Effectiveness of Academic Institutional Models in Europe: University Instructor Perception Case Research from Bosnia and Herzegovina and France

Autor/inn/en	Goncharuk, Anatoliy G.; Cirella, Giuseppe T.
Titel	Effectiveness of Academic Institutional Models in Europe: University Instructor Perception Case Research from Bosnia and Herzegovina and France
Quelle	In: International Journal of Educational Management, 36 (2022) 5, S.836-853 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goncharuk, Anatoliy G.) ORCID (Cirella, Giuseppe T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-06-2021-0241
Schlagwörter	College Faculty; Teacher Attitudes; Scores; Cross Cultural Studies; Models; Teacher Evaluation; Knowledge Base for Teaching; Teacher Effectiveness; Foreign Countries; Barriers; Universities; Academic Freedom; Professional Autonomy; Creativity; Moral Values; Faculty Mobility; Overseas Employment; Comparative Education; Likert Scales; Bosnia and Herzegovina; France (Paris) + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Cultural comparison; Kulturvergleich; Analogiemodell; Teacher appraisal; Lehrerbeurteilung; Teaching theory; Theory of teaching; Unterrichtstheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; University; Universität; Akademische Freiheit; Berufsfreiheit; Kreativität; Moral value; Ethischer Wert; Auslandstätigkeit; Vergleichende Erziehungswissenschaft; Likert-Skala; Bosnia-Herzegovina; Bosnien-Herzegowina
Abstract	Purpose: The aim of this study is to explore the perception of existing academic institutional models through the lens of individual university teacher assessment scores and add knowledge base to the root causes of the effectiveness level of higher educational models between Eastern and Western European universities. The research utilizes higher education instructor performance by exploring positive and negative outcomes from both models. Design/methodology/approach: This mixed methods study is based on 195 questionnaires in conjunction with 42 in-depth interviews of early-stage university teachers, associate professors, and senior university instructors (i.e. full professors) from the University of Banja Luka (UBL), Banja Luka, Bosnia and Herzegovina and Paris Diderot University (UP7), Paris, France. Key performance indicators are calculated in piecing together the existing institutional models to elucidate the opportunities and challenges university instructors face at these institutions. A scoping literature review that examined an East-West European divide was also conducted to add weight to the research. Findings: Results indicate the UBL model is considered mostly ineffective while the UP7 model showed signs of ineffectiveness. An East-West divide that exists in European universities was deduced through additional literature, and cohesion-based practices may be needed to truncate model differences as a result of the East's lack of academic freedom. Originality/value: The research demonstrated important recommendations for academic institutional models by immediately signaling a need to open up the level of creativity of their instructors (i.e. the idea that university teaching is a creative profession that requisites a certain level of academic freedom). The research examined university concern -- morally and financially -- and weighed in on university instructors' options of abandoning university instructors' workplace in search of working in a prosperous Western country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01