The role of teaching and learning in European higher education research

Published ArticleThis contribution offers a definition of the field of higher education research and its relationship to the field of higher education didactics (i.e. teaching and learning). It then provides an account of the difficult relationship between the two in Germany and their respective institutional basis. However, it is also pointed out that the separation between the two fields is beginning to give way towards more cooperation and integration. This is followed by a look at the relationship between higher education research and higher education didactics in Finland, the Netherlands and the United Kingdom. In all of these countries, the two fields tend to separate each with a different institutional basis and a different organisation. Although the Bologna Process has contributed to a blurring of boundaries, it has also contributed to a higher importance being given to teaching and learning issues while at the same time PISA and related OECD studies have led to an 'empirical turn' in (higher) educational research. In this way, both fields are challenged and receive new inputs at the same time leading to more integrated and more internationally comparative approaches

A procedural development for the analysis of ^56/54Fe and ^57/54Fe isotope ratios with new generation IsoProbe MC-ICP-MS

We have developed a procedure for iron isotope analysis using a hexapole collision cell MC-ICP-MS which is capable of Fe isotope ratio analysis using two different extraction modes. Matrix effects were minimised and the signal-to-background ratio was maximised using high-concentration samples (~ 5μg Fe) and introducing 1.8 mL/min<sup>-1</sup> Ar and 2 mL/min H<sub>2</sub> into the collision cell to decrease polyatomic interferences. The use of large intensity on the faraday cups considerably decreases the internal error of the ratios and ultimately, improves the external precision of a run. Standard bracketing correction for mass bias was possible when using hard extraction. Mass bias in soft extraction mode seems to show temporal instability that makes the standard bracketing inappropriate. The hexapole rf amplitude was decreased to 50 % to further decrease polyatomic interferences and promote the transmission of iron range masses. We routinely measure Fe isotopes with a precision of ± 0.05 ‰ and ± 0.12 ‰ (2σ) for δ<sup>56</sup>Fe and δ<sup>57</sup>Fe respectively

In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

The growing popularity of the concept of world-class universities raises the question of whether investing in such universities is a worthwhile use of public resources. Does concentrating public resources on the most excellent universities improve the overall quality of a higher education system, especially if definitions of excellence and world-class are made by external ranking organizations? This paper addresses that question by developing a framework for weighing up trade-offs between institutional and system performance, focusing on the potential system-wide improvements which world-class university programmes (WCUPs) may bring. Because WCUPs are in a relatively early stage of their development, systemic effects are not yet clear. We therefore analyse the ex ante reasons that policy makers have for adopting WCUPs to see if they at least seek to create these systemic benefit

Modeling risks of cardiovascular and cancer mortality following a diagnosis of loco-regional breast cancer

Background Many women with breast cancer also have a high likelihood of cardiovascular mortality, and while there are several cardiovascular risk prediction models, none have been validated in a cohort of breast cancer patients. We first compared the performance of commonly-used cardiovascular models, and then derived a new model where breast cancer and cardiovascular mortality were modeled simultaneously, to account for the competing risk endpoints and commonality of risk factors between the two events. Methods We included 20,462 women diagnosed with stage I–III breast cancer between 2000 and 2010 in Kaiser Permanente Northern California (KPNC) with follow-up through April 30, 2015, and examined the performance of the Framingham, CORE and SCOREOP cardiovascular risk models by area under the receiver operating characteristic curve (AUC), and observed-to -expected (O/E) ratio. We developed a multi-state model based on cause-specific hazards (CSH) to jointly model the causes of mortality. Results The extended models including breast cancer characteristics (grade, tumor size, nodal involvement) with CVD risk factors had better discrimination at 5-years with AUCs of 0.85 (95% CI 0.83, 0.86) for cardiovascular death and 0.80 (95% CI 0.78, 0.87) for breast cancer death compared with the existing cardiovascular models evaluated at 5 years AUCs ranging 0.71–0.78. Five-year calibration for breast and cardiovascular mortality from our multi-state model was also excellent (O/E = 1.01, 95% CI 0.91–1.11). Conclusion A model incorporating cardiovascular risk factors, breast cancer characteristics, and competing events, outperformed traditional models of cardiovascular disease by simultaneously estimating cancer and cardiovascular mortality risks

What Counts as ‘World Class’? : Global University Rankings and Shifts in Institutional Strategies

Global university rankings have emerged as a benchmark of institutional success, setting standards for higher education policymaking and institutional practices. Nevertheless, only a marginal share of higher education institutions (HEI) are in a realistic position to be ranked as a ‘world-class’ institutions. In the European context, the global rankings have been used to highlight a performance gap between European and North American institutions. Here the focus has been on the HEIs in the top-100 positions, causing concerns over European higher education. This has also become a marker of world-class university. We analyze the strategies of 27 Northern European universities in different tiers to learn how they have adjusted to the reality of ranking. We conclude that the references to global rankings have increased between 2014 and 2018. At the same time, the references to rankings have become more implicit in nature. Nevertheless, we find that the discourse of global comparison and excellence has become more common in the strategies. There are also emerging references to the regional role of universities, which are apparent in the strategies of universities that are clearly outside the top-100 ranked institutions. However, this is also a reflection of the discourse of world-class university.Peer reviewe

The evolution of the student as a customer in Australian higher education: a policy perspective

In 2014, the Australian Federal Government attempted to de-regulate higher education fees so as to allow universities to set their own tuition fees. The associated public debate offer critical insights into how the identity of a student as a ‘customer’ of higher education is understood and deployed when developing higher education policy. This paper uses the 2014 Australian higher education reforms as a lens through which to further scholarly research into the student-as-customer metaphor and to see how it is influenced by the perceptions and understandings of policy actors external to the higher education sector. These include politicians, special interest groups, the students and their parents and prospective employers. This study reveals that the public/private nexus—both of funding and benefit— problematizes traditional conceptualisations of students and others as higher education customers. In turn, this restricts the ability or desire of policy actors to describe how the student functions as a customer as a consequence of market reform. This inability compromises the development of effective and sustainable higher education polic