02296nas a2200229   4500008004100000245019600041210006900237260001500306300001100321490000700332520142200339653003701761653001601798653003801814653002001852653001701872653005001889100002001939700002101959700002101980856006502001       2021                        eng d00aAcademic’s societal engagement in binary higher education systems. A study on the effects of higher education type on the performance of societal engagement in Finland, Germany and Portugal0 aAcademic s societal engagement in binary higher education system  c15/01/2021  a88-1090 v343 a<p>This article aims to investigate whether national differences in the institutionalization of the binary divide between universities and Universities of Applied Sciences (UAS) lead to different outcomes in performing Academics’ Societal Engagement (ASE). Two institutional theory-based core differences of European binary higher education (HE) systems were used to select a theory-led purposeful sample: First, the sequence of UAS-institutionalization and ASE-policy emphasis and second the political drive for a practically oriented research drift. Based on the Finnish, German and Portuguese survey data provided by the cross-country study “Academic Profession in Knowledge Society,” three dimensions of ASE are derived: techno-commercial ASE, dissemination ASE and training-related ASE. These ASE-dimensions cover the diversity of ASE across different disciplinary fields. Survey results of the Finnish sample show that all three ASE-dimensions are more strongly performed by UAS-academics than by university-academics. In Germany, robust stronger correlations of research (productivity) and all three ASE-dimensions for UAS-academics, compared to university-academics, were observed. In Portugal, convergence of ASE performed by UAS-academics and university-academics was indicated. Thus, core country-differences in the institutionalization of ASE in binary HE-systems are reflected in the results.</p>
10aacademics’ societal engagement10aconvergence10aknowledge and technology transfer10apath dependency10auniversities10auniversities of applied sciences/polytechnics1 aGötze, Nicolai1 aCarvalho, Teresa1 aAarrevaara, Timo  uhttps://link.springer.com/article/10.1057/s41307-020-00222-w02238nas a2200265   4500008004100000245014900041210006900190260001500259300001200274490000700286520134300293653002501636653003701661653001501698653002201713653002001735100003001755700002201785700002101807700002001828700002101848700001801869700002001887856006501907       2021                        eng d00aAcademics’ Societal Engagement in the Humanities and Social Sciences: A Generational Perspective from Argentina, Germany, Portugal, and Sweden0 aAcademics Societal Engagement in the Humanities and Social Scien  c14/01/2021  a42–650 v343 a<p>Political discourse and policy reforms worldwide have highlighted the importance of promoting the knowledge economy by stimulating academics’ societal engagement (ASE). Such narratives partly aim at influencing academics’ attitudes and behaviors. Earlier work that has investigated such influence has tended to overlook the development in humanities and social science, and focused on science, technology, engineering, and mathematics fields. This paper contributes to filling this gap. Based on the assumption that academics’ views are, to a significant extent, shaped during their early years in academia, we investigate whether there are generational differences in attitudes to ASE. Four different higher education systems, including both Napoleonic and Humboldtian models, are investigated: Germany, Sweden, Portugal, and Argentina. Our analysis of the results of the international Academic Profession in the Knowledge Society survey reveals marked country-level differences in the way academics perceive the importance of ASE activities. Overall, there is no strong evidence that the current generation of HSS academics has very different attitudes to ASE than previous generations. We do, however, find indications that post-2006 academics are more likely to consider ASE activities from an instrumental perspective.</p>
10aacademic generations10aacademics’ societal engagement10ahumanities10aKnowledge economy10asocial sciences1 aSchneijderberg, Christian1 aBroström, Anders1 aCarvalho, Teresa1 aGeschwind, Lars1 aMarquina, Monica1 aMüller, Lars1 aReznik, Nicolas  uhttps://link.springer.com/article/10.1057/s41307-020-00218-6