Does Vertical University Stratification Foster or Hinder Academics' Societal Engagement? Findings from Canada, Germany, Kazakhstan, and Russia

Autor/inn/en	Schneijderberg, Christian; Götze, Nicolai; Jones, Glen A.; Bilyalov, Darkhan; Panova, Anna; Stephenson, Grace Karram; Yudkevich, Maria
Titel	Does Vertical University Stratification Foster or Hinder Academics' Societal Engagement? Findings from Canada, Germany, Kazakhstan, and Russia
Quelle	In: Higher Education Policy, 34 (2021) 1, S.66-87 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneijderberg, Christian) ORCID (Götze, Nicolai) ORCID (Jones, Glen A.) ORCID (Bilyalov, Darkhan) ORCID (Panova, Anna) ORCID (Yudkevich, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/s41307-020-00219-5
Schlagwörter	Foreign Countries; Comparative Education; Research Universities; Power Structure; College Administration; Administrative Organization; Models; Correlation; Reputation; Canada; Germany; Kazakhstan; Russia + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Forschungseinrichtung; College administrators; Hochschulverwaltung; Analogiemodell; Korrelation; Kanada; Deutschland; Kasachstan; Russland
Abstract	This article investigates whether the level of academics' societal engagement (ASE) is higher or lower at universities with leading research university (LRU) status compared with institutions at lower status levels within vertically stratified systems. In a theory-based purposeful sampling, we studied the correlation of LRU-status and ASE in Canada and Germany (intra-academic competition-based status model) and Kazakhstan and Russia (state-assigned status model). In Canada and Germany, universities have self-organized LRU-status groupings, such as the U15. In Kazakhstan and Russia, the National Universities' LRU-status was assigned by the state. In Russia and Germany, Excellence Initiatives blur status-assignation models. Survey data is provided by the cross-country study "Academic Profession in Knowledge Society (APIKS)". We find that techno-commercial ASE is only positively correlated with LRU-status in countries with state-assigned status groupings. Dissemination ASE is not correlated to LRU-status. Negative correlations between dissemination ASE and LRU-status are found in Canada. The results show that societal recognition (captured by industry, ministry, etc. grants) and LRU-status run in parallel in Russia and in Kazakhstan. In comparison with Russia, societal recognition is a distinct mechanism in Germany, which is not triggered by LRU-status. In Canada, ASE is mainly correlated with individual (status) determinants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01