A Generational Divide in the Academic Profession: A Mixed Quantitative and Qualitative Approach to the Polish Case

Autor/in	Kwiek, Marek
Titel	A Generational Divide in the Academic Profession: A Mixed Quantitative and Qualitative Approach to the Polish Case
Quelle	In: European Educational Research Journal, 16 (2017) 5, S.645-669 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116689684
Schlagwörter	Higher Education; Educational Change; Foreign Countries; College Faculty; Mixed Methods Research; Age Differences; Social Change; Comparative Analysis; Scholarship; Teacher Attitudes; Interviews; Qualitative Research; Governance; Academic Rank (Professional); Conflict; Statistical Analysis; Comparative Education; Research Methodology; Poland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Ausland; Fakultät; Age; Difference; Age difference; Altersunterschied; Sozialer Wandel; Scholarships; Stipendium; Lehrerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Konflikt; Statistische Analyse; Vergleichende Erziehungswissenschaft; Research method; Forschungsmethode; Polen
Abstract	In a recently changing Polish academic environment--following the large-scale higher education reforms of 2009-2012--different academic generations have to cope with different challenges. Polish academics have been strongly divided generationally, not only in terms of what they think and how they work but also in terms of what is academically expected from them following the reforms. This article explores intra-national cross-generational differences based on a combination of quantitative (surveys, N = 3704) and qualitative (interviews, N = 60) primary empirical evidence used according to the mixed-methods approach methodology and its "sequential" research design. This article explores the major dimensions of the intergenerational divide between younger and older academic generations (and how they are related to both post-1989 developments and recent reforms). It shows the power of research at a micro-level of individuals, complementing the traditional research at aggregated institutional and national levels. Implications for Central European systems are shown. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01