations in Nordic Higher Education : A Step Towards Unpacking a Multifaceted and Emergent Phenomenon
- 2023. - 1
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Ingår i: Digital Transformations in Nordic Higher Education. - Cham : Springer Nature. ; , s. 3-26
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Bokkapitel (refereegranskat)abstract
- Digitalisation-related challenges and opportunities in higher education are not new, but awareness of their transformative potential has increased, with global trends including massive open online courses (MOOCs) and other forms of technology-enhanced open education. The COVID-19 pandemic has emphasised the importance of flexible forms of teaching and learning, and, as a result, has intensified the adoption of technological platforms and solutions across the board. In this introductory chapter to the volume, the editors provide a state of the art on the topic of digital transformations, including clarifications on concepts and definitions, alongside the articulation of a systemic framework that considers the complexity, dynamic, and multifaceted nature of the phenomenon under investigation.
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| 7. |
- Barman, Linda, 1972-, et al.
(författare)
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Possible Scenarios for the Future of Digital Transformations in Higher Education
- 2023. - 1
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Ingår i: Digital Transformations in Nordic Higher Education. - Cham : Springer Nature. ; , s. 269-274
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Bokkapitel (refereegranskat)abstract
- A broader systemic framework pertaining to multiple manifestations at various scales and involving an increasing number of internal and external stakeholders was introduced in the first chapter of the volume, and further explored empirically in the following chapters. In this final chapter, the editors further discuss the complexity, dynamic, and multifaceted nature of the phenomenon under investigation, and add perspectives on how to expand future debates on digital transformations in higher education.
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| 8. |
- Benner, Mats, et al.
(författare)
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Are some technical universities better than others?
- 2020
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Ingår i: Technical Universities : Past, Present and Future - Past, Present and Future. - Cham : Springer International Publishing. - 9783030505547 - 9783030505554 ; , s. 27-43
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Bokkapitel (refereegranskat)abstract
- Technical universities is an omnibus concept, which may conceal variations. This is the fundamental assumption of this chapter, which deals with three technical universities in three European countries: KTH in Sweden, DTU in Denmark, and EPFL in Switzerland. Based on an analysis of scientific impact profiles and their alignment with government steering, funding and internal organisation and leadership, it is concluded that there are marked variations between the three technical universities. It cannot be said that one technical university is better than others; only that they configure tasks and roles differently.
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| 9. |
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| 10. |
- Berg, L. N., et al.
(författare)
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At the Top of the Pyramid, Everyone is Above Average : Self-efficacy and perceived performance of academics in the Nordic countries
- 2022
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Ingår i: Higher Education Forum. - : Hiroshima University,Research Institute for Higher Education. - 2432-9614. ; 19, s. 175-195
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Tidskriftsartikel (refereegranskat)abstract
- Managerialism in higher education has gained prominence in recent decades. One of the crucial elements of this approach is the steering of the higher education sector, including the introduction of multiple forms of evaluation of academic work. Little is known about how academics evaluate themselves in comparison to their colleagues. Therefore, the focus of this paper is on how academics evaluate their own performance in teaching and research. The article uses survey data (2014–2015) from Norway, Finland and Sweden. Professors’ and associate professors’ answers were considered. Our research relies on social-cognitive theory to develop a set of hypothesis. The empirical findings show that academics are likely to perceive their own and their unit’s research performance as higher when compared to that of their peers and similar units. Associate professors consider themselves to be more performative in teaching, whilst professors highlight their research performance. Finally, the gender differences were found to be minimal.
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