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The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?

The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?

The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?

The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?

This study introduces a new bibliometric approach to study the effects of international scientific mobility on knowledge transfer. It is based on an analysis of internationally mobile and non-internationally mobile German scientists publishing in journals that are indexed in Scopus. Using bibliometric data such co-authored articles, references and lexical abstract terms from the Scopus database, a method is presented that is based on cosine similarity to measure the similarity of the knowledge base of authors and their co-authors. This quantifiable method is capable of revealing potential knowledge transfer between internationally mobile scientists and different types of co-authors.

Auf Basis der Daten der 21. Sozialerhebung prüft der Beitrag die Annahme, dass für das Risiko eines Studienabbruchs nicht-traditioneller Studierender deren Lebensumstände eine größere Bedeutung haben als die soziale Integration im Studium. Die Ergebnisse eines Strukturgleichungsmodells zeigen, dass sowohl die erfolgreiche Studienintegration als auch die Studienfinanzierung für die Studienbindung dieser Studierendengruppe relevant sind. Elternschaft dagegen beeinflusst die Abbruchneigung weder direkt noch indirekt. Auch studienbegleitende Erwerbstätigkeit kann nicht pauschal als Risikofaktor bezeichnet werden. Der Beitrag diskutiert, wie diese und weitere Befunde mit Blick auf die weitere Forschung und die Praxis zu bewerten sind.