By Dorothea Jansen, Insa Pruisken
This ebook analyses and describes the consequences of the reforms of the ecu technological know-how platforms on learn. Taking the multilevel governance of the technology process under consideration, the authors describe the consequences of the reforms on various features: examine collaborations and learn strains, PhD schooling, functionality profiles, examine investment and criminal elements. the 1st a part of the e-book bargains with “PhD schooling” from an financial point of view. How profitable are learn education teams and is heterogeneity relatively an element of good fortune? what sort of PhD schooling ends up in good fortune? the second one half specializes in the interactions of governance and study. How do alterations on the nationwide and organisational point impression learn cooperation, study traces and learn functionality? The 3rd half displays the Europeanisation and Internationalisation of study and learn investment. To what volume are learn collaborations turning into foreign? How is the function of ecu investment businesses altering?
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Additional resources for The Changing Governance of Higher Education and Research: Multilevel Perspectives (Higher Education Dynamics)
Oxford: Blackwell. Unger, B. (2010). Heterogenität und Performance von Forschernachwuchsgruppen. Eine Untersuchung am Beispiel von DFG-geförderten Graduiertenkollegs. München/Mering: Rainer Hampp. , & Backes-Gellner, U. (2010). The performance of German research training groups in different disciplinary fields: An empirical assessment. ), Governance and performance in the German public research sector. 93–106). Dordrecht: Springer. Whitley, R. (2000). ). Oxford: Oxford University Press. Chapter 3 Bringing Efficiency In?
Laboratory level evidence from a large European University. Research Policy, 33(8), 1081–1102. Deutsche Forschungsgemeinschaft (DFG). (2008). Jahresbericht 2008. Aufgaben und Ergebnisse. pdf. Accessed 15 Oct 2009. Deutsche Forschungsgemeinschaft (DFG). (2010). Homepage. id=GRK. Accessed 20 Oct 2010. , & van Hooydonk, G. (2000). Methods for accrediting publications to authors or countries: Consequences for evaluation studies. Journal of the American Society for Information Science, 51(2), 145–157.
A) Organisation and Structure of Supervision Comparing doctoral students inside and outside RTG we find that in both forms of doctoral training most students were still supervised by one professor only. In total, we do not find a broad institutionalisation of supervision teams inside the RTG. This aspect appears differently for the arts and humanities/social sciences and the doctoral students from engineering. In these disciplinary fields students inside the RTG were supervised by teams more often than students outside the RTG.