Agata Lambrechts

Swiss Federal University for Vocational Education and Training SFUVET | SFIVET / EHB · Swiss Observatory for Vocational Education and Training

The formation of teacher identity is a complex and strenuous process. Teachers are expected to form multiple identities based on institutional values and regulations; however, these identities can sometimes conflict with one's personal values and goals, leading to less integration. According to self‐determination theory, forming an integrated ident...

Using a dataset of higher education institutional alliances within the framework of the European University initiative (EUi), we test empirically whether the policy-defined goal of a relative balance between excellence and inclusiveness within the scheme has been achieved. Specifically, we provide a descriptive and analytical account of the diversi...

The European Tertiary Education Register (ETER) is the reference dataset on European Higher Education Institutions (HEIs). ETER provides data on nearly 3,500 HEIs in about 40 European countries, including descriptive information, geographical information, students and graduates (with various breakdowns), revenues and expenditures, personnel, and re...

This chapter seeks to recognize the ever-growing digital hyphen—understanding truths and knowledge construction—among the authors’ research, relationships, and critical reflections to uncover the meaning of this online academic path. This exploration is framed through a feminist lens to understand the phenomenon of the intersections of the authors’...

Using a dataset of higher education institutional alliances within the framework of the European University initiative (EUi), we test empirically whether the policy-defined goal of a relative balance between excellence and inclusiveness within the scheme has been achieved. Specifically, we provide a descriptive and analytical account of the diversi...

Between 2020 and 2022, the U-Multirank team held discussions with a diverse group of higher education stakeholders to identify promising effective teaching and learning indicators for the following U-Multirank editions. As a result of these discussions, a clear need emerged to develop guidelines for effective teaching and learning indicators at the...

This co-constructed autoethnographic reflection presents the experiences of our feminist-informed research team, COVID GAP (Gendered Academic Productivity), a group of sixteen women who collaborated to investigate reports of reduced academic contributions from women-identified scholars during the pandemic. As insider researchers, we joined together...

Purpose This paper aims to identify the documented effects of the COVID-19 pandemic on early career researcher (ECR) activity, development, career prospects and well-being. Design/methodology/approach This is a systematic literature review of English language peer-reviewed studies published between 2020 and 2021, which provided empirical evidence...

Bringing our collective experiences of past collaborations through a virtual connection, we created an international research team of 16 multidiscipline, multicultural, and multilingual academic women called “COVID GAP” (Gendered Academic Productivity) to explore the ongoing challenges and effects of COVID-19. Identifying as insider researchers, we...

The differentiation of profiles of institutions over the past several decades emphasizes their relevance for higher education. Unlike in the United States, there is currently no broad classification of higher education institutions in Europe. Building on European Tertiary Education Register data, we propose a new comprehensive and cross-country cla...

The discourse on research productivity during the early months of the COVID-19 crisis has been dominated by quantitative examinations of manuscripts published since the outbreak of the pandemic. Existing findings highlight that women scholars were publishing less and less than men, but few considered the reasons behind this phenomenon. This paper o...

This report provides summary of findings and recommendations of the 'Impact of the Covid-19 Pandemic Crisis on Doctoral Researchers in the UK' project delivered by doctoral researchers at the Department of Education, University of York. The project was organised around the key themes of: supervision; facilities; working from home; impact on researc...

In view of the so-called ‘refugee crisis’ which began in late 2014, there is a growing potential demand for higher education opportunities amongst refugee communities in England and more widely in Europe. Whilst exact numbers are not certain, it is necessary to establish whether such demands can be met at all. Based on in-depth semi-structured inte...

Changes in the perception of disabled people and the shift towards the social model of disability should also be reflected in the media debate. On the one hand, media expose the dominant social attitudes towards disabled people, on the other hand, they play an important role in shaping public opinion, influencing ways of thinking and talking about...

Like other anglophone countries, the UK is experiencing a language ‘crisis’, in that fewer and fewer students opt to study a foreign language (FL) beyond the compulsory phase, and that the UK’s language skills do not match its economic needs. Despite strong statements of commitments to increase FL uptake, decline in FL uptake in the UK’s four natio...