Higher Education Research: A Compilation of Journals and Abstracts 2014 Alexandra Hertwig

318 Pages·2016·5.38 MB·English

Higher Education Research:
A Compilation of Journals
and Abstracts 2014
Alexandra Hertwig
in collaboration with
Sandra Baumann- Hey
International Centre for Higher
Education Research Kassel
Universität Kassel
Kassel 2016
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INCHER-Kassel: Higher Education Research – A Compilation of
Journals and Abstracts 2014
This compilation contains 25 pertinent, mainly international academic journals, article titles,
authors and abstracts from the interdisciplinary field of higher education research published
in 2014. It continues and updates the Compilation of Journals and Abstracts 2013 and follows
the same structure. The collection ranges from decidedly higher education research to
sociological, organizational, labor-market-focused, theoretical and empirical contributions to
higher education research. This selection is provided by the library and research information
services at the International Centre for Higher Education Research (INCHER-Kassel), University
of Kassel, and is recommended as a useful information and research tool.
Guideline
The journals are listed in alphabetical order. General webpages and internet presence are
linked on the first page of each journal, as well as electronic access options in Germany
(primarily via national licences funded by DFG, DFG-Nationallizenz) and at INCHER-Kassel (as
of October 2015).
Within the sections belonging to each journal articles are sorted by author in alphabetical
order. For each article full bibliography, Digital Object Identifier (DOI) and abstract (adopted
from publisher) are provided. Academic articles and reviews as well as retractions are
enclosed. General editorials or forewords are neglected due to supposedly nominal
significance for substantial, in-depth research output.
Comments and suggestions for improvements for further editions of the Compilation are
most welcome. Please contact: [email protected]
Example of the structure of records (as explained above):
General Internet Presence  

(as of October 2015) 

Comparative Education (49) 2013

http://www.jstor.org/action/showPublication?journalCode=compeduc&

http://www.tandfonline.com/loi/cced20#.VVCFwJPj9Xk 
Journal Title, Volume 

DFG-Nationallizenz Vol. 1 (1964) – 36 (2000) | Full access & prints available at
INCHER-Kassel

Access 
  Alexiadou, Nafsika; van de Bunt-Kokhuis, Sylvia (2013): Options 
Policy Space and the Governance of Education:

Transnational Influences on Institutions and Identities

in the Netherlands and the UK.
  In: Comparative Education 49 (3), S. 344–360. DOI:
Contents
Comparative Education (50) 2014……………… ............................................................................................................................... …1
Comparative Education Review (58) 2014 ..................................................................................................................................... 14
European Journal of Education (49) 2014 ..................................................................................................................................... .28
European Journal of Higher Education (4) 2014 .................................................................................................................... ….42
Higher Education (67) 2014 ................................................................................................................................................................ .51
Higher Education (68) 2014 ............................................................................................................................................................... ..71
Higher Education Policy (27) 2014 ................................................................................................................................................ …94
Higher Education Quarterly (68) 2014… .................................................................................................................................. ….103
Innovative Higher Education (39) 2014 ........................................................................................................................................ 111
Internationalisation of Higher Education. An EAIE Handbook (2014) ............................................................................. 120
Journal for Labour Market Research (47) 2014 ........................................................................................................................ .125
Journal of Diversity in Higher Education (7) 2014 .................................................................................................................. .137
Journal of Higher Education Policy and Management (36) 2014 ................................................................................... …144
Journal of Higher Education, The (85) 2014…. .......................................................................................................................... 160
Journal of Research in International Education (13) 2014 .................................................................................................... 170
Journal of Studies in International Education (18) 2014 ....................................................................................................... 176
Journal of the European Higher Education Area (2014) ........................................................................................................ 185
Minerva (52) 2014 ................................................................................................................................................................................ .192
Organization Studies (35) 2014…. ................................................................................................................................................. .199
Perspectives. Policy and Practice in Higher Education (18) 2014 .................................................................................. ….224
Quality in Higher Education (20) 2014 ................................................................................................................................... …..231
Research Evaluation (23) 2014 ....................................................................................................................................................... ..237
Research in Higher Education (55) 2014… ................................................................................................................................. .247
Review of Higher Education, The (37/38) 2014… ..................................................................................................................... 258
Studies in Higher Education (39) 2014… ..................................................................................................................................... 268
Tertiary Education and Management (20) 2014 .................................................................................................................... …306

Comparative Education (50) 2014
Comparative Education (50) 2014
http://www.jstor.org/action/showPublication?journalCode=compeduc&
http://www.tandfonline.com/loi/cced20#.VVCFwJPj9Xk
DFG-Nationallizenz Vol. 1 (1964) – 36 (2000) | Full access & prints available at INCHER-Kassel
Alhamdan, Bandar; Al-Saadi, Khalid; Baroutsis, Aspa; Du Plessis, Anna; Hamid, Obaidul M.; Honan, Eileen
(2014):
Media representation of teachers across five countries.
In: Comparative Education 50 (4), S. 490–505. DOI: 10.1080/03050068.2013.853476.
Abstract:
This paper reports on an investigation into the representation of teachers in newspapers in five countries. An
innovative methodology was used to develop a method of inquiry that supports a deeper understanding of
media representations of teachers which can also be used by other researchers in comparative education. The
paper explores relevant literature on teachers' work and media studies, and describes the decisions made
about the selection of newspapers from the five countries and the analytical framework. Central to the project
was the development of an analytic framework which we applied to our analysis of the media data collected
from the five countries. The process revealed the construction of four categories of teacher identity: the caring
practitioner; the transparent (un)professional; the moral and social role model; and the transformative
intellectual. The aim was not to generalise categories but to offer them as they were found in newspapers
during this time frame. The data analysis demonstrates the applicability of the innovative methodology while
the project also contributes to locally translated understandings of teacher representations. The paper
concludes with a reflection on the effectiveness of the methodology for comparative research.
Auld, Euan; Morris, Paul (2014):
Comparative education, the ‘New Paradigm’ and policy borrowing: constructing
knowledge for educational reform.
In: Comparative Education 50 (2), S. 129–155. DOI: 10.1080/03050068.2013.826497.
Abstract:
Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the
transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing
has been serviced by an influential intermediary network, which uses international data banks to compare
education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has
been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued,
this has largely focused on its deviation from the norms of academic comparative education. This article
explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to
overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of
the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and
language and presentation of four of its influential publications.
Bradbury, Alice (2014):
Early childhood assessment: observation, teacher ‘knowledge’ and the production of
attainment data in early years settings.
In: Comparative Education 50 (3), S. 322–339. DOI: 10.1080/03050068.2014.921371.

INCHER-Kassel: Higher Education Research – A Compilation of Journals and Abstracts 2014 1
Comparative Education (50) 2014
Abstract:
Since 2003 children in England have been formally assessed at the age of 5 after their first year in school, and
their numerical scores reported to parents and analysed at school and national levels. The use of statutory
assessment for this age group is unique in the UK, where other regions use less formal methods of
assessment. It is also unusual internationally. This paper examines the peculiarity of this assessment system,
the Early Years Foundation Stage Profile, using data from two ethnographic case studies of classrooms of four-
and five-year-old children in London. The study revealed tensions between the construction of teachers'
knowledge, their ambivalence in relation to the numerical data they report, and the use of the data for school
accountability purposes. Alternative methods of assessing this age group in other parts of the UK are used to
consider the implications of the production of numerical assessment data in early childhood education.
Cowen, Robert (2014):
Comparative education: stones, silences, and siren songs.
In: Comparative Education 50 (1), S. 3–14. DOI: 10.1080/03050068.2013.871834.
Abstract:
This article tries to look forward and backward simultaneously – the normal uncomfortable perspective used
within articles written for anniversary issues. The theme of the paper is the need for some academic
housekeeping. The main motif is that ‘comparative education’ does not have an essential identity but that
earlier debates which struggled to assert one have left a number of blockages to rethinking comparative
education. This academic rubble needs clearing away. The second much briefer motif emphasises our current
‘siren songs’ – the voices of attraction which beckon us forward academically – and how they can be
harmonised. There is a last short anxiety fit and a brief discussion of ‘visions’; but there is no conclusion. The
article is supposed to clear things out and open things up; not close them down.
Cowen, Robert (2014):
International educational governance, edited by S. K. Amos, Bingley, UK, Emerald,
2010, ISBN 9780857243034 / Building the knowledge economy in Europe: new
constellations in European research and higher education governance, edited by M.-
H. Chou and Å. Gornitzka, Cheltenham, UK and Northampton, MA, USA, Edward
Elgar, 2014, ISBN 9781782545286 / World yearbook of education 2014 Governing
knowledge: comparison, knowledge-based technologies and expertise in the
regulation of education, edited by T. Fenwick, E. Mangez, and J. Ozga, London and
New York, Routledge, 2014, ISBN 9780415828734.
[Review]. In: Comparative Education 50 (4), S. 511–514. DOI: 10.1080/03050068.2014.950827.
Abstract:
All of these books are being brought out within a series – the Amos volume is Volume 12 within a set called
‘International Perspectives on Education and Society’; the Chou and Gornitzka book is inside a set of texts
addressing ‘New Horizons in European Politics’; and the Fenwick, Mangez, and Ozga volume is part of the
trajectory of the longestablished World Yearbooks of Education. [...]
Cowen, Robert (2014):
Ways of knowing, outcomes and ‘comparative education’: be careful what you pray
for.
In: Comparative Education 50 (3), S. 282–301. DOI: 10.1080/03050068.2014.921370.
INCHER-Kassel: Higher Education Research – A Compilation of Journals and Abstracts 2014 2
Comparative Education (50) 2014
Abstract:
Comparative education as a field of study in universities (and ‘comparative education’ as practised by
nineteenth-century administrators of education in Canada, England, France and the USA) has always
addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and
institutions and policies from one place to another. The first very explicit statement of this way of thinking
about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in
terms of the expectation that if comparative education used carefully collected data, it would become a
science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the
careful measurement of educational processes and product, have provided us with hard data and these data
are being used within the expectation that successful transfer (of educational principles and policies and
practices from one place to another) can now take place. A transferable technology exists. This article argues
that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking
in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another
couple of hundred years before it can approximate to being a science of successful social and educational
predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which
the epistemology of the field of study (academic comparative education) is always embedded in the politics of
both domestic educational reform and international political relations – to the point where research in the
field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and
‘why’ of that and what has been forgotten and what has not yet been noticed.
Crossley, Michael (2014):
Global league tables, big data and the international transfer of educational research
modalities.
In: Comparative Education 50 (1), S. 15–26. DOI: 10.1080/03050068.2013.871438.
Abstract:
The international transfer of educational policy and practice has long been a key theme in comparative
research and scholarship. Recent years have seen renewed attention to the processes of international policy
transfer, with new understandings emerging from innovative theorising and analysis. This article examines the
nature and implications of such work, explores the potential for further theoretical and methodological
advances, and considers why and how future comparative research might engage in: critical analyses of the
use of findings derived from international comparisons of performance and achievement; socio-cultural
contributions to the emerging ‘big data’ debate; and empirically grounded studies of the international transfer
of educational research and evaluation modalities.
Crossley, Michael (2014):
The rise of data in education systems: collection, visualisation and use edited by
Martin Lawn, Oxford, Symposium Books, 2013, 160 pp., US$56.00 (paperback), ISBN
978-1-873927-32-8.
[Review]. In: Comparative Education 50 (2), S. 249–250. DOI: 10.1080/03050068.2014.884824.
Elliott, Julian G. (2014):
Lessons from abroad: whatever happened to pedagogy?
In: Comparative Education 50 (1), S. 27–44. DOI: 10.1080/03050068.2013.871835.
Abstract:
This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it
focuses upon policymakers’ attempts to: (a) import interactive whole class teaching approaches to the UK
INCHER-Kassel: Higher Education Research – A Compilation of Journals and Abstracts 2014 3
Comparative Education (50) 2014
(and, to a lesser extent, the US); and (b) export learner-centred pedagogies, largely derived from Anglo-
American theorising and practice, to industrialised and developing countries that often vary greatly in
educational performance. The paper explains why such initiatives have largely proven ineffective, yet notes
that while UK policymakers have largely moved away from pedagogic concerns to issues of teacher quality
and expectation, learner-centred approaches continue to be proffered as a solution to the educational
problems of many traditional societies. Finally, the paper concludes by emphasising student academic
motivation and engagement, rather than specific pedagogic practices, as key to the differential performance
of industrialised countries in international comparisons.
Erkkilä, Tero; Piironen, Ossi (2014):
Shifting fundaments of European higher education governance: competition,
ranking, autonomy and accountability.
In: Comparative Education 50 (2), S. 177–191. DOI: 10.1080/03050068.2013.807643.
Abstract:
In the present study we provide an interpretation of a general narrative of transnational governance of higher
education. All the elements of the narrative – competition, ranking autonomy and accountability – are visibly
present in contemporary higher education policy agenda. We examine these not as separate ideas and
practices but as an interlinked whole, bringing an amount of coherence to transnational governance of higher
education in Europe. All the elements, as they are currently represented in policy statements by the European
higher education establishment, are premised on social atomist ontology and ideology of competition.
Consequently, drawing on textual evidence we argue that the recent trend for increasing universities'
institutional autonomy and accountability has been justified by reference to competitive logic, which, in turn,
has been strengthened by the practice of comparative ranking. The article contributes to diagnosing potential
misconceptions that frame the current higher education policy-making in Europe.
Figueiredo-Cowen, Maria C. M. de (2014):
Paulo Freire & the cold war politics of literacy, by Andrew J. Kirkendall, Chapel Hill,
The University of North Carolina Press, 2010, 246 pp., US$ 34.95 (hardback), ISBN
978-08078-3419-0.
[Review]. In: Comparative Education 50 (2), S. 250–252. DOI: 10.1080/03050068.2013.826498.
Goldstein, Harvey; Moss, Gemma (2014):
Knowledge and numbers in education.
[Editorial]. In: Comparative Education 50 (3), S. 259–265. DOI: 10.1080/14681366.2014.926138.
Abstract:
This special issue takes as its core theme the relationship between knowledge and numbers in education, with
a particular emphasis on the diverse forms of knowledge that emerge from the collection and use of
numerical data within education, and the knowledge communities they help create who understand, analyse
and respond to the data in different ways. [...]
This special issue sets out to explore this dynamic at work by reviewing the formation, interpretation and use
of statistical data in a range of different settings where judgements about the quality of literacy and education
are formed. The papers have been developed from the standpoint of different disciplinary traditions which
consider statistical data through the lens of their field’s particular interests, methods and analytic concerns,
shaped by their longer institutional and discursive histories (Manzon 2009). [...]
INCHER-Kassel: Higher Education Research – A Compilation of Journals and Abstracts 2014 4