University alliances in the Europe of knowledge: Positions, agendas and practices in policy processes

Abstract

Several university alliances have been established in Europe in an attempt to influence the development of policies in research and education. As such, these alliances can be seen as being new players in the increasingly complex multi-actor, multi-level governance in this policy domain. The paper compares two key university alliances in Europe; in particular, how membership differences are related to their positions in the policy arena, their policy agendas and their policy formation and lobbying practices. The study contributes to understanding of, first, the role of university alliances in European level policy processes concerning higher education and research; and, second, the implications their involvement might have for future shaping of European initiatives in the knowledge domain.

Research And Methodological Support Of Professional Activity Quality Of A Lecturer

“…A modern lecturer needs to master not only production, informational and management technologies, but also to build the process of self-development in the sphere of professional activity (Geitz, Brinke, & Kirschner, 2016;Fernet, Senécal, Guay, Marsh, & Dowson, 2008;Vukasovic & Stensaker, 2017;Vasyagina, Vasyagina, & Seryy, 2018). In the professional standard 'Educator of professional training, professional education and additional professional education' there are common requirements for pedagogic activity in professional training, professional education and additional professional education basic for such main purpose of lecturer's professional activity as students activity organization on mastering knowledge, on formation and development of skills and competences that allow to perform professional activity, on assuring of their progress in regulatory education results; creation of pedagogic conditions for professional and personality students development, filling the needs of deepening and enlarging education; methodological support in educational programs implementation.…”

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“…Still, much diversity and fragmentation can be said to characterize the research efforts so far [Beerkens 2004;Marginson, van der Wende 2007;Maringe, Foskett 2010]. Examples of the wide research focus include analysis of the interrelationship and differences between internationalization and globalization of higher education [Knight, de Wit 1995;Enders, Fulton 2002;van Vught et al 2002;Knight 2004;Altbach, Knight 2007], studies of Introduction geographically bounded processes including the Bologna process in Europe [Teichler 1999;Horie 2002;Gornitzka, Langfeldt 2008;Marginson et al 2011], for-profit higher education and academic capitalism [Morey 2004;Slaughter, Cantwell 2011], international student and staff mobility [Santiago et al 2008;Wildavsky 2010], global university rankings [Deem et al 2009;Kehm, Stensaker 2009;Hazelkorn 2007;, and university alliances and network establishments [Beerkens 2003;Beerkens, van der Wende 2007;Olds 2009;Sakamoto, Chapman 2011;Gunn, Mintrom 2013;, Vukasovic, Stensaker 2017]. All these studies point to a changing higher education landscape where the key higher education institution -the university -is also changing [Marginson 2002;Bartell 2003;Currie et al 2003;Salmi 2009;Ramirez 2010;Wildavsky 2010;Hazelkorn 2011].…”

“…As the federal policies emphasizing competition have continued into a new millennium, the AAU has become more attentive to issues concerning reputation and status during recent decades. Although the association currently has 62 members and is considerably larger than many university alliances established in other parts of the world during recent times [Vukasovic, Stensaker 2017], the association still remains rather exclusive given the fact that there are around 3.500 institutions in the US. US higher education has also seen the rise of other university alliances alongside the AAU, such as the American Association of Community Colleges (AACC), the National Association of State Universities and Land Grant Colleges (NASULGC), and the National Association of Independent Colleges and Universities (NAICU), but none of these alliances carry the same reputational status as the AAU.…”

University Alliances: Enhancing Control, Capacity, and Creativity in Dynamic Environments

“…Although the association currently has 62 members and is considerably larger than many university alliances established in other parts of the world during recent times [Vukasovic, Stensaker 2017], the association still remains rather exclusive given the fact that there are around 3.500 institutions in the US. US higher education has also seen the rise of other university alliances alongside the AAU, such as the American Association of Community Colleges (AACC), the National Association of State Universities and Land Grant Colleges (NASULGC), and the National Association of Independent Colleges and Universities (NAICU), but none of these alliances carry the same reputational status as the AAU.…”

“…geographically bounded processes including the Bologna process in Europe [Teichler 1999;Horie 2002;Gornitzka, Langfeldt 2008;Marginson et al 2011], for-profit higher education and academic capitalism [Morey 2004;Slaughter, Cantwell 2011], international student and staff mobility [Santiago et al 2008;Wildavsky 2010], global university rankings [Deem et al 2009;Kehm, Stensaker 2009;Hazelkorn 2007;2011], and university alliances and network establishments [Beerkens 2003;Beerkens, van der Wende 2007;Olds 2009;Sakamoto, Chapman 2011;Gunn, Mintrom 2013;, Vukasovic, Stensaker 2017].…”