Call for papers: Working Papers in Higher Education Studies

typeThe Working Papers in Higher Education Studies (WPHES) has issued a call for contributions. WPHES is a newly established international open-access e-journal, published on behalf of the Erasmus Mundus Programme Master in Research and Innovation in Higher Education (MaRIHE) and the Master Programme in Higher Education Studies and Development (MHESD).

The journal focuses on studies in higher education and aims to publish research articles that explore the topic from a broad array of academic disciplines, methodologies, and perspectives.

While authors from any stage of their career are welcomed for submission, submissions from emerging authors are in partciular encouraged, as WPHES intends to provide a space for students, early career researchers, academics and young professionals to present their work in progress to a broad readership and connect with established experts.

The first issue is supposed to be launched in December 2014, therefore the deadline for the first round of proposals for papers is September 15. In addition to paper proposals, the journal is also looking for experienced reviewers who would be willing to support it by reviewing an article.

For further information please have a look at the attached pdfs with the calls:

 

(photo: stock.xchng)



Post-doc position on research policy and funding

COReThe group on Management and Performance of Research and Higher Education Institutions led by Dr. Benedetto Lepori, invites applications for one post-doctoral position in the area of research policy and funding studies. The group is one of the main research centers in Europe on research policy and higher education studies. It is part of the Centre for Organizational Research at the Faculty of Economics of the University of Lugano in Switzerland, a leading research and educational center in the field of organizational studies.

More information on on-going projects and publications can be retrieved here.

The successful candidate will work on different national and European projects dealing with the analysis of research policy and research funding. Your tasks will include collection of data on policies and funding, as well as their (quantitative and qualitative) analysis in order to provide both policy and scholarly outputs.

Basic requirements for an application are the following:

  • a PhD in economics or social sciences (completed by the start date of employment).
  • Excellent knowledge of English.
  • Knowledge of quantitative methods.

Other preferential selection criteria are the following:

  • track record of international publications.
  • research experience in the domain of research policy or higher education studies.

The position will be full time for a two-year period (with possible extension for further two-year) under usual contractual conditions of the University of Lugano. Start date of the employment in fall 2014.

Deadline for applications – September 30th, 2014. 

Information about the application procedure and necessary documents can be found here (pdf).




Recorded seminar on the impact of learning outcome approaches within degree programmes

We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda.

Rachel Sweetman (HEIK/ Hedda) University of Oslo

Rachel Sweetman
(HEIK/ Hedda)
University of Oslo

This time, we are pleased to feature Rachel Sweetman from University of Oslo who gave a presentation titled: “The interpretation and impact of learning outcome approaches within degree programmes: national and disciplinary settings translating a key European concepts

Listen without the Flashplayer

Abstract for the session: 

Eight degree-programme cases from Norway and England, involving interviews with teachers, leaders and students, provide the basis for this comparative analysis of the way learning outcomes approaches are being interpreted within, and impacting on, diverse higher education settings.

Key variations and similarities in the interpretation and impact of learning outcome approaches as potential planning, teaching and steering tools are drawn out. These patterns are interrogated in relation to the ideas of policy translation and enactment. The variations that emerge are related to the distinct national settings of England and Norway, as well as aspects of disciplinary differences. The cases aim to support a wider discussion of the way enactment of learning outcome approaches so far relates to key theoretical distinctions and debates about outcome-based approaches, and the limitations of policies for standardization in international higher education.




Eurobarometer survey on European Area of Skills and Competencies

eurobarometerEurobarometer is a Europe wide public opinion survey that has been conducted since 1973 to monitor views on issues such as: social situation, health, culture, defence and so forth.

Occasionally, special surveys are also launched for more detailed analysis on a specific subject or topic.

Earlier this year, a special Eurobarometer survey was conducted on the question of “European area of Skills and Competencies”, a public consultation has recently been finished (view summary of consultation results here).

The report that summarises the main findings from the Eurobarometer survey was launched in June. The backdrop for the report are the recent developments of introducing instruments for transparency and recognition of qualifications, in essence the construction of the European Area of Skills and Competencies.

The themes in the survey include skills obtained in education and training, attitudes towards various aspects of education and training, studying abroad, documentation of skills and qualifications and flexible learning pathways, career guidance an the extent to which citizens seek for information on these issues.

Regarding the skills obtained, most view basic skills as most important, with some socio-demographic differences – the higher the level of education, the more likely people are to value specialized skills. Younger people are also likely to view foreign languages as more important, but this is also most widely considered a skill that can be obtained outside of formal education. Furthermore, the better educated people are, the more likely they are to think that languages can be learned outside of formal education. Workplace was considered by most as the arena to obtain skills outside of formal education. (more…)




Call for proposals to study impact of OERs in Asia and Sub-Saharan Africa

OERimpactThe Canadian and United Kingdom supported Research on Open Educational Resources. The programme is implemented by two universities. The University of Cape Town administers the component focusing research on OER adoption and use and the Wawasan Open University at Penang, Malaysia, administers the component on OER impact studies.

The aim of the current call is: The programme supports researchers in the Global South to conduct research on the adoption and use of OER and encourages researchers world-wide to investigate the impact of OER on education and training in the developing world.

The aim of this call is to study the impact of open educational resources (OER) in emerging economies. Focus is expected to be on: costs, teaching and educational practices, student performance, quality of materials and policy.

Proposals are accepted can cover all levels of education (primary to higher education as well as lifelong learning and in/non-formal learning). North-South or South-South cooperation and interdisciplinary research are particularly encouraged.

Projects are funded up to 18 months and have to start no later than 01 January 2015.

Deadline for proposals: 31 August 2014. 

More information on application can be found on OER-impact website