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In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens.

Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West, and Cherie Woolmer.
The idea of transformation in higher education underpins all policy documents, academic literature and on-going debates in South Africa. Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa’s higher education stands across the continent and globally, particularly within the country’s efforts to overcome decades of socio-economic imbalances. It addresses the question of whether South Africa’s transformation strategy from apartheid to democracy was simply a symbolic new flag-raising and new anthem singing exercise reflecting a transition akin to those limited decolonization projects elsewhere in the world, or whether something more fundamental was possible and was achieved with political and policy implications for other countries in Africa and globally. This volume's ultimate purpose is to provide a basis for imagining new futures in which South Africa higher education in the context of Africa and the global world takes centre stage.
Stories from the Field – Resolving Educational Leadership Dilemmas
In You Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved.

Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”
The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers’ perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience.

Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang.
Author: Ton Kallenberg

Abstract

This exploratory study is part of a larger inquiry that investigates the roles and practices of academic leaders in Higher Education. This chapter explores the relationship between trust, strategic behavior of academic (middle) leaders, and their ambition to achieve personal, organizational or societal status within the organizational strategy. A key aspect in the functioning of academic (middle) leaders is the way they fulfill the role of broker: they ‘knit together’ organizational activities and mediate, negotiate and interpret connections between top and ground levels throughout the organization. In this way, they fulfill four strategic roles in a more or less intensive manner: championing, synthesizing, facilitating, implementing. In this chapter it is argued that relational and organizational based trust influences the strategic roles of academic (middle) leaders and their ambitions of strategic levels. Because academic leaders are in a pivotal position within a university, their behavior is an important factor in the difference between successful and unsuccessful strategies of universities.

In: Responsibility of Higher Education Systems

Abstract

In their attempt to redefine the relationship between state and higher education institutions by the end of the century, national administrations in Europe underwent changes in their organizational format and governance approach toward the sector. This chapter presents parts of a doctoral thesis that examined closely the governance changes taking place in Austrian and Norwegian HE in the early 2000s. Central to the thesis were organizational transformations at the ministerial level and the creation of governmental agencies in the area of quality assurance and internationalization, using organizational autonomy and capacity as analytical dimensions. Based on statistical data, legal frameworks, policy documents, and expert interviews, the thesis shed light on how governments in higher education transformed against the backdrop of substantive governance reforms. The Austrian approach included capacity reductions at the ministerial level, and a cautious approach toward the empowerment of governmental agencies. The Norwegian approach involved stable capacity developments at the ministerial level, while similarly expanding autonomy and capacity of governmental agencies.

In: Responsibility of Higher Education Systems

Abstract

This chapter presents an emerging concept within the context of higher education study abroad, intercultural wonderment. This concept is understood as students’ underlying curiosity to seek out novel experiences and their willingness and capacity to deal with discomfort while studying abroad. We review findings related to intercultural wonderment from earlier research efforts with which we have been involved. In particular, we discuss some of the applications and limitations of this earlier work. We present our current thinking about inquiry on intercultural wonderment as it relates to informing both educational practice and research related to study abroad. The chapter concludes by explaining research with which we are presently involved and implications for optimizing teaching, learning, assessment, and research in study abroad contexts.

In: Responsibility of Higher Education Systems

Abstract

This chapter examines the actors involved, the purpose, orientation, types, mechanisms, consequences and challenges of external accountability in the Ethiopian public higher education. Data were generated from literature review, relevant government documents and interviews conducted with key informants at several federal institutions that have a stake in the accountability of public higher education institutions (HEIs). The analysis shows that there is a trend towards result-oriented accountability in the sector and Ethiopian public HEIs are accountable to multiple external stakeholders, particularly through political, administrative and academic types of accountability. The study also demonstrates that although the external system of accountability utilizes various types, mechanisms and consequences of accountability, it is characterized by a number of challenges. Several recommendations are forwarded to minimize the challenges and to enable Ethiopian public HEIs attain their mission.

In: Responsibility of Higher Education Systems

Abstract

Finnish and Russian universities have developed internationalization activities including double degree programs (double degrees), taking advantage of such benefits as their common border, membership of the Bologna Process and support from the governments of both countries. This chapter discusses how the division of responsibilities influences the implementation of master’s double degrees in Finnish-Russian partnerships. The research concentrates on cases of the internal allocation of responsibilities in double degrees within each partner university, including the role of central/faculty and administrative/academic departments. In addition, it investigates how Finnish and Russian universities allocate responsibilities for double degrees between one another. In conclusion, the chapter demonstrates the role of transaction costs challenging double degree implementation and university internationalization.

In: Responsibility of Higher Education Systems

Abstract

A collaboration among faculty and institutional researchers explored the relationship between High-Impact Practices and graduation outcomes at an urban university in the US. The study included examination of survey data and actual enrollment, mapping of courses to a list of practices, and a survey of degree programs to determine students’ exposure to High-Impact Practices and their effect on six-year graduation rates. Results indicated that student self-reports may be different from their actual exposure to these practices, and suggested a method for identifying high-impact practices in the curriculum, combining enrollment data with qualitative data gathered from faculty.

In: Responsibility of Higher Education Systems