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Svein Kyvik 《Higher Education Quarterly》2013,67(1):2-14
The purpose of this article is to examine the validity of perceptions by academic staff about their past and present workload and working hours. Retrospective assessments are compared with time‐series data. The data are drawn from four mail surveys among academic staff in Norwegian universities undertaken in the period 1982–2008. The findings show that many academic staff retrospectively perceive that expectations of their work and task performance have increased and hence that they now work longer hours. In contrast, when time‐ series data are used to measure changes in time use (on an aggregate level) no empirical evidence is found in support of this claim; instead, a slight decline in the average number of weekly working hours can be observed. Two possible reasons for this disparity are discussed. First, that heavier workloads do not necessarily imply that academic staff work longer hours. Second, that younger generations of academic staff may report fewer work hours than previous counterparts. 相似文献
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Researchers undertake a number of different research evaluation tasks, taking up a substantial part of their research time—estimated
to about one work month per year for a professor. This paper addresses the various evaluator roles and tasks researchers take
on, and the tensions they involve. How the research evaluator role may conflict with the researcher role and with societal
expectations is discussed, as well as the intrinsic tensions in peer review; including expertise vs. impartiality, evaluators
as neutral judges vs. exercise of power and influence, divergent peer assessments vs. the need for unanimous conclusions in
peer panels, peer review vs. increase in quantitative indicators, and accountability to society vs. peer review as preserving
the autonomy of science. The examination of these tensions provides insight in the political aspects of peer review, and a
basis for discussing an agenda for future studies on the role of peer evaluators. Major future challenges for peer review
concern how to meet demands for transparency and public accountability, and maintain academic autonomy. 相似文献
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Svein Kyvik 《Higher Education in Europe》2004,29(3):393-409
This article gives an overview and analysis of structural changes of higher education systems in Western Europe, and how the various countries have changed their systems over the last four decades. Emphasis is placed on the development of a non‐university higher education sector in most countries. The question to be discussed is the extent to which the various countries converge to a common structural model for the organization of higher education – either a binary system which is the most common model today, or a unified but hierarchical system as in the United Kingdom. 相似文献
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Terje?Bruen?OlsenEmail author Svein?Kyvik Elisabeth?Hovdhaugen 《Tertiary Education and Management》2005,11(4):299-316
This paper analyses the outcome of a reform of the academic career structure in Norway. From 1993 on, associate professors
can apply for promotion to full professorships on the basis of individual research competence irrespective of vacant professorships.
This has now become a more important way of attaining a full professorship than through competition with other applicants.
Only 30% of new professors are appointed the traditional way. The reform has led to a substantial increase in the number of
full professors in the university sector, from 37% of the tenured academic staff in 1991 to 47% in 2001. 相似文献
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In research universities, research time is often too scarce to satiate the wishes of all faculty and must be allocated according to guidelines and principles. We examine self-reported research hours for full-time faculty at research universities in 13 countries (Argentina, Australia, Brazil, Canada, China, Finland, Germany, Italy, Malaysia, Norway, UK, USA, and Hong Kong, a semi-autonomous special administrative region of China). We examine the level of variation in individual faculty research time and the factors associated with individual differences, including differences in: (a) university policy regarding the allocation of working time for research between individual faculty members, (b) individual motivation towards research, and (c) family commitments. Our results suggest that the factors associated with additional research time vary across countries, but individual motivation towards research (relative to teaching) is a significant in all countries. University policies towards research and the research status of individual faculty, are relatively weak predictors of individual research time, though stronger effects are generally found in English-speaking countries. Research hours typically decrease with age, but plateau or increase in the oldest cohorts. Family and gender are weak predictors of research time amongst full-time faculty. 相似文献
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This article discusses the advantages and disadvantages which a prolonged period at a foreign university, as part of his or her research training, offers the doctoral student. Despite increased interest in student mobility at the postgraduate level, little research on actual experiences of sojourns abroad among doctoral students has been conducted. The study shows that in general benefits far outweigh the problems related to such stays. Help with dissertation work, development of general research qualifications, and personal development are regarded as the most valuable experiences; whilst delays in work on a thesis, poor contact with professors at foreign institutions, and family and social problems seem to be the principal difficulties. A number of issues seem to inhibit the extension of foreign doctoral training among Nordic postgraduates: tensions and dilemmas within the research training programme, lack of time and funding, lack of motivation and internal support, nationally oriented theses, and family obligations. The study concludes that this kind of mobility is one means, albeit an important one, of enhancing the quality of doctoral training and stimulating young scholars' professional development. 相似文献
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Svein Kyvik 《Higher Education》1995,30(3):295-304
The aim of this article is to examine whether large university departments create better opportunities for research than small ones. The data are drawn from a questionnaire study among all faculty members of the rank of assistant professor or higher at Norway's four universities. There is no significant relationship between department size and productivity in scientific publishing. Furthermore, there is a tendency that faculty in the smallest departments are more content with the research environment than their colleagues in the largest departments. There are, however, large differences between fields of learning in this respect. 相似文献
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The merger of non-university colleges in Norway 总被引：6，自引：0，他引：6
Svein Kyvik 《Higher Education》2002,44(1):53-72
This article discusses the mergerof 98 vocationally-oriented colleges into 26state colleges in Norway. The mergers, whichtook place in 1994, have in many ways proved tobe a successful reform. The colleges now have more competent administration and professionalleadership, and they have become far morevisible and aquired a higher status. Still,several of the aims of the reform – to improveteaching and research and to make the collegesmore cost-effective – can so far not be saidto have been fulfilled. In addition, manyacademic staff feel that the new colleges havebecome bureaucratised, that the identity of theindividual vocational programmes have beenweakened, and they blame the reform for ageneral retrenchment in financial resources. 相似文献