Metrical Valorization of Performance (MeVoP): The Funding-Induced Vertical Stratification and the Construction of Post-Humboldtian Research-Teaching Nexus in German Higher Education Institutions

Götze, Nicolai; Schneijderberg, Christian

doi:10.1007/978-3-031-04439-7_4

Cited by 1 publication

(7 citation statements)

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“…Other contract types are offered in 21 systems. Most systems have regulations or collective agreements that set a maximum duration for fixed-term contracts in the employment of academic staff, although there are five exceptions; Canada, Czechia, England, Lithuania and Sweden (Golden, Troy and Weko, 2021 [32]).…”

Section: Research and Evidence On The Topicmentioning

confidence: 99%

“…However, the policy survey did not cover the exact performance indicators used for academic staff appraisal and it is not possible to assess whether performance in the two responsibilities is valued equally. Note: Adapted from Golden, G., L. Troy and T. Weko (2021 [32]), How are higher education systems in OECD countries resourced? Evidence from an OECD Policy Survey, https://doi.org/10.1787/0ac1fbad-en.…”

Section: Indicators and Data Availabilitymentioning

confidence: 99%

“…In some contexts, institutions and their associations are responsible for these human resource policies within academia. In others, the policies emerge from collective bargaining and agreements, while in a slight majority of the systems covered by the 2020 HEPS, legislation, government regulation, and quality assurance processes cover these topics (Golden, Troy and Weko, 2021 [32]).…”

Section: Research and Evidence On The Topicmentioning

confidence: 99%

“…This can come in the form of competitive research funding or through core institutional funding in systems that use research metrics in output and outcome-related funding models. While student enrolment is the most widely used metric in institutional funding models in OECD higher education systems, 16 systems use research income as a metric in the funding allocation formulas, 13 use the number of publications and 12 the number of doctoral degrees awarded (Golden, Troy and Weko, 2021 [32]).…”

Section: Research and Evidence On The Topicmentioning

confidence: 99%

“…Most OECD countries have legal requirements on the qualification level required for certain academic positions, in many cases specifying that doctoral degrees are required (Golden, Troy and Weko, 2021 [32]). According to an EUA survey among higher education institutions in Europe, a doctorate or a postdoctoral degree is required by 88% of institutions for the position of professor and 72% of institutions for the position of lecturer or associate professor (Gaebel et al, 2018[160]).…”

Section: Research and Evidence On The Topicmentioning

confidence: 99%

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The state of academic careers in OECD countries

2024

OECD Education Policy Perspectives

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The evidence review examines the state of academic careers in higher education systems in OECD countries, providing an overview of available data, research evidence and examples of policy and practice. The variety of academic career models in place across OECD countries makes international comparison challenging, but certain prevalent trends nevertheless emerge.Key concerns for academics and policy makers include the working conditions of academics, an increasing reliance on precarious and casual contracts, high workloads and negative impacts on worklife balance. Career incentives currently tend to focus on -and favour -research output, often sidelining teaching, engagement, and other duties. Initial academic training generally fails to prepare academics comprehensively for their roles, and more continuous professional learning will likely be needed to support academics to exploit the potential of increasingly digitalised learning environments. Although flexibility in academic career paths has been promoted in some higher education systems, academics tend to remain in academia, with limited inter-sectoral mobility. The review highlights the persistent under-representation of -and challenges confronting -women and marginalised groups in academia. Despite the growth of international mobility and collaboration, the participation of academics in internalisation activities varies considerably within and between institutions and across higher education systems. Furthermore, a troubling decline in academic freedom over the past decade raises substantial concerns.

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Section: Research and Evidence On The Topicmentioning

confidence: 99%

Section: Indicators and Data Availabilitymentioning

confidence: 99%

Section: Research and Evidence On The Topicmentioning

confidence: 99%

Section: Research and Evidence On The Topicmentioning

confidence: 99%

Section: Research and Evidence On The Topicmentioning

confidence: 99%

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