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Strategic actions and strategy changes in European universities: Clues from institutional evaluation reports of the European University Association by Baris Uslu

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  Many theories on university structures have strongly underlined the need for universities to be re-organised in a more flexible form to better respond to rapidly changing demands in their environment. Adaptation, opportunism, and income generation are among the list of strategic keywords for universities to successfully increase their self-reliance in their changing environment. As…

Mentors’ perceptions on effects of their mentoring with higher education students in companies after the adoption of the Bologna Process by Monika Govekar-Okoliš

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 Mentors for higher education students in companies who are expected to provide high-quality mentoring in addition to their regular tasks encounter numerous challenges. The Bologna Process has been a huge challenge for the reform of the European higher education system, its aim being to raise Europe’s higher education to a new level of quality, equality,…

Higher education in Europe in 2017 and open questions for 2018 by Manja Klemenčič, Editor

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In 2018, we await another Ministerial Summit to lay the roadmap for the future of European higher education within the European Higher Education Area (EHEA). In June, the Ministers responsible for higher education from 48 member countries, the European Commission, and several stakeholder organisations will gather in Paris for the tenth summit since the signature…

Means-ends decoupling and academic identities in Ukrainian university after the Revolution of Dignity by Myroslava Hladchenko and Don F.Westerheijden

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The higher education institution, individual, disciplinary, professional and national cultural dimensions are entities that provide resources for the construction of academic identities. Over the last decades, academic identities at the universities in Western societies have undergone a profound change due to the establishment of such global models as a research university, Bologna Process, knowledge economy…

Internationalization of Higher Education: drivers, rationales, priorities, values and impacts by Sue Robson and Monne Wihlborg

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Internationalization has become an agenda of key strategic importance to higher education institutions across the world, in response to increasing geopolitical and economic imperatives. In recent years, there has been a mounting concern regarding the effects of predominantly neoliberal drivers for internationalization and a growing interest in rethinking and reconceptualising internationalization in higher education. The…

Eliciting the institutional myth: exploring the ethos of ‘The University’ in Germany and England by Richard Budd

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A significant proportion of the literature on higher education for some time has focused on the way that global trends in university policy play out regionally, nationally, or locally. Particular attention has been paid to the increasing presence of inter-university (and inter-country) competition and private funding for universities, and the impact this has on the…

Call for papers for Special issue on Plurilingual expatriate teachers’ in Higher Education: roles and impacts

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European Journal of Higher Education Call for papers for Special issue on Plurilingual expatriate teachers’ in Higher Education: roles and impacts Guest Editors: Silvia MELO-PFEIFER & Patchareerat YANAPRASART Rationale Higher education scenarios have been increasingly dealing with issues such as the internationalization of staff, students and teachers and with the evaluation of their performances, regarding…

EU-China cooperation in doctoral education by Chang Zhu, Yuzhuo Cai, Wen-Qin Shen & Karen François

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Doctoral education is deemed as the primary source of research productivity and innovation in the global knowledge economy. There has been an increasing attention to the development and transformation of doctoral education worldwide. In the past years, there are growing interests and practices in EU-China collaboration in doctoral education. The increasingly intensified collaboration demands European…

Individual differences in the effects of academic motivation on higher education students’ intention to drop out by Markus Rump, Wiebke Esdar & Elke Wild

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In Germany, approximately 28% of first-year bachelor students from 2008 to 2009 dropped out without completing their first bachelor’s degree (Heublein 2014). Moreover, above average rates of 31% to 39% were found in the so called MINT (mathematics, informatics, natural sciences, technology; a German acronym for the term STEM) subjects. Previous studies have revealed that…