Table Of ContentThe Changing Academy – The Changing Academic Profession
in International Comparative Perspective 8
Ulrich Teichler
Ester Ava Höhle Editors
The Work Situation
of the Academic
Profession in
Europe: Findings of
a Survey in Twelve
Countries
The Work Situation of the Academic
Profession in Europe: Findings of a Survey
in Twelve Countries
The Changing Academy – The Changing Academic Profession
in International Comparative Perspective 8
Series Editors
William K. Cummings, The George Washington University, Washington, USA
Akira Arimoto, Kurashiki Sakuyo University, Kurashiki City, Okayama, Japan
Editorial Board
Jürgen Enders, University of Twente, Enschede, the Netherlands
Amy Metcalfe, the University of British Columbia, Vancouver, Canada
Christine Musselin, CSO Research Interests Higher Education and Research, Paris, France
Rui Santiago, University of Aveiro, Portugal
Simon Schwartzman, Institute for Studies and Labour and Society, Rio de Janeiro, Brazil
Ulrich Teichler, University of Kassel, Germany
Charles Wohluter, Northwest University, South Africa
Scope of the series
As the landscape of higher education has in recent years undergone signi fic ant changes, so
correspondingly have the backgrounds, specializations, expectations and work roles of academic
staff. The Academy is expected to be more professional in teaching, more productive in research
and more entrepreneurial in everything. Some of the changes involved have raised questions
about the attractiveness of an academic career for today’s graduates. At the same time,
knowledge has come to be identifi ed as the most vital resource of contemporary societies.
The Changing Academy series examines the nature and extent of the changes experienced by
the academic profession in recent years. It explores both the reasons for and the consequences
of these changes. It considers the implications of the changes for the attractiveness of the
academic profession as a career and for the ability of the academic community to contribute
to the further development of knowledge societies and the attainment of national goals. It
makes comparisons on these matters between different national higher education systems,
institutional types, disciplines and generations of academics, drawing initially on available
data-sets and qualitative research studies with special emphasis on the recent twenty nation
survey of the Changing Academic Profession. Among the themes featured will be:
1. Relevance of the Academy’s Work
2. Internationalization of the Academy
3. Current Governance and Management, particularly as perceived by the Academy
4. Commitment of the Academy
The audience includes researchers in higher education, sociology of education and political
science studies; university managers and administrators; national and institutional policy-
makers; of fi cials and staff at governments and organizations, e.g. the World Bank.
For further volumes:
http://www.springer.com/series/8668
Ulrich Teichler (cid:129) Ester Ava Höhle
Editors
The Work Situation
of the Academic Profession
in Europe: Findings of a
Survey in Twelve Countries
Editors
Ulrich Teichler Ester Ava Höhle
INCHER INCHER
University of Kassel University of Kassel
Kassel , Germany Kassel , Germany
ISBN 978-94-007-5976-3 ISBN 978-94-007-5977-0 (eBook)
DOI 10.1007/978-94-007-5977-0
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2013932484
© Springer Science+Business Media Dordrecht 2013
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Contents
1 The Academic Profession in 12 European
Countries – The Approach of the Comparative Study ......................... 1
Ulrich Teichler and Ester Ava Höhle
2 Academic Career Paths ........................................................................... 13
Gülay Ates and Angelika Brechelmacher
3 Academic Work, Working Conditions and Job Satisfaction ................ 37
Marek Kwiek and Dominik Antonowicz
4 Gender Differences and Inequalities in Academia:
Findings in Europe ................................................................................... 55
Gaële Goastellec and Nicolas Pekari
5 The Teaching Function of the Academic Profession ............................. 79
Ester Ava Höhle and Ulrich Teichler
6 The Research Function of the Academic Profession in Europe ........... 109
Jonathan Drennan, Marie Clarke, Abbey Hyde, and Yurgos Politis
7 The Academic Profession and the Role of the Service Function ......... 137
Bojana Ćulum, Nena Rončević, and Jasminka Ledić
8 Movers and Shakers: Do Academics Control Their Own Work? ....... 159
Timo Aarrevaara and Ian R. Dobson
9 From Academic Self-Governance to Executive University
Management: Institutional Governance in the Eyes
of Academics in Europe ........................................................................... 183
Elke Park
10 New University Governance: How the Academic Profession
Perceives the Evaluation of Research and Teaching ............................. 205
David F. J. Campbell
v
vi Contents
11 The Internationalisation of Academic Markets,
Careers and Professions .......................................................................... 229
Gaële Goastellec and Nicolas Pekari
12 The European Academic Profession or Academic
Professions in Europe? ............................................................................ 249
Ester Ava Höhle and Ulrich Teichler
Appendix: Basic Information on Higher Education in Countries
Participating in the Comparative Survey on the Academic
Profession in Europe ....................................................................................... 273
Timo Aarrevaara, Angelika Brechelmacher, John Brennan,
Teresa Carvalho, Bojana Culum, Egbert de Weert,
Jonathan Drennan, Gaële Goastellec, Marek Kwiek,
Michele Rostan, Elke Park, Rui Santiago, Ulrich Teichler,
Mark o Turk, and Agnete Vabø
Biographies
Editors
Ester Ava Höhle is a young researcher on higher education who is af fi liated to the
International Centre for Higher Education Research (INCHER) of the University of
Kassel in Germany. She spent a year as a student in PA, USA, and obtained her
master’s degree in sociology and anglistics at the University of Stuttgart in Germany.
She has recently worked in different sociological projects at the University of
Stuttgart, University of Hohenheim and the Technical University of Munich. H er
areas of research include student careers, careers of PhD holders, academic profession,
sociology of science and technology and sociology of gender. She works both theoreti-
cally and empirically, with a focus on quantitative survey methods but has also done
qualitative work. She has published articles about risk perception, gender aspects
among students of STEM disciplines and several articles about the academic profes-
sion, analysing the German and the international CAP and EUROAC data.
Ulrich Teichler is a professor and former director of the International Centre for
Higher Education Research, University of Kassel (INCHER-Kassel), Germany. Born
in 1942, he was a student of sociology at the Free University of Berlin and a researcher
at the Max Planck Institute for Educational Research, Berlin. His doctoral disserta-
tion was on higher education in Japan. He spent extended research periods in Japan,
the Netherlands and the USA. He was professor on a part-time/short-term basis at the
Northwestern University (USA), College of Europe (Belgium), Hiroshima University
(Japan) and Open University (UK) and fulfi l led other teaching assignments in
Argentina, Austria, Germany and Norway. His key research areas include higher
education and the world of work, the comparison of higher education systems and
international mobility in higher education. Ulrich has over 1,000 publications to his
name. He is a member of the International Academy of Education and the Academia
Europaea, former chairman of the Consortium of Higher Education Researchers,
former president and a distinguished member of EAIR, honoured with the Comenius
Prize of UNESCO, and Dr h.c. of the University of Turku (Finland).
vii
Contributors
Timo Aarrevaara is a professor at the Faculty of Social Sciences, University of
Helsinki, Finland. He has held a docent’s position in administrative science at the
University of Tampere since 2000. Aarrevaara has professional experience in public
administration, as well as in research and teaching. He is a member of the boards of
the Finnish Graduate School in Higher Education Administration, Management and
Economics and the Consortium of Higher Education Researchers in Finland. He
also chaired and participated in several quality evaluation and audit of higher educa-
tion institutions. He acted as the principal investigator in the Finnish Changing
Academic Profession Project (CAP) and participated on behalf of Finland in CAP
Consortium Meetings and the Finnish associate project of the A cademic Profession
in Europe: Responses to Societal Challenges . He has produced several publications
and presented papers at international symposia on this topic.
Dominik Antonowicz is a higher education researcher, policy analyst and policy
maker. He has a solid academic background in both social sciences (MA, University
of Toruń) and public management (MSc, University of Birmingham). His research
interests focus on the transformation of higher education systems in transitional
countries, the globalisation of higher education and university governance. He
obtained his PhD from Toruń University in Poland and spent 1 year as a research
fellow at the Centre of Higher Education Policy Studies at University of Twente in
the Netherlands. He is the author or co-author of 2 books and approximately 30
articles in the fi eld of higher education. He also served as a full-time strategic adviser
to the Minister of Science and Higher Education in Poland (Prof. Barbara Kudrycka)
and now sits on the board of the C ommittee for Evaluation of Research Units ( KEJN )
in Poland.
Gülay Ates studied sociology and educational studies in Heidelberg and graduated
in sociology at the University of Vienna. She is currently a PhD candidate and
young researcher at the University of Klagenfurt and the University of Vienna. She
is a sociologist specialising in higher education research, migration and integration
research with a keen interest in empirical methods (mixed-methods approach).
ix
