Table 3 - uploaded by Ulrich Teichler
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Major senior scholars in the domain of higher education research in Germany 'Nestors': Dietrich Goldschmidt and Ludwig Huber
Source publication
Higher education research is a small field with fuzzy borderlines between those closely attached to this thematic focus and representatives of various disciplines touching this theme occasionally, as well as between researchers and other experts involved in knowledge production on higher education along other tasks. It is a sizeable field of resear...
Context in source publication
Context 1
... looking at the approximately two dozens most highly visible senior higher education researchers in Germany since the 1960s (see Table 3) we certainly can state that the majority was or is interested in the state of research worldwide. But the majority did not see any need to publish in the English language or to be closely embedded in international networks in order to undertake successfully academically highly ambitious and practically highly relevant research. ...
Citations
... The concept of sustainability in European educational policies extends beyond the establishment of common goals; it also encompasses the preservation of the cultural and national identity of each member state, which is fundamental for social cohesion and diversity within the European Union (Teichler, 2015). Sustainable development, as defined by UNESCO, is not limited to economic and environmental dimensions but also includes education policy as a tool for strengthening social inclusion and intercultural dialogue (UNESCO, 2017). ...
... Sustainability in European educational policy is not merely a mechanism for achieving common goals but is directly linked to the EU's ability to balance the reinforcement of a collective European identity with the preservation of the cultural autonomy of member states. The EU's educational framework seeks to function as a convergence platform, promoting shared values and skills while also considering the historical, social, and cultural distinctions that characterize the European continent (Teichler, 2015). The goal of sustainability extends beyond environmental or economic aspects of education to include the ability of educational policies to uphold curriculum pluralism and the autonomy of states in shaping educational priorities. ...
The European Education Area (EEA) 2030 strategy aims to harmonize the educational systems of EU member states by promoting digital transformation, environmental education, lifelong learning, and equality policies. While these shared priorities seek to strengthen European cohesion and competitiveness, they also raise critical questions regarding their impact on the cultural identity of member states. This article examines the extent to which the 2030 Charter shapes and potentially restricts the ability of states to preserve their unique educational and cultural traditions. It analyzes the tensions between EU policy convergence and national autonomy, highlighting the need for sustainable approaches that balance EU objectives with cultural diversity. Through an analysis of adaptation processes, policy flexibility, and curriculum pluralism, this study emphasizes that the future of European education depends on integrating both national and European goals. In particular, the incorporation of continuous education, digital literacy, and environmental awareness should not come at the expense of maintaining the cultural heritage of member states. Instead, the effective fusion of common European objectives with local values can lead to a more harmonized and sustainable educational strategy for the future-one that protects cultural traditions while fostering the essential skills required for a globalized and rapidly evolving world.
... The international HER's knowledge production falls into Mode 2. International HER is an interdisciplinary field (Altbach, 2014) or a series of communities of practice (Tight, 2004). HER is not necessarily embedded in educational departments (Teichler, 2015), and interdisciplinary programmes have been emerging as well (Altbach, 2014). Tight (2013) discovered that education (including HE) scholars accounted for 40% of all first authors (40%), with substantial proportions of authors based in other social science departments (17%) or in business schools (12%). ...
Higher education research (HER) is often defined as an inherently interdisciplinary field of study. However, there has been limited examination of this topic, especially regarding the interdisciplinarity of Chinese HER. Using the two most widely accepted databases, this study launched two holistic investigations into the interdisciplinarity of Chinese HER using citation analysis. Study 1 examined the citation patterns between Chinese HER and education, economics, management, political science, psychology, and sociology. Study 2 analyzed and compared the interdisciplinary characteristics of Chinese and international HER. The analysis reveals that the interdisciplinarity of Chinese HER ranks in the upper center of the seven sociology disciplines. HER and other disciplines interact in an asymmetrical way, with HER acting as a “knowledge importer”. Citation analysis also reveals that HER is indeed an interdisciplinary field, although the degree of interdisciplinarity in Chinese HER is lower than that in international HER. The largest share of the cited references from both Chinese and international HER relates to educational research, yet there are differences in the disciplinary distribution of out-education citations. For Chinese HER, the most neighbouring disciplines are economics, management, and political science, whereas for those closest to international HER, psychology is the dominant discipline. Additionally, the interdisciplinarity of HER both in China and international was path-dependent. Finally, possible reasons for the patterns observed are advanced and discussed.
... In his book, Teichler (2015) talks about the several EU-funded projects that were implemented in Romania between 2003 and 2010: Improvement of University Management: Constructing and implementing a viable system for up-to-date training for university representatives with various decision-making responsibilities. ...
... Погоджуємось з ним, що розвиток наукових досліджень у вищий школі безпосередньо впливає на якість навчального процесу, оскільки вони модифікують не лише вимоги до рівня знань здобувачів ВО, а й сам процес навчання та його структуру, підвищуючи ступінь підготовки майбутніх фахівців, розширюючи їхній творчий і практичний кругозір. При цьому так звані «цільові» дослідження (у контексті їх виконання профільними ЗВО) розглядаються дослідниками як можливість для вдосконалення досліджень і для діалогу, важливого як для майбутніх досліджень у галузі вищої освіти, так і для майбутнього політики та практики вищої освіти Європейської спільноти [8]. ...
The article presents the peculiarities of research work of future aviation specialists. It is noted that higher education institutions in the aviation field pay considerable attention to ensuring the scientific and research component of the use of modern educational technologies for the professional training of future specialists. The purpose of the study was the analysis and peculiarities of the research work of aviation institutions of higher education, aimed at the formation of research skills and professional skills. The methods of research were the analysis and generalization of scientific literature on the organization of research work in higher education, ICAO documents regulating the flight safety management system for air transport. Features of research work for students of higher education at aviation institutions are singled out, in particular: application of the problem-based learning method through the analysis of aviation regulatory documents and investigation materials of aviation events; simulation of real professional situations through a business game (imitation simulation), where the student is given the opportunity to be a pilot, air traffic controller, dispatcher-instructor, aviation shift leader, etc.; student conferences as an opportunity to present professional research work; simulator (practical) training; the practically oriented character of the educational program – the involvement and use of the work experience of aviation specialists-practitioners. The criteria for ensuring the effective organization and implementation of research work of future aviation specialists are summarized, which is the complexity, consistency and comprehensiveness of learning and use of methods and technologies of conducting scientific research, implementation of their results, the continuity of research work according to training courses, the logic of the complication of methods, types and forms of scientific creativity
... This clearly shows that European studies are widely acknowledged in the academic literature, with 6 European countries (Germany, UK, the Netherlands, Denmark, and Sweden) featuring in the list of the most prominent countries. This is due to rigorous educational regulations for researchers, encouraging government provision and policies, and cutting-edge technology and capital prevalent in these countries [36,37]. The results also clearly indicate the lack of impactful research from any of the developing nations. ...
With unceasing growth in the number of motor vehicles leading to the deterioration in environmental quality, the advancement of energy-efficient electric vehicles has become a significant objective of the automobile industry and a significant area of study for researchers in the recent past. This study presents a comprehensive review and a bibliometric analysis of EV-related studies published during the last two decades, with a particular focus on studies from the developing economies. ScopusTM database is used to search for documents focusing on transportation engineering and allied sciences-related problems, resulting in 1875 journal articles. These articles are analysed to understand the current status of research by considering some of the classic indicators such as the number of publications, the number of citations, H-index for countries and journals. A simple analysis shows that the number of studies on EVs has rapidly been increasing over the last decade. The analysis also reveals a strikingly lower number of publications from the developing economies as compared to the developed economies. A conceptual framework is developed and subsequently used to identify and categorise individual characteristics and alternative attributes affecting electric vehicle adoption. The individualistic factors reviewed in this study include personality traits such as environmental enthusiasm and technological enthusiasm, psychological factors such as attitude, emotions and anxiety and social factors such as social image, self-identity, and social influence. The alternative attributes include financial factors such as perceived fee, monetary value and total cost of ownership, convenience factors such as refuelling time, infrastructural facilities and effort expectancy and technological factors such as driving range, speed, and acceleration. In addition, this study also reviews the impact of socio-demographic variables, knowledge or experience with electric vehicles and policy implementations. This review found psychological, social and performance attributes to be the most stable factors in most of the studies. The improvement and development of supporting infrastructure viz. charging and service facilities was also found to be a positive factor in improving the adoption behaviour by most of the studies.
... As Kehm (2015, 68) emphasises, 'some themes have a longer life span than others', and variations in interest in them occur over time, with some moving 'into the foreground at a certain time, while at other times they are on the backburner'. This interest and its mutations may be explained by changes in the public political debate and concern about higher education (Teichler 2015), which also has an impact on its 'practitioners' and the need to respond to practical or pressing issues or crises (Altbach 2014). ...
Despite relatively recent, higher education has evolved into a consolidated field of study. This paper examines how this field evolved in Portugal. The goal was to understand when it first appeared, how it evolved over time, which scientific areas was it associated with, and what have been its main objects of study. Tight’s classification of objects of study was used to inspire content analysis, which was used to systematise information on doctoral theses in higher education held or recognised in Portugal between 1970 and 2019. Descriptive statistics completed this analysis in accordance with the study objectives. The study findings reveal that the number of theses on higher education-related themes or subthemes has increased over time, particularly in the last decade. Two major clusters of objects of study were also identified, one more relevant, focusing on Teaching and Learning and Students and the other, less representative, focusing on System Policies, Quality, Institutional Management, and Academics. Moreover, findings suggest that research in higher education in Portugal is focused on the ‘usual’ scientific areas, namely social sciences, and education. Despite some limitations, the study adds significantly to the understanding of higher education as a field of study, opening-up new avenues for future research.
... Early accounts have criticised the field for only partially exploiting the full potential of theories without making any significant contribution to theory development in higher education research (Tight 2004). According to Teichler (2015), the reason for such a theory deficit in higher education may be structural, resulting from the multidisciplinary nature of the field, its undefined boundaries, and the domination of practical orientation. Though such factors have left a lasting 'imprint' on our field, increasing attention has been paid in recent years to focus more explicitly on the development of theoretical and methodological perspectives. ...
The issue of theories and methods in higher education research has been discussed for some time now. Earlier accounts have been mostly critical. Though we share this criticism, we also see promising perspectives. Higher education research can be seen as a space of opportunities, which is particularly well suited for allowing fruitful interactions with other research areas and society at large. Such interactions can lead to theory development and methodological advancements that might have an impact not only in higher education research, but in other research areas as well as society. The example of early organisation theory shows that such broader impact is possible. At the end of the introduction, current and future perspectives are mentioned.
... As in most countries, the development of the field of higher education research in Russia has been associated with the massification and expansion of higher education (Teichler 2015). In the Union of Soviet Socialist Republics (USSR), higher education had already reached the mass stage, which is over 15% of age cohort by Trow's classification (1973), in the 1960s. ...
... Overall, at present, one might find in Russia some research in many of the traditional higher education research areas. As in Europe (see, e.g., Kehm 2015;Teichler 2015), there are studies of the higher education system (e.g., abovementioned studies on institutional landscape ;Efimov 2012;Froumin and Leshukov 2015;Froumin and Lisyutkin 2015); access and inequality (e.g., Yudkevich and Prakhov 2018); the research mission and knowledge transfer (e.g., Smolentseva 2015); student experiences (e.g., Petrova 2000;Maloshonok and Terentev 2017); the academic profession; internationalization and mobility; economics, funding, and management; university rankings; and others. ...
This entry discusses the development of the field of higher education research in Russia since the Soviet time
... Although scientific publications present new knowledge that concerns HE and often include policy implications, such publication does not necessarily imply that policymakers will use these results (Bridges and Watts 2008;Hillman et al. 2015;Ness 2010). Policy actors and practitioners question the practical relevance of HE research and believe that researchers tend to focus on their own preoccupations (Teichler 2015). With respect to this gap, Moore (1983) affirms that this tension is generated by fundamental differences between policy scholarship and policymaking, which Bare, and ought to be, two distinct knowledge-producing activities^ (Birnbaum 2000, p. 6). ...
Access to higher education (HE) has been a persistent concern for governments, practitioners and researchers. Access to HE has been widely studied from scientific perspectives that have focussed on the factors that contribute to the problem; however, authors have highlighted the need for systemic and design perspectives on education systems. The need to connect research with policy remains one of the most challenging issues for education researchers. In view of this gap, this paper argues that engineering thinking and methods represent an opportunity for the design of HE access policies because engineering rationality (distinct from scientific rationalities) matches the concerns and goals of any policymaking attempt. Engineers design artefacts to meet particular goals. These artefacts are artificial systems, tangible or intangible, such as hammers, bridges or whole organizations, which are designed in particular contexts to meet precise goals. Policies for access to HE are good examples of artefacts that seek to fulfil specific needs under concrete constraints inherent to a country or region. More specifically, HE systems are social systems; in other words, they are created and recreated by the interactions and decisions of diverse actors. Hence, to change, redesign or improve such types of systems involves engineering their very interactions that are the outcomes of institutional and human actions. In particular, engineering design requires operational principles. Thus, we propose agency as a fundamental design concept for the improvement of HE systems, which opens new possibilities for a distinct type of policy-making that takes excellent advantage of what engineering can offer, while at the same time expanding on traditional expectations for engineering.
