Contributing to an Evidence Base for the Enhancement of the Experiences and Outcomes of Mature Students at an Irish University

This chapter explores current patterns of participation and progression by mature students in undergraduate (Bachelors) programmes in an Irish university. The study was conducted by HERC (Higher Education Research Centre) in collaboration with an Institutional Analysis and Research Office with input from an expert Advisory Group. Based on the suggestions and experiences of students and staff, and informed by good practice examples from literature, a series of recommendations are proposed, aimed at enhancing experiences and successful outcomes of mature students in the future.

Funds of Knowledge and Epistemic Authority in Higher Education

This chapter examines how knowledge networks of academics shape epistemic authority in higher education institutions. The issue is addressed with the approach of funds of knowledge (Bensimon, 2009) and social network theory. Social networks (of collaboration, influence, friendship, etc.) have been mainly approached with an emphasis on their actual structure and the relationship between position in that network and other features. However, little is known about how those networks of ties affect how knowledge is embodied, encoded, and enacted within higher education institutions at the interpersonal level. Rather than examining the specific qualities of any researcher's fund of knowledge, the authors focus on showing how the approach of funds of knowledge can be operationalised by social network analysis to investigate epistemic authority and epistemic change in research agendas. Knowledge networks are described as epistemic conduits, and the challenges of research in this topic are also discussed.

Strategic Management of Academic Human Resources

This chapter investigates whether and how institutional autonomy enhances strategic management of academic human resources. National regulatory frameworks, available resources, university policies, and practices at the working floor are compared in four European flagship universities. Disciplinary affiliation is taken into consideration through the selection of history and chemistry. The cases reflect different trajectories where substantial changes have been implemented in governance systems when it comes to centralization of decision making, to standardization of procedures, to re-configuration of actors and their room to maneuver. While professorial self-governance in personnel matters remains significant, new boundary conditions constrain substantially choice options in accordance with national, institutional, and disciplinary features. Uncertainty, identity, and flexibility emerge as major dimensions in human resources management, pointing to tensions but also to opportunities for strategic change.

Roma Social Inclusion through Higher Education Policies in Romania

The chapter explores whether the educational policies introduced by the Romanian Government during the last twenty years are examples of good practice for other European countries facing the issue of Roma integration. The authors raise the question of whether the voices of Roma intellectual élites, who represent the “products” of those educational policies, are strong enough to drive the Roma minority towards common and sustained efforts for their social integration. What are the cross products of these educational policies? Additionally, they consider the case of Roma students within the University of Oradea in Romania and examine their attitudes towards academic learning, motivational factors, academic self-efficacy, faced difficulties, and potential ways to achieve higher rates of student retention. For a more in-depth analysis of the role and impact of those policies and the possible challenges/difficulties encountered, the authors interviewed several decision makers, such as academic staff, NGO representatives, and current/former Roma students. The chapter concludes with suggested solutions for detected difficulties.

Technology Centres

This chapter shows how PhD mobility across organizations constitutes a source of normative isomorphism that has led towards the “collegialization” of some Spanish Technology Centres (TCs). In particular, the study of nine TCs located in four Spanish regions has been essential to identify the normative mechanisms embedded in doctoral training and scientific careers that have promoted the convergence among R&D organizations. Thus, TCs collaborating intensively with higher education institutions through hybrid researchers have adopted academic models of knowledge production. Interestingly, they have also introduced doctoral training programs to reinforce their legitimacy in the eyes of their collaborators and investors. As a result of these changes, TCs move towards a more proactive position in the processes of knowledge transfer to gain an advantageous position in an innovation system.

International Student Perceptions of Ethics in a Business Pathway Course

To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.10.4018/978-1-4666-7244-4.ch012

Quality of Doctoral Research Supervision

With this chapter, the authors describe (1) the international, Portuguese, and institutional challenges relating to the quality of doctoral research supervision and (2) systematize the research-based frameworks that exist in the international literature worldwide in what concerns this topic. This is followed by a brief presentation of the research methodology adopted to shed light on the process taken to design an integrative and fluid framework that the authors propose on the quality of doctoral research supervision. Additionally, links are established regarding the international literature and tendencies approached on the theoretical section of this chapter. Finally, the authors reflect on the concerns surrounding the pertinence of the framework that arose from the research to evaluate and monitor the doctoral supervisory process.

Case Study of a Hybrid Undergraduate Elementary Certification Program

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Tracing the Use of Communication Technologies in Higher Education

This chapter presents a comprehensive view of the main activities and findings of a research project entitled TRACER-Portuguese Public Higher Education Use of Communication Technologies, which focused on how the information about the use of Communication Technologies in Higher Education Institutions can be collected, systematized, processed, and deployed to stakeholders. The project was carried out between 2011 and 2014 and its main results are a consolidated proposal of an analysis model to address the use of Communication Technologies in Higher Education institutions, as well as the U-TRACER® tool. This Web-based tool provides support to the process of collecting, processing, and deployment of data related with the use of Communication Technologies in a specific Higher Education or in a group of institutions, based on institutional or geographical criteria.

Citius, Altius, Fortius

The European Union's Lisbon Strategy (2000-2010) set a bold vision of a “Europe of Knowledge” where universities are seen as central actors. A modernisation agenda of universities has been promoted in recent years, focusing on the contribution of the sector to reaching regional and national economic goals. This chapter takes stock of ongoing national reforms across 17 European Union countries. Data pertaining to two key elements—societal relevance (in the form of university-industry relations) and scientific excellence—is analysed. The author discusses the findings in the light of conceptualisations surrounding the relevance-excellence nexus in higher education, as well as current policy dynamics and scholarly debates across the region. The chapter concludes by recommending future research directions.