From Apprentice to Agenda-Setter: Comparative Analysis of the Influence of Contract Conditions on Roles in the Scientific Community

Autor/in	Höhle, Ester
Titel	From Apprentice to Agenda-Setter: Comparative Analysis of the Influence of Contract Conditions on Roles in the Scientific Community
Quelle	In: Studies in Higher Education, 40 (2015) 8, S.1423-1437 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1060704
Schlagwörter	Agenda Setting; Comparative Analysis; Influences; Contracts; Tenure; Teacher Leadership; Personnel Policy; Predictor Variables; Teacher Surveys; College Faculty; Teacher Responsibility; Teaching Load; Questionnaires; Career Development; Teacher Qualifications; Research Administration; Demography; Social Influences; Regression (Statistics); Organizational Development; Educational Practices; Comparative Education; Foreign Countries; Germany; Netherlands; Norway + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Vertrag; Amtszeit; Beschäftigungsdauer; Lehrerfunktionsstelle; Personalpolitik; Prädiktor; Fakultät; Lehrverpflichtung; Lehrdeputat; Fragebogen; Berufsentwicklung; Lehrqualifikation; Forschungsadministration; Demografie; Sozialer Einfluss; Regression; Regressionsanalyse; Organisationsentwicklung; Bildungspraxis; Vergleichende Erziehungswissenschaft; Ausland; Deutschland; Niederlande; Norwegen
Abstract	Academic career paths in Europe are heterogeneous, and the chances for early career researchers to become a permanent member of the academic profession differ from country to country. In some countries, the employment prospects are very insecure. It is asked whether contract conditions at universities influence the chance of taking over a mature role in management functions in the scientific community in Germany, the Netherlands and Norway. The concept of Laudel and Gläser about the organizational career and the community career is operationalized with comparative survey data. The analysis shows certain common predictors for all countries: academics not holding a PhD degree, as well as those spending the majority of time for teaching, have lower chances to perform management functions in the scientific community. Still, every country shows a different composition of predictors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01