Breaking the deadlock of mistrust? A participative model of the structural reforms in higher education in Poland

Antonowicz, Dominik; Kulczycki, Emanuel; Budzanowska, Anna

doi:10.1111/hequ.12254

Cited by 28 publications

(14 citation statements)

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“…Thus, in some ways, students’ emphasis on time can be seen as a direct response to the perceived threat to Lernfreiheit brought about by the reforms. In contrast, although Poland’s HE system has also been strongly influenced by the Humboldtian system (Antonowicz et al, 2020), it has not brought in any recent reforms that attempt to change either the pace at which students study or the duration of a degree. 4 In England and Ireland, no reforms relating to the duration of a degree or the expected pace of student progression have been introduced in the recent past; indeed, in both countries, being a student has long been seen as a relatively short-term, bounded identity.…”

Section: Discussionmentioning

confidence: 99%

Higher Education Timescapes: Temporal Understandings of Students and Learning

et al. 2021

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This article draws on data from six European countries (Denmark, England, Germany, Ireland, Poland and Spain) to explore the higher education timescapes inhabited by students. Despite arguments that degree-level study has become increasingly similar across Europe – because of global pressures and also specific initiatives such as the Bologna Process and the creation of a European Higher Education Area – it shows how such timescapes differed in important ways, largely by nation. These differences are then explained in terms of: the distinctive traditions of higher education still evident across the continent; the particular mechanisms through which degrees are funded; and the nature of recent national-level policy activity. The analysis thus speaks to debates about Europeanisation, as well as how we theorise the relationship between time and place.

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Section: Discussionmentioning

confidence: 99%

Higher Education Timescapes: Temporal Understandings of Students and Learning

et al. 2021

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“…Polish HE has a long history, with the first university established in the 14th century. It has been influenced by both Humboldtian principles (see above), and the country's Communist past (Antonowicz et al, 2020). It has, however, undergone significant change over the past three decades since the end of Communist rule in 1989.…”

Section: Polandmentioning

confidence: 99%

Constructing the Higher Education Student

Brooks¹,

Gupta²,

Jayadeva³

et al. 2022

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EPDF available Open Access under CC-BY-NC-ND licence. Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations. The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.

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“…Feldy and Kowalczyk (2020) studied how scientists view the system of financing science, and Kulczycki and Korytkowski (2020) examined changing publication patterns. In addition, recent studies focused on higher education reforms (e.g., Shaw, 2019;Antonowicz et al, 2020), international research collaboration (Kwiek, 2020b), and high research productivity (Kwiek, 2018b). Furthermore, gender disparities have been explored through the concept of gender homophily in academic publishing (Kwiek & Roszka, 2021a) and both male scientists and female scientists have been shown to collaborate intensively with men, even in gender-balanced academic disciplines.…”

Section: Hypotheses Of This Research and The National Contextmentioning

confidence: 99%

“…While the global visibility of STEMM sciences-particularly chemistry and physics-is stable and solid, the presence of humanities, social sciences and economics in global datasets of indexed journals is relatively small and has been observed only recently. In particular, the number of publications in highly prestigious journals (top 10% and top 1% of journals) has been growing more strongly in relatively recent times, which is certainly the effect of a full decade of reforms of science and higher education systems (Antonowicz et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Academic vs. Biological Age in Research on Academic Careers: A Large-scale Study with Implications for Scientifically Developing Systems

Kwiek¹,

Roszka²

2021

Preprint

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Biological age is an important sociodemographic factor in studies on academic careers (research productivity, scholarly impact, and collaboration patterns). It is assumed that the academic age, or the time elapsed from the first publication, is a good proxy for biological age. In this study, we analyze the limitations of the proxy in academic career studies, using as an example the entire population of Polish academic scientists visible in the last decade in global science and holding at least a PhD (N = 20,569). The proxy works well for science, technology, engineering, mathematics, and medicine (STEMM) disciplines; however, for non-STEMM disciplines (particularly for humanities and social sciences), it has a dramatically worse performance. This negative conclusion is particularly important for systems that have only become recently visible in global academic journals. The micro-level data suggest a delayed participation of social scientists and humanists in global science networks, with practical implications for predicting biological age from academic age. We calculate correlation coefficients, present contingency analysis of academic career stages with academic positions and age groups, and create a linear multivariate regression model. Our research suggests that in scientifically developing countries, academic age as a proxy for biological age must be used more cautiously than in advanced countries: ideally, it must be used only for STEMM disciplines.

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Breaking the deadlock of mistrust? A participative model of the structural reforms in higher education in Poland

Abstract: Polish higher education provides a particular example of a system that, until very recently, has been largely reformresistant as it has a long-standing tradition of bottom-up 'academic self-governance' at both the system and the in

Cited by 28 publications

References 60 publications

Higher Education Timescapes: Temporal Understandings of Students and Learning

Higher Education Timescapes: Temporal Understandings of Students and Learning

Constructing the Higher Education Student

Academic vs. Biological Age in Research on Academic Careers: A Large-scale Study with Implications for Scientifically Developing Systems

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