Universitätsbenchmarking 2020. Kennzahlenvergleich Forschung und Lehre. Hochschul-Kennzahlenbericht (Endfassung) auf der Grundlage von Daten des Jahres 2019 für die FSU Jena.
Winkelmann, G. (2021). Universitätsbenchmarking 2020. Kennzahlenvergleich Forschung und Lehre. Hochschul-Kennzahlenbericht (Endfassung) auf der Grundlage von Daten des Jahres 2019 für die FSU Jena. Hannover: DZHW (nicht zur Veröffentlichung vorgesehen).
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Quantitative View of the Structure of Institutional Scientific Collaborations Using the Examples of Halle, Jena and Leipzig.
Akbaritabar, A. (2021). Quantitative View of the Structure of Institutional Scientific Collaborations Using the Examples of Halle, Jena and Leipzig. arxiv.org.
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EUROGRADUATE Pilot Survey 2018.
Mühleck, K., Meng, C., Unger, M., & Hoffstätter, U. (2021). EUROGRADUATE Pilot Survey 2018. Data and Methods Report on the EUROGRADUATE Pilot Survey conducted in 2018/2019. Hannover: FDZ-DZHW.
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Formalising organisational responsibility for refugees in German higher education: the case of first contact positions.
Berg, J., Gottburgsen, A., & Kleimann, B. (2021). Formalising organisational responsibility for refugees in German higher education: the case of first contact positions. Studies in Higher Education (online first). https://doi.org/10.1080/03075079.2021.1872524
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Wissenschaft weltoffen 2020.
Deutscher Akademischer Austauschdienst, & Deutsches Zentrum für Hochschul- und Wissenschaftsforschung (Hrsg.) (2021). Wissenschaft weltoffen 2020. Facts and Figures on the International Nature of Studies and Research in Germany and Worldwide. Bielefeld: wbv Media. https://doi.org/10.3278/7004002sew
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History, Development and Conceptual Predecessors of Altmetrics.
Blümel, C., & Gauch, S. (2021). History, Development and Conceptual Predecessors of Altmetrics. In Ball, R. (Hrsg.), Handbook Bibliometrics (S. 191-199). Berlin / Boston: De Gruyter Saur.
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Institutional Repositories and Bibliometrics.
Aman, V. (2021). Institutional Repositories and Bibliometrics. In Ball, R. (Hrsg.), Handbook Bibliometrics (S. 455-462). Berlin/Boston: De Gruyter Saur. https://doi.org/10.1515/9783110646610-041
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Academic Social Networks and Bibliometrics.
Blümel, C. (2021). Academic Social Networks and Bibliometrics. In Ball, R. (Hrsg.), Handbook Bibliometrics (S. 255-264). Berlin / Boston: De Gruyter Saur.
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Muster migrationsspezifischer Unterschiede unter Studienberechtigten in Deutschland: Soziale Herkunft – Schulische Leistungen – Bildungsaspirationen.
Sudheimer, S., & Buchholz, S. (2021).
Muster migrationsspezifischer Unterschiede unter Studienberechtigten in Deutschland: Soziale Herkunft – Schulische Leistungen – Bildungsaspirationen.
In M. Jungbauer-Gans & A. Gottburgsen (Hrsg), Migration, Mobilität und soziale Ungleichheit in der Hochschulbildung (S. 27-58). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-31694-5_2
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Der Einfluss des Demokratieniveaus von Staaten auf ihre Attraktivität als Studiendestination. Eine netzwerkanalytische Perspektive.
Vögtle, E.M., & Windzio, M. (2021).
Der Einfluss des Demokratieniveaus von Staaten auf ihre Attraktivität als Studiendestination. Eine netzwerkanalytische Perspektive.
In M. Jungbauer-Gans & A. Gottburgsen, Migration, Mobilität und soziale Ungleichheit in der Hochschulbildung (S. 197-220). Wiesbaden, Springer VS.
Abstract
This article investigates the link between countries’ level of democracy and their ability to attract degree-mobile students from abroad. The network of international student mobility is analyzed for the time span between 2000 and 2009 in a cross-sectional manner, focusing on OECD and member countries of the European Higher Education Area (EHEA). Using Social Network Analysis and Exponential Random Graph Modelling, the study demonstrates that ties are more frequent when both countries in a dyad have either low or high levels of democracy, i. e., when there is homophily with regard to their democracy level. However, this applies only when the receiving country is economically wealthy
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DZHW-Promoviertenpanel. Datenbeschreibung, Analysepotential und Zugangswege.
Vietgen, S., de Vogel, S., & Brandt, G. (2020). DZHW-Promoviertenpanel. Datenbeschreibung, Analysepotential und Zugangswege. Soziale Welt, 71(4), 507-524.
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Absolventenpanel 1993.
Birkelbach, R., & Schmidtchen, H. (2020). Absolventenpanel 1993. Daten-und Methodenbericht zu den Erhebungen der Absolvent*innenkohorte 1993 (1. und 2. Befragungswelle). Hannover: DZHW.
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The Debate on student evaluations of teaching: global convergence confronts higher education traditions.
Pineda, P., & Steinhardt, I. (2020). The Debate on student evaluations of teaching: global convergence confronts higher education traditions. Teaching in Higher Education (online first). https://doi.org/10.1080/13562517.2020.1863351
Abstract
We found that: (1) Attention to SET originated in the US in the 1970s, spreading to German-speaking countries in the mid-1990s and continuing in China and Latin America in the early 2000s. (2) SET is commonly viewed as a control tool deserving methodological improvement, while bias is debated in the US. We also found local trajectories: (3) Whereas in the US and Latin America SET is primarily seen as a management tool, German-speaking and Chinese authors reflect more on improving teaching. Chinese scholars consider SET a valid instrument for state control associated with artificial intelligence. Also, (4) SET is commonly used in medical education in the US and the German-speaking region and in physical education in China.
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Entwicklungsdynamik im Feld wissenschaftlicher Weiterbildung – Forminvestition statt Inklusionsdiskurs?
Freitag, W. (2020). Entwicklungsdynamik im Feld wissenschaftlicher Weiterbildung – Forminvestition statt Inklusionsdiskurs? In DGWF Dt. Gesell. f. Wissensch. Weiterbild. & Fernstudium e.V., C. Iller, B. Lehmann, S. Vergara, & G. Vierzigmann (Hrsg.), Von der Exklusion zur Inklusion. Weiterbildung im Sozialsystem Hochschule (S. 75-92). Bielefeld: wbv.
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The European Higher Education Area in 2020.
European Commission/EACEA/Eurydice, Crosier, D., Ferencz, I., Hauschildt, K., Kocanova, D., Racké, C., ... & Wulk, S. (2020). The European Higher Education Area in 2020. Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union.
Abstract
This edition of the Bologna Process Implementation Report charts important progress made over two decades when it comes to mobility, quality assurance and recognition, but also points to the work needed in the future. The report shows how European higher education systems advanced with concerted national reforms. This in itself is a remarkable achievement. Nevertheless, the process was not all plain sailing. Some countries moved faster than others, and some embedded reforms more deeply. As a result of reaching different levels of implementation, the foundations of the European Higher Education Area are not yet stable enough. Students, researchers and higher education institutions may still face unnecessary obstacles in their work together.
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