From Actors to Reforms in European Higher Education: A Festschrift for Pavel Zgaga (Higher Education Dynamics, 58)

Contents
About the Editor
Chapter 1: Introduction: From Actors to Reforms in European Higher Education
	1.1 Reforming European Higher Education
		1.1.1 Contributions in this Volume
		1.1.2 Reforming European Higher Education
		1.1.3 Global Challenges to Higher Education Reforms
		1.1.4 Social dimension in Higher Education and Democracy
		1.1.5 Teachers and Teacher Education, Academics, and Academic Profession
	1.2 Conclusion
	Bibliography
Chapter 2: Pavel Zgaga: Actor in Reforms of Higher Education
	2.1 Introduction
	2.2 Early Education and University Studies
	2.3 Agency Aimed at Substantial Change in Higher Education
		2.3.1 Intervention and Engagement No. 1
		2.3.2 Intervention and Engagement No. 2
		2.3.3 Intervention and Engagement No. 3
		2.3.4 Intervention and Engagement No. 4
	2.4 Conclusion
	References
Part I: Reforming European Higher Education
	Chapter 3: The Silent Treks of Transformative Thinkers and Successful Reformers in Higher Education: A European Experience
		3.1 Introduction: The Silent Treks of Transformative Thinkers and Leaders in Higher Education
		3.2 Paradoxes of Memory in Higher Education
		3.3 Pavel Zgaga and the Silent Trek of a Successful Reformer in European Higher Education
		References
	Chapter 4: The Myth of Power: Governing Reform in the Bologna Process of Higher Education
		4.1 Introduction
		4.2 Matching Aims and Objectives and the Governing Model
		4.3 What Theory Tells Us
		4.4 Conditions for Change
		4.5 Derailed or Late Arrival?
		4.6 Balance of Power
		4.7 Conclusion
		References
	Chapter 5: From the EHEA to the EEA: Renewed State-Making Ambitions in the Regional Governance of Education in Europe
		5.1 Introduction
		5.2 Locating Bologna in the European Regional Project
		5.3 History and Politics Matter
		5.4 Enter the Bologna Process
		5.5 Building the Region Within and Without
		5.6 The 2008 Financial Crisis, Authoritarian Populism and Neo-nationalisms
		5.7 Final Note
		References
	Chapter 6: Pavel Zgaga and Bologna Actors: Policymaking on the External Dimension and the Bologna Policy Forum, 2003–2009
		6.1 Introduction
		6.2 The BFUG Defined
		6.3 Assembling Ideas
		6.4 Developing a Strategy
		6.5 Creating an Instrument
		6.6 Legitimating a Decision
		6.7 Actorhood in Practice and Theory
		6.8 Concluding Remarks
		Annex 1
			WG External Dimension Members 2005–2007
			WG Global Setting Membership 2007–2009
		References
	Chapter 7: Cooperation in Higher Education Before and Beside the European Higher Education Area: Slovenia and Austria
		7.1 Introduction
		7.2 Internationalisation, Europeanisation, Globalisation
		7.3 Bilateral Cooperation Slovenia: Austria
			7.3.1 Government Level: Agreements on Cooperation in Culture, Education and Science, on Scientific and Technological Cooperation, on the Mutual Recognition of Certificates and Studies
			7.3.2 Institutional Level: University Cooperations and Academic Mobility
		7.4 Cooperation in Central and Eastern Europe
		7.5 Conclusion
		References
	Chapter 8: Higher Education in Two Countries from ex-Yugoslav Federation: 30 Years of Constitutional Embracement
		8.1 Introduction
		8.2 University Autonomy and Academic Freedom in the Constitutions Worldwide
		8.3 Historical View: Autonomy as a Grace or as a Common Value
		8.4 Thirty Transitional Years: Where Are Universities of Transitional Europe?
		8.5 University Autonomy; Divisible Category?
		8.6 Concluding Remarks
		References
Part II: Global Challenges to Higher Education Reforms
	Chapter 9: Actors and Actorhood in Higher Education Regionalisms
		9.1 Introduction
		9.2 Pavel Zgaga and the External Dimension of Bologna Process
		9.3 Higher Education Regionalism and the External Dimension of the Bologna Process
		9.4 Higher Education Inter-Regionalism: The Case of SHARE
		9.5 Some Reflections: Pavel Zgaga in Southeast Asia
		References
	Chapter 10: Agents of Global Competition in the International Student Market
		10.1 Introduction
		10.2 Meaning-Making and Global Events
		10.3 Methodological Notes
		10.4 A Variety of Motivations and Strategies
		10.5 Universities and States as Competitive Agents
		10.6 Social Relations at NAFSA
		10.7 Private Actors at NAFSA and Resectoralising Higher Education
		10.8 Conclusion
		References
	Chapter 11: The Diffusion of Higher Education Reforms from the Global North. The Case of Sub-Saharan Africa
		11.1 Introduction
		11.2 African Higher Education: Colonial Influences
		11.3 African Higher Education Reforms: The Influences of the Bologna Process
			11.3.1 Harmonization Strategy in Africa
			11.3.2 Quality Assurance Mechanism and Accreditation in Africa
		11.4 Conclusion
		References
	Chapter 12: Reforms in Quality Assurance: A Response to Recent Challenges in a Transforming Higher Education Sector
		12.1 Introduction
		12.2 Global Trends in Higher Education
		12.3 Internationalizing Quality Assurance: Emergence of a Global Model
		12.4 Student-Centered Approaches: Assessment of Learning Outcomes
		12.5 Quality Assurance of Internationalization
		12.6 Quality Assurance and Open and Distance Learning
		12.7 QA of Digital Shorter Courses
		12.8 Quality Assurance and Social Engagement
		12.9 Conclusion
		References
	Chapter 13: Higher Education in Europe in the Context of Global Developments
		13.1 Introduction
		13.2 Globalisation and Europeanisation in Higher Education
			13.2.1 Migration
			13.2.2 Academic Freedom
			13.2.3 Increasing Marketization
			13.2.4 Competition and Rankings
			13.2.5 European Forms of Higher Education Cooperation
			13.2.6 Higher Education in Times of the Corona Pandemic
		13.3 Conclusions
		References
Part III: Social Dimension in Higher Education and Democracy
	Chapter 14: Unpacking the Social Dimension of Universities
		14.1 Introduction
		14.2 Widening Participation and Fair Access
		14.3 Free Higher Education – Or Fees?
		14.4 The Social Responsibilities of Universities
		14.5 Conclusion
		References
	Chapter 15: Tuition Fees and University Reforms
		15.1 Introduction
		15.2 Tuition Fees as a Social Injustice
		15.3 Tuition Fees as a Violation of Human Rights
		15.4 Tuition Fees in Relation to Justice and Equity
		15.5 Concluding Remarks
		References
	Chapter 16: The Democratic Role and Public Responsibility of Higher Education and Science
		16.1 Introduction
		16.2 Higher Education, Knowledge and Democratic Society
		16.3 Knowledge-Based Economy
		16.4 The Manifestation of the Democratic Role of Higher Education
		16.5 Institutional Sphere, Contestations and Tensions
		16.6 Final Reflections
		References
	Chapter 17: Education for Democracy: Balancing Intellectual Rigor and Political Action
		17.1 Introduction
		17.2 Why Education?
		17.3 Democracy: Institutions, Laws – And Then What?
		17.4 Competences for Democratic Culture
		17.5 Conclusion
		References
Part IV: Teachers and Teacher Education, Academics and Academic Profession
	Chapter 18: Teacher Education as Part of Higher Education: The Mission and Challenges
		18.1 Introduction
		18.2 Higher Education Facing New Demands
		18.3 Teacher Education in the Middle of Many Dependencies
			18.3.1 Demands to Revise Teacher Education Programs in Higher Education
			18.3.2 The Role of Research Studies—Leading to Professionalism
			18.3.3 Teacher Education’s Mission in Society
		18.4 Conclusions
		References
	Chapter 19: The Transformative Potential of Doctoral Networks in Teacher Education: A European Perspective
		19.1 Introduction
		19.2 Towards a Model of Transformational Change Processes in Teacher Education
		19.3 Transformation at the Institutional Level
		19.4 Transformation at the Individual and Professional Levels
		19.5 Conclusion and Future Perspectives
		References
	Chapter 20: Academics, Neo-liberalism and English Higher Education: Decline and Fall
		20.1 Introduction
		20.2 Neo-liberal Higher Education
		20.3 Academic Complicity
		20.4 Conclusion
		References
	Chapter 21: Global Vertical Stratification of Institutions and the Academic Profession: The Role of Research in Future High Participation Environments
		21.1 Introduction
		21.2 What Do High Participation Systems Mean?
		21.3 Higher Education Futures and Academic Profession Futures
		21.4 The Concentration of Research: Institutions and Individuals
		21.5 The Top 1000 Universities
		21.6 The Teaching-Focused Sub-sector of Higher Education
		21.7 The Vertical Stratification of National Higher Education Systems
		21.8 Positional Goods and Social Congestion
		21.9 Final Words
		References
	Chapter 22: Impact of Internationalisation Strategies on Academics’ International Research Activities – Case Study of the Three HE Peripheries: Slovenia, Croatia and Lithuania
		22.1 Introduction
			22.1.1 Literature Review
		22.2 Methods
			22.2.1 Data
			22.2.2 Measures and Covariates
			22.2.3 Data Analysis
		22.3 Results
			22.3.1 Characteristics of the Samples
			22.3.2 Institutional Focus on Research Excellence
			22.3.3 Institutional Focus on Internationalisation
			22.3.4 International Research Activities
		22.4 Discussion and Conclusions
		Appendix
			Factor Analysis (Table 22.7)
			Cronbach Alpha Reliability Test (Tables 22.8 and 22.9)
		References
Index