EAIR, The European Higher Education Society, is
an international association for higher education... more EAIR, The European Higher Education Society, is an international association for higher education researchers, practitioners, students, managers, and policymakers.
3 "Neue Lernkultur" steht als Begriff für eine grundlegende Umorientierung der Auffassungen vom L... more 3 "Neue Lernkultur" steht als Begriff für eine grundlegende Umorientierung der Auffassungen vom Lernen (und Lehren) und der daraus folgenden Unterstützungsformen und Lernverfahren. Dabei steht insbesondere im Mittelpunkt die Selbstverantwortung im Lernprozess zu entwickeln und zu stärken, zur Selbststeuerung zu befähigen und die Auseinandersetzung mit dem eigenen Lernen zu fördern.
Higher education is of growing public and political importance for society and the economy. Globa... more Higher education is of growing public and political importance for society and the economy. Globalisation is transforming it from a local and national concern into one of international significance. In order to fulfil societal, governmental and business sector needs, many universities are aiming to (re-)position themselves. The book initially considers their “compass”. They aspire to transformational planning, mission and strategy in which social justice is important, people are not treated as mere means to an end, and traditional moral positions are respected. This transformational urge is sometimes vitiated by blunt demands of new public management that overlook universities’ potential for serving the public good. The volume then addresses universities’ success in meeting their targets. Often the challenge in evaluation is the need to reconcile tensions, for example between structure and pastoral care of students; institutional competition and collaboration; roles of academics and administrators; performance-based funding versus increased differentiation. Measurement is supposed to provide discipline, align institutional and state policy, and provide a vital impetus for change. Yet many of these measurement instruments are not fully fit for purpose. They do not take sufficient account of institutional missions, either of “old” or of specialist universities; and sophisticated measurement of the student experience requires massive resources. Change and positioning have become increasingly key elements of a complex but heterogeneous sector requiring new services and upgraded instruments.
EAIR, The European Higher Education Society, is
an international association for higher education... more EAIR, The European Higher Education Society, is an international association for higher education researchers, practitioners, students, managers, and policymakers.
3 "Neue Lernkultur" steht als Begriff für eine grundlegende Umorientierung der Auffassungen vom L... more 3 "Neue Lernkultur" steht als Begriff für eine grundlegende Umorientierung der Auffassungen vom Lernen (und Lehren) und der daraus folgenden Unterstützungsformen und Lernverfahren. Dabei steht insbesondere im Mittelpunkt die Selbstverantwortung im Lernprozess zu entwickeln und zu stärken, zur Selbststeuerung zu befähigen und die Auseinandersetzung mit dem eigenen Lernen zu fördern.
Higher education is of growing public and political importance for society and the economy. Globa... more Higher education is of growing public and political importance for society and the economy. Globalisation is transforming it from a local and national concern into one of international significance. In order to fulfil societal, governmental and business sector needs, many universities are aiming to (re-)position themselves. The book initially considers their “compass”. They aspire to transformational planning, mission and strategy in which social justice is important, people are not treated as mere means to an end, and traditional moral positions are respected. This transformational urge is sometimes vitiated by blunt demands of new public management that overlook universities’ potential for serving the public good. The volume then addresses universities’ success in meeting their targets. Often the challenge in evaluation is the need to reconcile tensions, for example between structure and pastoral care of students; institutional competition and collaboration; roles of academics and administrators; performance-based funding versus increased differentiation. Measurement is supposed to provide discipline, align institutional and state policy, and provide a vital impetus for change. Yet many of these measurement instruments are not fully fit for purpose. They do not take sufficient account of institutional missions, either of “old” or of specialist universities; and sophisticated measurement of the student experience requires massive resources. Change and positioning have become increasingly key elements of a complex but heterogeneous sector requiring new services and upgraded instruments.
This chapter reviews policies connected to, emphasising, or affecting human resource management i... more This chapter reviews policies connected to, emphasising, or affecting human resource management in higher education. The chapter uses a theoretical framework comprising different human resource dimensions and functions at higher education institutions to analyse the European Commission's recent and "milestone" policies to improve and develop higher education. In addition to cross-referencing and analysing legal and policy documents, the chapter maps the connections among human resource functions and policies. In so doing, it provides a first inventory of European Union policies and explores how the highlighted human resource dimensions of these policies could improve and change higher education. Further to this, the chapter discusses the uniqueness of higher education and its effects for human resource functions. Selected examples highlight commonalities and differences between policy formation and institutional effects on human resource management and argue for more focus and attention on human resource management in order to develop higher education towards policy objectives.
A key challenge for our society is how we view and organise learning and education in the context... more A key challenge for our society is how we view and organise learning and education in the context of rapidly changing technological, economic and societal developments. To respond to this challenge, the European Commission and the DG for Education, Youth, Sport and Culture (EAC) initiated a debate to generate new, forward-looking policy ideas. A major development in education, triggered by different drivers, is the growing importance of nonformal and informal learning. Today, learning already takes place across many different places in different settings. Apart from traditional formal learning, we see that non-formal and informal learning is happening in different spaces and contexts nowadays. Youth work has been considered one of the main providers of non-formal and informal learning. Such types of learning are typically taking place voluntarily in real-life situations and often through peer interactions and participatory approaches. In addition, non-formal and informal learning take place in work and leisure. Work and career-oriented learning, upskilling and reskilling on the job, and learning for personal development are frequently associated with informal, flexible and collaborative ways of learning. At the same time, we can also observe that the boundaries between formal, non-formal and informal learning are blurring. Digitalisation enables this development by allowing online courses to be provided in a more flexible manner and to promote peer-learning among learners with different backgrounds. At the European level, several initiatives have been launched in the past 15 years to support non-formal and informal learning, and to promote its validation and recognition. The European Qualification Framework, the Europass and the validation process scheme for non-formal and informal learning (identification, documentation, assessment, certification) can be mentioned here as significant milestones. To develop a vision of the future of non-formal and informal learning, this study identified major trends and drivers on different forms of learning. These trends were assessed by an online survey involving around 200 experts from different sectors and countries. Based on the outcome of their assessment, three scenarios and their corresponding implications for society, economy, education systems and policy have been developed and discussed.
Eine weitere Offnung der Universitaten in Richtung gesellschaftlicher Anspruchsgruppen ist ein Te... more Eine weitere Offnung der Universitaten in Richtung gesellschaftlicher Anspruchsgruppen ist ein Teil der Modernisierungsagenda im europaischen Hochschulraum. Diese Ambition wird oft mit dem Begriff der „dritten Mission“ uberschrieben. Dabei umfasst der Begriff mehr als das: Die dritte Mission bundelt alle Aktivitaten, die auserhalb des akademischen Umfelds die Interaktion mit anderen Zielgruppen fordert. Typische Bereiche der dritten Mission sind wissenschaftliche Weiterbildung, Technologietransfer und Innovation sowie das soziale Engagement der Universitat als Institution. Dieser Beitrag betrachtet die dritte Mission als eine Erweiterung der „klassischen“ Aufgaben der Universitat, stellt mogliche Aktivitaten dar und pladiert fur eine strategische und systematische Auseinandersetzung mit dem Thema. Der Beitrag mochte eine kritische Reflexion anregen, damit die dritte Mission zu einem echten integralen Bestandteil universitaren Handelns und Teil des an die Universitaten gestellten ges...
Risk management is "the formal process by which an organization establishes its risk managem... more Risk management is "the formal process by which an organization establishes its risk management goals and objectives, identifies and analyzes its risks, and selects and implements measures to address its risks in an organized fashion." Today's risk management process encompasses more than just insurance, work safety and health and legal liability management. It also includes an ongoing and complex process of evaluating and minimizing inherent, enduring organizational risks-in this case, those of the academic institution, students, community agencies, community members, and others involved in the service-learning experience. To avoid health and legal liability, risk management procedures need to be considered before starting any service-learning experience. This fact sheet provides background information and describes a systematic approach to establishing a safe, minimal risk environment for all participants: students, faculty, supervisors, transporters, community agenc...
Universities need new mechanisms that allow them to collaborate and interact more effectively and... more Universities need new mechanisms that allow them to collaborate and interact more effectively and efficienciently with their stakeholders, prepare employable students, and stimulate more entrepreneurship among them. In this new mode of knowledge production, the role of continuing education and lifelong learning has been increased as well. Especially in the highly competitive market of postgraduate education, such mechanisms are fundamental for institutional success. Danube University Krems is one of the pioneering institutions in Europe in the field of university-based advanced education, and is a specialized institution in the sector of lifelong learning. As an entrepreneurial university, it aligns the educational services and programme portfolios, with the needs of the market. This focus requires management and curriculum development approaches, which are able to create and support market-oriented programmes.
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Books by Attila Pausits
an international association for higher education
researchers, practitioners, students, managers, and
policymakers.
Papers by Attila Pausits
an international association for higher education
researchers, practitioners, students, managers, and
policymakers.