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The ‘Global South’ in the transnational student mobility network. Effects of institutional (in)stability, reputation, post-colonial ties, and cultural homophily.

Vögtle, E. (2021, Juli).
The ‘Global South’ in the transnational student mobility network. Effects of institutional (in)stability, reputation, post-colonial ties, and cultural homophily. Vortrag auf der Konferenz IPSA Virtual 26th World Congress of Political Scientists, International Political Science Association, Universidade Nova de Lisboa, Portugal.
Abstract

While the important role of institutions and trust for economic transactions is well-acknowledged in institutional economics, the effects of appropriate institutions, historical legacies, and cultural similarities such as language and religion has not yet been systematically analysed in research on transnational student mobility. In our research, we analyse the phenomenon of transnational student mobility by combining and testing aspects of these different perspectives. We focus on outbound students and analyse what determines whether a particular country receives a high proportion of international students.

Diversity in the Meanings of Diversity in Higher Education.

Pineda, P. (2021, Juli).
Diversity in the Meanings of Diversity in Higher Education. Vortrag auf der Konferenz 37th EGOS Colloquium, European Group for Organizational Studies (EGOS), Amsterdam, Niederlande.
Abstract

We explore whether the semantics of diversity appears to be global and universal through computer-assisted content analysis of 2,378 publications. Diversity flows but only in the US and Canada, UK and Ireland, and Europe and is not present in Asia, Africa, the Middle East, and Latin America. Diversity acquires different meanings depending on local conflicts. In the US and Canada, it appeared in the mid-1970s and is still linked to race and gender. Diversity flows in the mid-2000s to other English-speaking countries such as UK and Ireland and Oceania in terms of inclusion, gender ethnicity, and gender and cultural diversity; and later in that decade in Europe framed as inclusion and gender. Diversity has not become global or universal.

The ‘Global South’ in the transnational student mobility network. Effects of institutional (in)stability, reputation, post-colonial ties, and cultural homophily.

Vögtle, E. (2021, Juni).
The ‘Global South’ in the transnational student mobility network. Effects of institutional (in)stability, reputation, post-colonial ties, and cultural homophily. Vortrag auf der Konferenz 27th International Conference of Europeanists, Council for European Studies, Reykjavík, Island.
Abstract

While the important role of institutions and trust for economic transactions is a well-acknowledged in institutional economics, the effects of appropriate institutions, historical legacies, and cultural similarities such as language and religion has not yet been systematically analysed in research on transnational student mobility. In our research, we start from the assumption that the more functional institutions of potential host countries are, the more attractive they are for foreign students. Using aggregate data, we focus on the attributes of countries and the relationship between them to explain patterns of international student exchange.

Declining or rising academic freedom: what is the European trend?

Vögtle, E. (2021, Juni).
Declining or rising academic freedom: what is the European trend? Vortrag auf der Konferenz 27th International Conference of Europeanists, Council for European Studies, Reykjavík, Island.
Abstract

In the 2018 Bologna Process Implementation Report, consitutional and legal protection of academic freedom has been monitored; however, given the obvious discrepancies between law and practice in some EHEA countries, a purely legal analysis risks capturing a misleading picture if a country's de facto situation is not assessed against it. The paper to be presented is concerned with the impact of the Bologna Process on the de facto state of academic freedom. Thus we analyze not only whether countries have provisions for the protection of academic freedom in place, but also use the Academic Freedom Index (AFI) and its components to assess the actual state of academic freedom in the sampled countries.

Informationsportale für eine barrierefreie digitale Lehre. Was können deutsche Hochschulen von den USA lernen?

Oberschelp, A. (2021, Juni).
Informationsportale für eine barrierefreie digitale Lehre. Was können deutsche Hochschulen von den USA lernen? Impulsvortrag im Rahmen der Digitaltags 2021 "Digitale Barrieren an Hochschulen - Strategien und Perspektiven", Hochschulforum Digitalisierung, Berlin.
Abstract

Educational offerings must be designed inclusively in order to offer everyone equal opportunities to participate. The digitization of teaching is a key element here, because digitally supported teaching and learning arrangements offer the opportunity to adapt higher education offerings to different needs. In many places, committed efforts can be seen to provide barrier-free digital teaching at universities. Nevertheless, it is worth taking a look abroad to generate impulses for the German higher education landscape. This study, commissioned by the German Rectors' Conference (HRK), uses a content analysis to analyze the websites of U.S. universities and discusses if relevant issues can be transferred to Germany.

Berufungsbeauftragte: Akteur*innen der Qualitätssicherung und des Krisenmanagements.

Gerchen, A. (2021, Juni).
Berufungsbeauftragte: Akteur*innen der Qualitätssicherung und des Krisenmanagements. Vortrag im Rahmen des (Online-)Nachwuchsworkshops der Sektion für Professionssoziologie der Deutschen Gesellschaft für Soziologie (DGS) , München, Deutschland.

Informationsportale zur Ermöglichung barrierefreier digitaler Lehre an US-amerikanischen Hochschulen.

Oberschelp, A. (2021, Mai).
Informationsportale zur Ermöglichung barrierefreier digitaler Lehre an US-amerikanischen Hochschulen. Impulsvortrag im Rahmen des "Hangout" des Hochschulforums Digitalisierung, Hochschulforum Digitalisierung, Berlin.
Abstract

Educational offerings must be designed inclusively in order to offer everyone equal opportunities to participate. The digitization of teaching is a key element here, because digitally supported teaching and learning arrangements offer the opportunity to adapt higher education offerings to different needs. In many places, committed efforts can be seen to provide barrier-free digital teaching at universities. Nevertheless, it is worth taking a look abroad to generate impulses for the German higher education landscape. This study, commissioned by the German Rectors' Conference (HRK), uses a content analysis to analyze the websites of U.S. universities and discusses if relevant issues can be transferred to Germany.

Academic Freedom within the EHEA. Declining or Rising Academic Freedom?

Vögtle, E. (2021, Mai).
Academic Freedom within the EHEA. Declining or Rising Academic Freedom? Vortrag auf der Konferenz EUROSTUDENT VII-Final Conference, Malta Further & Higher Education Authority und DZHW, Rabat und Hannover, Malta und Deutschland.
Abstract

Having seen academic freedom challenged in some European Higher Education Area (EHEA) member countries, the protection of academic freedom is high on the Bologna Processes’ agenda until recently. The paper presented is concerned with the de facto state of academic freedom in the participating countries, given the obvious discrepancies between law and practice in some EHEA countries. In addition to monitoring constitutional and legal protection of academic freedom, the academic freedom index (AFi) and its components sre used to assess the actual state of academic freedom in the sampled countries. The lack of the students' perspective is also discussed.

EUROSTUDENT VII Selected results from the Synopsis of Indicators 2018-2021.

Hauschildt, K., Gwosć, C., Schirmer, H., & Wartenbergh-Cras, F. (2021, Mai).
EUROSTUDENT VII Selected results from the Synopsis of Indicators 2018-2021. Vortrag auf der Konferenz EUROSTUDENT final conference, EUROSTUDENT Consortium, hosted by DZHW, Hannover, Deutschland.

Die Theorie staatlicher Transfers mit einem Anwendungsbeispiel aus der Hochschulbildung.

Gwosć, C. (2021, Mai).
Die Theorie staatlicher Transfers mit einem Anwendungsbeispiel aus der Hochschulbildung. Vortrag im Rahmen der Lehrveranstaltung "Sozial- und Familienpolitik", Hochschule Rhein-Waal, Kleve.

Between Autocracy and Collegiality: Student Evaluation of Teaching, Hiring and Dismissal in Colombian Universities.

Pineda, P. (2021, April).
Between Autocracy and Collegiality: Student Evaluation of Teaching, Hiring and Dismissal in Colombian Universities. Vortrag auf dem Workshop International Collegiality, Upssala University, Upssala, Schweden.
Abstract

I analysed 14 interviews to academics and administrators of six public and private Colombian elite universities where collegial relations could be expected to be especially present (see Pineda & Seidenschnur, 2021). I show that collegial structures and procedures in contemporary Colombian higher education operate mostly in some higher education institutions of the public sector and for a minority of the professors. For academics in almost all private sector and most academics (those working under zero-hours-based contracts) collegiality is a foreign idea to their everyday work at universities. I end reflecting on the connection between academic relationships and wider contexts of social violence and inequality.

Job Stability and Instability at Universities in Chile, Colombia, Germany, and the United States.

Pineda, P. (2021, April/Mai).
Job Stability and Instability at Universities in Chile, Colombia, Germany, and the United States. Vortrag auf der Konferenz CIES 2021 Conference Social Responsibility within Changing Contexts, Comparative and International Education Society, Seattle, USA.
Abstract

The first major finding in this study is that academic employment is increasingly segmented. Academics are no longer a monolithic group with different ranges of power (Clark, 1986). The second key finding is that permanent employment for scholars is not associated with universities´ growth of an administrative apparatus engaged in enduring institutional accreditation as performative commitment to educational quality. Our third contribution was in showing that, as higher education expands, the labor market for academics becomes segmented. Universities, especially older, public universities outside the US and Chile, better funded, those with more doctorate graduates and with more prestige seem to maintain faculty stability.

„(Kooperativ) Promovieren an Fachhochschulen und Hochschulen für angewandte Wissenschaften – Forschungsergebnisse, Praxiserfahrungen und Trends“.

Thorben, S., & Wegner, A. (2021).
Workshop „(Kooperativ) Promovieren an Fachhochschulen und Hochschulen für angewandte Wissenschaften – Forschungsergebnisse, Praxiserfahrungen und Trends“. im Rahmen des Forschungsclusters "Wissenschaftliche Karrieredynamiken und professorale Rekrutierung", Hannover/Berlin.

'Gute Berufungsverfahren': Bestenauslese als Formfrage?

Gerchen, A. (2021, März).
'Gute Berufungsverfahren': Bestenauslese als Formfrage? Poster im Rahmen der 7. Jahrestagung des Berliner Netzwerks für interdisziplinäre Bildungsforschung (BIEN), Berlin.

"Berufungsverfahren unter Beobachtung" – Vorstellung des Projekts und gegenwärtiger Arbeitsschwerpunkte.

Kleimann, B., Walther, L., & Gerchen, A. (2021, März).
"Berufungsverfahren unter Beobachtung" – Vorstellung des Projekts und gegenwärtiger Arbeitsschwerpunkte. Vortrag im Rahmen des zweiten Workshops "Netzwerk Berufungsmanagement", DZHW und LUH, Hannover.

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Bernd Kleimann
Prof. Dr. Bernd Kleimann Head +49 511 450670-363
Frank Dölle
Frank Dölle Deputy Head +49 511 450670-349
Walburga Katharina Freitag
Dr. Walburga Katharina Freitag Deputy Head +49 511 450670-392
Nora Zimmermann
Nora Zimmermann Assistant +49 511 450670-343

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