EUROGRADUATE 2022 - Comparative report (draft version). The education experience. Köppen, L. (2024, April). EUROGRADUATE 2022 - Comparative report (draft version). The education experience. Vortrag auf dem Workshop EUROGRADUATE 2022 Webinar on the 1st Draft of the Comparative Synthesis Report , German Centre for Higher Education Research and Science Studies (DZHW) and Institute for Advanced Studies Vienna (IHS), Hanover, Vienna.
|
Concept of the EUROGRADUATE 2022 Comparative Synthesis Report and Results on Labour Market Outcomes. Mühleck, K. (2024, April). Concept of the EUROGRADUATE 2022 Comparative Synthesis Report and Results on Labour Market Outcomes. Vortrag im Rahmen des EUROGRADUATE 2022 Webinar on the Draft Comparative Synthesis Report.
|
Merits and limits of open voice answers from a smartphone survey. Höhne, J. (2024, April). Merits and limits of open voice answers from a smartphone survey. Vortrag im Rahmen des Mannheim Research Colloquium on Survey Methods (MaRCS), Mannheim.
|
EUROGRADUATE 2022 – lessons learned & initial results. Mühleck, K. (2024, April). EUROGRADUATE 2022 – lessons learned & initial results. Vortrag im Rahmen des Ad-hoc meeting of the Working Group "Next European higher education graduate survey" of the European Network on Graduate Tracking.
|
Persistence of empirically disconfirmed biased methodology to credit co-author contributions in science studies. Donner, P. (2024, April). Persistence of empirically disconfirmed biased methodology to credit co-author contributions in science studies. Vortrag auf dem Symposium Asia-Pacific Symposium on Informetrics, Department of Library and Information Science, National Taiwan University, Taipei, Taiwan.
Abstract
In this talk I lay out which broad classes of bibliometric co-author "counting" methods exist, whether they are in agreement with empirical data and which class is used most in practice. So far unpublished new data on relative co-author contributions to papers will be analyzed for this purpose. The currently dominating method class is found to have a poor validity track record and explanations are sought to understand its paradoxical success.
|
Aktuelle Entwicklungen rund um den KDSF und die KFiD. Biesenbender, S., & Petersohn, S. (2024, April). Aktuelle Entwicklungen rund um den KDSF und die KFiD. Vortrag im Rahmen der Informationsveranstaltung zum KDSF-Standard für Forschungsinformationen in Deutschland, Geschäftsstelle der KFiD & Projektgruppe FIS Thüringer Hochschulen.
|
Exploring effects of life like virtual interviewers on respondents’ answers in a smartphone survey. Höhne, J. K., Conrad, F., Neuert, C., & Claaßen, J. (2024, April). Exploring effects of life like virtual interviewers on respondents’ answers in a smartphone survey. Vortrag im Rahmen des SOEP Brown Bag, DIW, Berlin.
|
Competence development as an educational and social process - Interdisciplinary perspectives and insights - Sociology. Jungbauer-Gans, M. (2024, April). Competence development as an educational and social process - Interdisciplinary perspectives and insights - Sociology. Vortrag auf dem Workshop CIDER, Frankfurt.
|
Hochschulfinanzierung in Baden-Württemberg. Stellungnahme im Rahmen der Evaluation der Finanzierungsinstrumente. Dölle, F., & In der Smitten, S. (2024, April). Hochschulfinanzierung in Baden-Württemberg. Stellungnahme im Rahmen der Evaluation der Finanzierungsinstrumente. Anhörung im Rahmen der Anhörung im Ministerium für Wissenschaft und Kunst Baden-Württemberg, MWK Baden-Württemberg, Stuttgart.
Abstract
With the Higher Education Funding Agreement II (HoFV II) 2021-2025, Baden-Württemberg had changed the instruments of higher education funding. Funds from the expansion programmes of the Higher Education Pact had been successively stabilised and had led to a significant increase in the proportion of basic funding. Based on the indicators of the future contract "Strengthening studies and teaching" (“Zukunftsvertrag Studium und Lehre stärken”). This led to changes in the allocation of funds in a competition separated by type of higher education institution in the event of deviations in the educational performance of individual universities from the overall trend.
|
Hochschulfinanzierung in Baden-Württemberg. Stellungnahme im Rahmen der Anhörung zur Evaluation der Hochschulfinanzierungsinstrumente. In der Smitten, S., & Dölle, F. (2024, April). Hochschulfinanzierung in Baden-Württemberg. Stellungnahme im Rahmen der Anhörung zur Evaluation der Hochschulfinanzierungsinstrumente. Anhörung im Rahmen der Anhörung zur Evaluation der Finanzierungsinstrumente, Ministerium für Wissenschaft, Forschung und Kunst Baden-Württemberg, Stuttgart, Deutschland.
Abstract
Baden-Württemberg has made significant changes to its university funding over the last ten years: The performance-oriented allocation of funds was abolished, funds from the expansion programmes of the Higher Education Pact were made permanent and a so-called equalisation mechanism was introduced. Based on the indicators of the Future Contract for Teaching and Learning, this led to changes in the allocation of funds in the event of deviations in the educational performance of individual universities from the overall trend. Staff management was also made much more flexible. The interaction of the instruments and further planning for the future had to be evaluated.
|
Anonymisierung von Forschungsdaten. Herausforderungen und Perspektiven. Daniel, A. (2024, April). Anonymisierung von Forschungsdaten. Herausforderungen und Perspektiven. Vortrag im Rahmen des Netzwerktreffens des Verbunds Forschungsdaten Bildung, Berlin.
|
Multi-level-competition in German higher education: The case of implementing tenure-track professorships. Kleimann, B., & Luksche, C. (2024, April). Multi-level-competition in German higher education: The case of implementing tenure-track professorships. Vortrag auf der Tagung Multiple Competition in Higher Education and Beyond, Universität Kassel, Kassel, Deutschland.
|
Skills to equalize the bills: How skills affect the early gender pay gap of college graduates. Lorenz, N. (2024, März). Skills to equalize the bills: How skills affect the early gender pay gap of college graduates. Vortrag auf der Konferenz 9th LEER Conference on Education Economics, Leuven, Belgien.
|
Why digitalize? An Investigation of Virtual Internationalization Governance in German Higher Education, based on peer-reviewed paper submission (Berg, J. & Ferreira Santos, L.). Berg, J., & Ferreira Santos, L. (2024, März). Why digitalize? An Investigation of Virtual Internationalization Governance in German Higher Education, based on peer-reviewed paper submission (Berg, J. & Ferreira Santos, L.). Vortrag auf der Konferenz Future of Higher Education - Bologna Process Researchers' Conference (FOHE-BPRC5) - Session 4: Digitalization and the future of European Higher Education: Implications for public policies, The Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI), in partnership with the National University of Political Studies and Public Administration (SNSPA) and University of Bucharest (UB), Bucharest , Romania.
Abstract
Based on a multimodal understanding of governance in German higher education, we aim to investigate the multiple objectives and factors that shape the digitalization of higher education internationalization. We find that while values-based and competition-related approaches often motivate higher education institutions to embrace digitalization; the implementation is rather shaped by hierarchy and collegial governance factors. We suggest understanding digitalization as a comprehensive approach intertwined with all levels and modes of governance in higher education.
|
Geopolitics and science in Sub-Saharan Africa - The regional approach of the African Centres of Excellence. Williams, J. (2024, März). Geopolitics and science in Sub-Saharan Africa - The regional approach of the African Centres of Excellence. Vortrag auf dem Symposium Rethinking the geopolitics of higher education, Centre for Global Higher Education, London, United Kingdom.
Abstract
The African Centers of Excellence (ACE) programs of the World Bank have provided a mix of loans and grants to higher education institutions (HEIs) in 20 countries across Sub-Saharan Africa (SSA). These capacity development programs have aimed to foster research excellence, and supported academic departments have indeed expanded and improved their research production, post-graduate programs, scientific infrastructure, and engagement in international networks. The presentation provided an overview of the programs' regional logic, their results, and considerations for the further development of regional science in the sub-continent.
|
