Jeroen Huisman | Ghent University - Academia.edu

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Jeroen Huisman

Ghent University, Sociology, Faculty Member

Ghent University, Sociology, Faculty Member |

Higher Education Governance & Leadership

1,064 Followers | 71 Following | 40 Co-authors | —Total Views

Papers

It's more complex than it seems! Employing the concept of prosumption to grasp the heterogeneity and complexity of student roles in higher education

Higher Education, 2021

Much research has been done on students' role and position within higher education systems and in... more Much research has been done on students' role and position within higher education systems and institutions. Different concepts have been developed and employed to offer a thorough account of students' (shifting) ontological status. While they contribute to our understanding of the complexity of the students' experience, existing concepts might limit attempts to articulate an overarching perspective on students' multifaceted role(s). We contribute to the current debate by proposing the employment of the concept of prosumption-a combination of production and consumption-to develop a broad and nuanced account of the complexity and heterogeneity of students' role(s) and position(s) within higher education.

The emergence of the higher education research field (1976-2018): Preferential attachment, smallworldness and fragmentation in its collaboration networks

Higher Education, 2021

The field of higher education research is fast-growing, both in number of publications and in geo... more The field of higher education research is fast-growing, both in number of publications and in geographical reach. There is however limited evidence on how this growth in publication influences the structure of the underlying co-authorship network. This is important as structural network parameters can change quickly in a fast-growing network, leading to fundamental different network structures, e.g., in terms of hierarchy, fragmentation, and inequality. Ultimately, these network structures can influence the current and future innovation and knowledge production in the field. Empirically, we construct 34 different co-authorship networks of all authors published in 28 higher education journals listed in Web of Science between 1976 and 2018 and perform bibliometric network analyses. We find that the growth of publications and authors in the higher education research field leads to increased clustering among authors, creating a dense core of well-connected author clusters. At the same time, we observe an increasing inequality in the network. The co-authorship network is characterized by high fragmentation and reveals a coreperiphery structure. Our analysis shows that co-authorship is a selective process, driven by a Matthew effect based on previous publications. As a result, core authors are unlikely to co-author with newer, less established authors. Moreover, we also detect a growing inequality in the average impact of an article. We conclude the paper by discussing possible explanations and by offering some suggestions for future research.

Institution strategy in transnational higher education: Late entrants in mature markets - the case of international branch campuses in the UAE

Studies in Higher Education, forthcoming

Late entry into a market is an institution strategy that has been little researched in the contex... more Late entry into a market is an institution strategy that has been little researched in the context of higher education. The purpose of this research was to identify and analyse the different positioning and differentiation strategies adopted by late entry institutions to gain a
competitive advantage. The sample consisted of seven campuses established by foreign universities in the UAE between 2012 and 2018. Data were collected from sources freely available in the public domain, such as institution websites and promotional materials, as well as wider media coverage. Applying a content analysis procedure to institution websites, the results revealed that although the communicated identities and strategies adopted by institutions are largely homogeneous, they also implement a range of positioning and differentiation strategies. One of the strongest differentiation strategies appears not related to any part of the marketing mix but to the targeted market segment – specifically, targeting students of a specific nationality.

The Failure of Gender Equality Initiatives in academia: Exploring defensive institutional work in Flemish universities

by Jeroen Huisman, Jelle Mampaey, and Joost Luyckx

Gender & Society, 2020

Although a large number of studies have explored the main causes of gender inequality in academia... more Although a large number of studies have explored the main causes of gender inequality in academia, less attention has been given to the processes underlying the failure of gender equality initiatives to enhance gender representation, especially at the professorial level. We offer a critical discourse analysis of recently promulgated gender policy documents of the five Flemish universities, and demonstrate that defensive institutional work is a fundamental process underlying resistance to gender equality in the academic profession. That is, powerful organizational actors resist gender change by (un)intentionally deploying a combination of discursive strategies that legitimate what we describe as non–time-bound gender equality initiatives: The expected outcomes are undetermined in
time, and they delegitimate concrete, time-bound measures that define specific outcomes against well-defined deadlines. By explicitly bringing a temporal dimension into our analysis, we argue that defensive institutional work deflects questions regarding what
ought to be achieved when, and contributes to the slow pace of gender change in academia.

How satisfied are international students? The role of town, gown and motivations

Compare: A Journal of Comparative and International Education, 2021

A growing literature addresses the experiences of international students in higher education. How... more A growing literature addresses the experiences of international students in higher education. However, limited attention has been paid to how satisfied international students are with their educational experience (gown) and their non-educational experiences related to e.g. culture, transportation, administrative matters and housing (town). This paper presents findings from a study on 392 international students that have spent a period in one of the higher education institutions located in the city of Ghent, Belgium. We explore which socio-demographic variables and students’ motivations predict their overall satisfaction and satisfaction regarding specific dimensions: housing, culture/lifestyle, education and administration. The findings illustrate that financial security and academic motivation positively predict general satisfaction as well as all or most of the four specific dimensions of satisfaction. Socio-demographic variables hardly play a role, apart from religion and the difference between the home and host country’s level of educational development.

Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018

Higher Education, 2020

Parallel to the increasing level of maturity of the field of research on higher education, an inc... more Parallel to the increasing level of maturity of the field of research on higher education, an increasing number of scholarly works aims at synthesising and presenting overviews of the field. We identify three important pitfalls these previous studies struggle with, i.e. a limited scope, a lack of a content-related analysis, and/or a lack of an inductive approach. We take these limitations into account by analysing the abstracts of 16,928 articles on higher education between 1991 and 2018. To investigate this huge collection of texts, we apply topic models, which are a collection of automatic content analysis methods that allow to map the structure of large text data. After an in-depth discussion of the topics differentiated by our model, we study how these topics have evolved over time. In addition, we analyse which topics tend to co-occur in articles. This reveals remarkable gaps in the literature which provides interesting opportunities for future research. Furthermore, our analys...

On Cooperation and Competition: A Comparative Analysis of National Policies for Internationalisation of Higher Education in Seven Western European Countries

Journal of Studies in International Education, 2005

The focus of this article is on a comparison of the national policies for internationali-sation i... more

The impact of research and teaching evaluation at universities: comparing an Italian and a Dutch case

The future of English higher education: two scenarios on the changing landscape

(De)constructing power in higher education governance structures: an analysis of representation and roles in governing bodies

European Journal of Higher Education, 2012

The Travel of Ideas

Higher Education Policy, 2007

The use of the European Standards and Guidelines by national accreditation agencies and local review panels

Quality in Higher Education, 2020

In this explorative study, the translation perspective from organisational studies is taken to an... more In this explorative study, the translation perspective from organisational studies is taken to analyse how national accreditation agencies interpret the so-called European Standards and Guidelines (ESG) and adjust these to the domestic context. Additionally, the study investigates how review panels make use of the ESG vocabulary in their review reports. The empirical materials stem from a variety of 17 higher education institutions in Croatia, Estonia, Finland and Portugal. The findings illustrate the translation processes (copying and modification) taking place and reveal that particularly national quality assurance frameworks often deviate from the ESG. Review panels stay fairly close to the domestic frameworks.

Internal branding in higher education: Dialectical tensions underlying the discursive legitimation of a new brand of student diversity

by Jelle Mampaey, Jos Schijns, and Jeroen Huisman

Higher Education Research and Development, 2020

Most studies on branding in higher education focus on external branding or image-building towards... more Most studies on branding in higher education focus on external branding or image-building towards external stakeholders such as students. Internal branding is an underexplored topic, even though it should be considered as important as external branding. Internal branding is about achieving the necessary internal support for the external brand. Drawing on the theoretical concept of discursive legitimation, we explore the strategies that contribute to an internally supported new brand with student diversity as brand value. We conducted a case study of a Flemish university college that has (largely) succeeded in achieving internal support for its new external brand of student diversity. Analyzing the case from the perspective of Critical Discourse Analysis, we specifically zoomed in on the dialectical tensions underlying the discursive legitimation of this new brand. We identified three specific tensions, which illustrate the inherent complexity of the internal branding process: authorization as (dis)empowerment, normalization as (dis)empowerment and moralization as (dis)empowerment

The Bologna process in European and post-Soviet higher education: Institutional legacies and policy adoption

Innovation: The European Journal of Social Science Research

This paper addresses the puzzle of the unlikeliness of the implementation of elements of the Bolo... more This paper addresses the puzzle of the unlikeliness of the implementation of elements of the Bologna Process agenda in Europe and post-Soviet higher education systems. Following mainstream policy science theories, the policy initiative would be qualified as "prone to failure", but surprisingly many governments took up the challenge to develop regulations and guidelines and to change the structures of their higher education systems. Looking at the adoption of Bologna process elements in various countries-east and west-I will be able to point at factors that contribute to explaining why and to what extent countries engaged with the process and hence to contribute to the literature on Europeanisation and policy adoption.

Performance management fairness and burnout: Implications for organizational citizenship behaviors

Studies in Higher Education, 2019

Purpose – Drawing upon organizational justice theory, we examine how perceptions of performance m... more Purpose – Drawing upon organizational justice theory, we examine how perceptions of performance management fairness affect burnout and organizational citizenship behaviors among academic employees. Methods – Data from 532 academic employees from a university in Flanders (Belgium) was analyzed using structural equation modelling. Findings – Academic employees experience less burnout when performance management fairness is perceived as high. Performance management distributive and interactional fairness increase organizational citizenship behaviors by reducing burnout and supporting partial mediation. Implications – Higher education institutions should carefully design and implement performance management systems with fair outcomes, procedures and treatment of employees. Originality/value - Our findings stress the importance of fair performance management systems and offer new insights on how these systems affect employee outcomes.

From secondary to tertiary education in the Netherlands

by Jeroen Huisman and P. Boezerooy

Journal of Institutional Research, Jan 1, 2000

The need for E-Learning strategies: Higher education institutions and their responses to a changing environment

Tertiary Education and Management, Jan 1, 2007

Stakeholder perspectives on citation and peer-based rankings of higher education journals

by Stephen Wilkins and Jeroen Huisman

The purpose of this article is to identify and discuss the possible uses of higher education jour... more The purpose of this article is to identify and discuss the possible uses of higher education journal rankings and the associated advantages and disadvantages of using them. The research involved 40 individuals – such as lecturers, university managers, journal editors and publishers – who represented a range of stakeholders involved with the research of higher education. The respondents completed an online questionnaire that consisted mainly of open questions. Although the respondents indicating clear support or opposition to journal rankings were split about equally, over two-thirds of the respondents reported having used or referred to a journal ranking during the previous 12 months. This suggests wide acceptance of the use of journal rankings, despite the fact that the downsides and problematic nature of these rankings were clearly recognised. It raises the question why the very diverse field of higher education does not show more resistance against the rather homogenising instrument of journal rankings.

Mampaey, J., Huisman, J. & Seeber, M. (2015) Branding of Flemish higher education institutions: a strategic balance perspective, Higher Education Research and Development

by Jelle Mampaey and Jeroen Huisman

Higher Education Research & Development, 2015

Use your imagination: What UK universities want you to think of them

by Jeroen Huisman and Jelle Mampaey

Oxford Review of Education, 2018

In higher education research, theoretical approaches stressing isomorphism dominate the discourse... more In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions " behave " in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses – as expressions of the institutionsímages – we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005-2015). Using quantitative and qualitative content analysis, our findings show overall a fair amount of homogeneity of images across the universities. That said, younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images.

It's more complex than it seems! Employing the concept of prosumption to grasp the heterogeneity and complexity of student roles in higher education

Higher Education, 2021

Much research has been done on students' role and position within higher education systems and in... more Much research has been done on students' role and position within higher education systems and institutions. Different concepts have been developed and employed to offer a thorough account of students' (shifting) ontological status. While they contribute to our understanding of the complexity of the students' experience, existing concepts might limit attempts to articulate an overarching perspective on students' multifaceted role(s). We contribute to the current debate by proposing the employment of the concept of prosumption-a combination of production and consumption-to develop a broad and nuanced account of the complexity and heterogeneity of students' role(s) and position(s) within higher education.

The emergence of the higher education research field (1976-2018): Preferential attachment, smallworldness and fragmentation in its collaboration networks

Higher Education, 2021

The field of higher education research is fast-growing, both in number of publications and in geo... more The field of higher education research is fast-growing, both in number of publications and in geographical reach. There is however limited evidence on how this growth in publication influences the structure of the underlying co-authorship network. This is important as structural network parameters can change quickly in a fast-growing network, leading to fundamental different network structures, e.g., in terms of hierarchy, fragmentation, and inequality. Ultimately, these network structures can influence the current and future innovation and knowledge production in the field. Empirically, we construct 34 different co-authorship networks of all authors published in 28 higher education journals listed in Web of Science between 1976 and 2018 and perform bibliometric network analyses. We find that the growth of publications and authors in the higher education research field leads to increased clustering among authors, creating a dense core of well-connected author clusters. At the same time, we observe an increasing inequality in the network. The co-authorship network is characterized by high fragmentation and reveals a coreperiphery structure. Our analysis shows that co-authorship is a selective process, driven by a Matthew effect based on previous publications. As a result, core authors are unlikely to co-author with newer, less established authors. Moreover, we also detect a growing inequality in the average impact of an article. We conclude the paper by discussing possible explanations and by offering some suggestions for future research.

Institution strategy in transnational higher education: Late entrants in mature markets - the case of international branch campuses in the UAE

Studies in Higher Education, forthcoming

Late entry into a market is an institution strategy that has been little researched in the contex... more Late entry into a market is an institution strategy that has been little researched in the context of higher education. The purpose of this research was to identify and analyse the different positioning and differentiation strategies adopted by late entry institutions to gain a
competitive advantage. The sample consisted of seven campuses established by foreign universities in the UAE between 2012 and 2018. Data were collected from sources freely available in the public domain, such as institution websites and promotional materials, as well as wider media coverage. Applying a content analysis procedure to institution websites, the results revealed that although the communicated identities and strategies adopted by institutions are largely homogeneous, they also implement a range of positioning and differentiation strategies. One of the strongest differentiation strategies appears not related to any part of the marketing mix but to the targeted market segment – specifically, targeting students of a specific nationality.

The Failure of Gender Equality Initiatives in academia: Exploring defensive institutional work in Flemish universities

by Jeroen Huisman, Jelle Mampaey, and Joost Luyckx

Gender & Society, 2020

Although a large number of studies have explored the main causes of gender inequality in academia... more Although a large number of studies have explored the main causes of gender inequality in academia, less attention has been given to the processes underlying the failure of gender equality initiatives to enhance gender representation, especially at the professorial level. We offer a critical discourse analysis of recently promulgated gender policy documents of the five Flemish universities, and demonstrate that defensive institutional work is a fundamental process underlying resistance to gender equality in the academic profession. That is, powerful organizational actors resist gender change by (un)intentionally deploying a combination of discursive strategies that legitimate what we describe as non–time-bound gender equality initiatives: The expected outcomes are undetermined in
time, and they delegitimate concrete, time-bound measures that define specific outcomes against well-defined deadlines. By explicitly bringing a temporal dimension into our analysis, we argue that defensive institutional work deflects questions regarding what
ought to be achieved when, and contributes to the slow pace of gender change in academia.

How satisfied are international students? The role of town, gown and motivations

Compare: A Journal of Comparative and International Education, 2021

A growing literature addresses the experiences of international students in higher education. How... more A growing literature addresses the experiences of international students in higher education. However, limited attention has been paid to how satisfied international students are with their educational experience (gown) and their non-educational experiences related to e.g. culture, transportation, administrative matters and housing (town). This paper presents findings from a study on 392 international students that have spent a period in one of the higher education institutions located in the city of Ghent, Belgium. We explore which socio-demographic variables and students’ motivations predict their overall satisfaction and satisfaction regarding specific dimensions: housing, culture/lifestyle, education and administration. The findings illustrate that financial security and academic motivation positively predict general satisfaction as well as all or most of the four specific dimensions of satisfaction. Socio-demographic variables hardly play a role, apart from religion and the difference between the home and host country’s level of educational development.

Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018

Higher Education, 2020

Parallel to the increasing level of maturity of the field of research on higher education, an inc... more Parallel to the increasing level of maturity of the field of research on higher education, an increasing number of scholarly works aims at synthesising and presenting overviews of the field. We identify three important pitfalls these previous studies struggle with, i.e. a limited scope, a lack of a content-related analysis, and/or a lack of an inductive approach. We take these limitations into account by analysing the abstracts of 16,928 articles on higher education between 1991 and 2018. To investigate this huge collection of texts, we apply topic models, which are a collection of automatic content analysis methods that allow to map the structure of large text data. After an in-depth discussion of the topics differentiated by our model, we study how these topics have evolved over time. In addition, we analyse which topics tend to co-occur in articles. This reveals remarkable gaps in the literature which provides interesting opportunities for future research. Furthermore, our analys...

On Cooperation and Competition: A Comparative Analysis of National Policies for Internationalisation of Higher Education in Seven Western European Countries

Journal of Studies in International Education, 2005

The focus of this article is on a comparison of the national policies for internationali-sation i... more

The impact of research and teaching evaluation at universities: comparing an Italian and a Dutch case

The future of English higher education: two scenarios on the changing landscape

(De)constructing power in higher education governance structures: an analysis of representation and roles in governing bodies

European Journal of Higher Education, 2012

The Travel of Ideas

Higher Education Policy, 2007

The use of the European Standards and Guidelines by national accreditation agencies and local review panels

Quality in Higher Education, 2020

In this explorative study, the translation perspective from organisational studies is taken to an... more In this explorative study, the translation perspective from organisational studies is taken to analyse how national accreditation agencies interpret the so-called European Standards and Guidelines (ESG) and adjust these to the domestic context. Additionally, the study investigates how review panels make use of the ESG vocabulary in their review reports. The empirical materials stem from a variety of 17 higher education institutions in Croatia, Estonia, Finland and Portugal. The findings illustrate the translation processes (copying and modification) taking place and reveal that particularly national quality assurance frameworks often deviate from the ESG. Review panels stay fairly close to the domestic frameworks.

Internal branding in higher education: Dialectical tensions underlying the discursive legitimation of a new brand of student diversity

by Jelle Mampaey, Jos Schijns, and Jeroen Huisman

Higher Education Research and Development, 2020

Most studies on branding in higher education focus on external branding or image-building towards... more Most studies on branding in higher education focus on external branding or image-building towards external stakeholders such as students. Internal branding is an underexplored topic, even though it should be considered as important as external branding. Internal branding is about achieving the necessary internal support for the external brand. Drawing on the theoretical concept of discursive legitimation, we explore the strategies that contribute to an internally supported new brand with student diversity as brand value. We conducted a case study of a Flemish university college that has (largely) succeeded in achieving internal support for its new external brand of student diversity. Analyzing the case from the perspective of Critical Discourse Analysis, we specifically zoomed in on the dialectical tensions underlying the discursive legitimation of this new brand. We identified three specific tensions, which illustrate the inherent complexity of the internal branding process: authorization as (dis)empowerment, normalization as (dis)empowerment and moralization as (dis)empowerment

The Bologna process in European and post-Soviet higher education: Institutional legacies and policy adoption

Innovation: The European Journal of Social Science Research

This paper addresses the puzzle of the unlikeliness of the implementation of elements of the Bolo... more This paper addresses the puzzle of the unlikeliness of the implementation of elements of the Bologna Process agenda in Europe and post-Soviet higher education systems. Following mainstream policy science theories, the policy initiative would be qualified as "prone to failure", but surprisingly many governments took up the challenge to develop regulations and guidelines and to change the structures of their higher education systems. Looking at the adoption of Bologna process elements in various countries-east and west-I will be able to point at factors that contribute to explaining why and to what extent countries engaged with the process and hence to contribute to the literature on Europeanisation and policy adoption.

Performance management fairness and burnout: Implications for organizational citizenship behaviors

Studies in Higher Education, 2019

Purpose – Drawing upon organizational justice theory, we examine how perceptions of performance m... more Purpose – Drawing upon organizational justice theory, we examine how perceptions of performance management fairness affect burnout and organizational citizenship behaviors among academic employees. Methods – Data from 532 academic employees from a university in Flanders (Belgium) was analyzed using structural equation modelling. Findings – Academic employees experience less burnout when performance management fairness is perceived as high. Performance management distributive and interactional fairness increase organizational citizenship behaviors by reducing burnout and supporting partial mediation. Implications – Higher education institutions should carefully design and implement performance management systems with fair outcomes, procedures and treatment of employees. Originality/value - Our findings stress the importance of fair performance management systems and offer new insights on how these systems affect employee outcomes.

From secondary to tertiary education in the Netherlands

by Jeroen Huisman and P. Boezerooy

Journal of Institutional Research, Jan 1, 2000

The need for E-Learning strategies: Higher education institutions and their responses to a changing environment

Tertiary Education and Management, Jan 1, 2007

Stakeholder perspectives on citation and peer-based rankings of higher education journals

by Stephen Wilkins and Jeroen Huisman

The purpose of this article is to identify and discuss the possible uses of higher education jour... more The purpose of this article is to identify and discuss the possible uses of higher education journal rankings and the associated advantages and disadvantages of using them. The research involved 40 individuals – such as lecturers, university managers, journal editors and publishers – who represented a range of stakeholders involved with the research of higher education. The respondents completed an online questionnaire that consisted mainly of open questions. Although the respondents indicating clear support or opposition to journal rankings were split about equally, over two-thirds of the respondents reported having used or referred to a journal ranking during the previous 12 months. This suggests wide acceptance of the use of journal rankings, despite the fact that the downsides and problematic nature of these rankings were clearly recognised. It raises the question why the very diverse field of higher education does not show more resistance against the rather homogenising instrument of journal rankings.

Mampaey, J., Huisman, J. & Seeber, M. (2015) Branding of Flemish higher education institutions: a strategic balance perspective, Higher Education Research and Development

by Jelle Mampaey and Jeroen Huisman

Higher Education Research & Development, 2015

Use your imagination: What UK universities want you to think of them

by Jeroen Huisman and Jelle Mampaey

Oxford Review of Education, 2018

In higher education research, theoretical approaches stressing isomorphism dominate the discourse... more In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions " behave " in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses – as expressions of the institutionsímages – we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005-2015). Using quantitative and qualitative content analysis, our findings show overall a fair amount of homogeneity of images across the universities. That said, younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images.

The European higher education and research landscape 2020: Scenarios and strategic debates

Enders, J., J. File, J. Huisman, D. Westerheijden (eds. 2005), The European higher education and research landscape. Scenarios and strategic debates, Jan 1, 2005

The European Higher Education Area: Perspectives on a moving target

Kehm, B.M., J. Huisman, B. Stensaker (eds. 2009), The European Higher Education Area: Perspectives on a moving target. Rotterdam: Sense Publishers, Jan 1, 2009

International perspectives on the governance of higher education. Alternative frameworks for coordination

Huisman, J. (ed. 2009), International perspectives on the governance of higher education. Alternative frameworks for coordination. London: Taylor & Francis/Routledge

The rise of interactive governance and quasi-markets

by Pieter-Jan Klok and Jeroen Huisman

Denters, S.A.H., O. van Heffen, J. Huisman, P-.J. Klok (eds. 2003), The rise of interactive governance and quasi-markets. The Hague: Kluwer, Jan 1, 2003

Higher education and the nation state: the international dimension of higher education

Huisman, J., P. Maassen, G. Neave (eds. 2001), Higher Education and the Nation State. Oxford: Pergamon Press, Jan 1, 2001

On cooperation and competition II: Institutional responses to internationalisation, Europeanisation and globalisation

Huisman, J., M van der Wende (eds. 2005), On cooperation and competition II. Institutional responses to internationalisation, Europeanisation and globalisation. ACA Papers on International Cooperation in Education. Bonn: Lemmens, Jan 1, 2005

On cooperation and competition: National and European policies for the internationalisation of higher education

Huisman, J. & M. van der Wende (eds. 2004), On cooperation and competition: National and European policies for the internationalisation of higher education. Bonn: Lemmens

Differentiation, diversity and dependency in higher education: A theoretical and empirical analysis

Huisman, J. (1995), Differentiation, diversity and dependency in higher education. Utrecht: Lemma

The Palgrave International Handbook of Higher Education Policy and Governance

by Jeroen Huisman and Manuel Souto-Otero

Theory and method in higher education research, volume 5

Huisman, J. & M. Tight (eds. 2019), Theory and method in higher education research, vol. V. Bingley: Emerald, 2019

Theory and method in higher education research, volume 4

Huisman, J. & M. Tight (eds. 2018), Theory and method in higher education research, vol. IV. Bingley: Emerald, 2018

Researching higher education: International perspectives on theory, policy and practice

Case, J. & J. Huisman (eds. 2016), Research in higher education. International perspectives on theory, policy and practice. London: Routledge, 2016

Research on higher education has yielded many insights that have improved our theoretical and pra... more Research on higher education has yielded many insights that have improved our theoretical and practical understanding but there are still many themes that continue to appear on research agendas, provoking renewed focus on these complex questions and problems. Researching Higher Education explores these issues, examining topics such as equity in access and participation, the relationship between higher education and society, how and what students learn and the professional development of academics.

In this volume, contributors from Europe, Australia, Africa and the US critically address ongoing issues with a set of key questions to guide their analysis: What do we know? What are the missing links and gaps in past research? What are the implications for further research?

Key themes include: The nature of higher education, higher education and society, staff and students in higher education, teaching and learning, and curriculum and assessment.

Critical, engaging and international in scope, Researching Higher Education will be a valuable guide for academics, researchers, postgraduate students and policy makers in the higher education community.

Theory and method in higher education research, volume 3

Huisman, J. & M. Tight (eds. 2017), Theory and method in higher education research, vol. III. Bingley: Emerald, 2017

Theory and method in higher education research, volume 2

Huisman, J. & M. Tight (eds. 2016), Theory and method in higher education research, vol. II. Bingley: Emerald, 2016

Theory and method in higher education research, volume 1

Huisman, J. & M. Tight (eds. 2015), Theory and method in higher education research, vol. I. Bingley: Emerald, 2015

25 years of transformations of HE in post-Soviet countries. Reform and continuity

by Jeroen Huisman and Anna Smolentseva

Huisman, J., Smolentseva, A. & I. Froumin (eds. 2018). 25 years of transformations of HE in post-Soviet countries. Reform and continuity. Cham: Palgrave Macmillan, 2018

Theory and method in higher education research II

Huisman, J. & M. Tight (eds. 2014), Theory and method in higher education research, vol II (International perspectives on higher education research series). Bingley: Emerald

Theory and method in higher education research

Huisman, J. & M. Tight (eds. 2013), Theory and method in higher education research, vol I (International perspectives on higher education research series). Bingley: Emerald

Higher Education Management and Development. Compendium for Managers

Huisman, J. & A. Pausits (eds. 2010). Higher education management and development. Compendium for managers. Münster: Waxmann. , 2010

International Handbook of Higher Education

Tight, M., J. Huisman, K.H. Mok & C. Morphew (eds. 2009) . International handbook of higher education. Routledge, Taylor & Francis. , 2009

Quality Assurance in Higher Education: Failing to foster excellence and threatening diversity? Lessons from Norway

Langfeldt, L., Stensaker, B., Harvey, L., Huisman, J. & Westerheijden, D.F. (2008), Quality assurance in higher education: Failing to foster excellence and threatening diversity? Lessons from Norway. Paper presented at the 21st CHER Annual Conference, 2008

Research on the internationalisation of higher education: The state of the art

Seminar on the Internationalisation of Higher …, Jan 1, 2007

Responses to European Policies: The Impact of the Erasmus Programme on National Policy-Making

annual NIG conference, Jan 1, 2004

Exploring the roles of European governance layer in higher education: between Europeanization, policy transfer and legitimation of domestic policy preferences

by Jeroen Huisman and Martina Vukasovic

Reflections on a global agenda: on variety, fragmentation, change, and the big questions ahead

Huisman, J., & M van der Wende (forthcoming 2021). Reflections on a global agenda: on variety, fragmentation, change, and the big questions ahead, in J. Huisman & M. van der Wende (eds.), A research agenda for higher education. Cheltenham: Edward Elgar

Governance trends in European higher education

Convergence and Diversity in the Governance of Higher Education. Comparative Perspectives, 2020

National policies on education abroad outcomes Addressing undesired consequences

by Jeroen Huisman and Adinda van Gaalen

Gaalen, A. van, Huisman, J. & Sidhu, R.(2021). National policies on education abroad outcomes: Addressing undesired consequences. In A.C. Ogden, B. Streitwieser & C. van Mol (eds), Education abroad: Bridging scholarship and practice. London etc., Routledge, pp. 203-217

Highlights: National policies on education abroad are widely present, and there is a focus on qua... more Highlights: National policies on education abroad are widely present, and there is a focus on quantitative goals but very little attention on measuring impact. Education abroad policies are mostly stand-alone policies that do not generally refer to related policy fields such as environmental protection and equal opportunities.

Accountability in higher education

Accountability in higher education. In P. Teixeira & J.-C Shin (eds. 2018), Encyclopedia of international higher education systems and institutions. Dordrecht: Springer

Higher Education developments and the effects on science

Huisman, J. & M. Seeber (2019). Higher education developments and the effects on science, In D. Simon, S. Kuhlmann, J. Stamm & W. Canzler (eds), Handbook on Science and Public Policy. Cheltenham: Edward Elgar Publishing, pp. 227-242, 2019

The fields of science policy and higher education are clearly linked for research, teaching and l... more The fields of science policy and higher education are clearly linked for research, teaching and learning takes place within higher education institutions. That said, the two related research communities are separated. In this chapter we discuss four themes that are at the intersection of science policy and higher education research and explore the possibility of greater levels of cooperation and synergy.

Institutional diversity in higher education, institutional profiling

Huisman, J. (2017), Institutional diversity in higher education, institutional profiling. In J.C. Shin & P. Teixeira (eds.), Encyclopedia of international higher education systems and institutions. Dordrecht: Springer

New study programmes at universites: strategic adaptation versus institutional adjustment

Huisman, J., L. Meek (1999), New study programmes at universities: Strategic adaptation versus institutional adjustment, In B. Jongbloed, P. Maassen & G. Neave (eds.), From the eye of the storm. Higher education’s changing institution. Dordrecht: Kluwer Academic Publishers, pp 121-140, Jan 1, 1999

The Bologna Process towards 2020: institutional diversification or convergence

Huisman, J. (2009), Institutional diversification or convergence? In B.M. Kehm, J. Huisman & B. Stensaker (eds.), The European Higher Education Area: Perspectives on a moving target. Rotterdam: Sense Publishers, pp. 245-262, Jan 1, 2009

Diversity in the Netherlands

Huisman, J. (1996), Diversity in the Netherlands. In V.L. Meek, L.C.J. Goedegebuure, O. Kivinen & R. Rinne (eds), The mockers and mocked; Comparative perspectives on differentiation, convergence and diversity in higher education. Oxford: Pergamon Press, pp. 138-154, Jan 1, 1996

Comparing governmental influence on curriculum innovations: An analysis of Denmark, Germany and The Netherlands

Huisman, J., I. Jenniskens (1994), Comparing governmental influence on curriculum innovations. An analysis of Denmark, Germany and the Netherlands. In L.C.J. Goedegebuure & F.A. van Vught (eds.), Comparative policy studies in higher education. Utrecht: Lemma, pp. 249-272, Jan 1, 1994

The New Public Management in Dutch universities

Boer H. de, J. Huisman (1999), The new public management in Dutch universities. In D. Braun & F.-X. Merrien (eds.), Towards a New Model of Governance for Universities? A Comparative View. London: Jessica Kingsley, pp. 123-147, Jan 1, 1999

The Bologna process

Bartelse, J., J. Huisman (2008), The Bologna Process. In M. Nerad & M. Heggelund (eds.), Toward a global PhD: Forces and forms in doctoral education worldwide. Washington: UW Press. pp. 101-113, Jan 1, 2008

Cross-national education policy change in quality assurance: Convergence or divergence?

Hsieh, C-C. & J. Huisman (2013), Cross-national education policy change in quality assurance: Convergence or divergence? in: P. Axelrod, R. Desai Trilokekar, T. Shanahan and R. Wellen (eds.), Making policy in turbulent times. Montreal/Kingston: McGill-Queen's University Press, pp. 269-293

The Bologna process and its impact in the European Higher Education Area and beyond

by Jeroen Huisman and Farshid Shams

Early and late adoption of knowledge products: Strategic or institutional behavior

by Jeroen Huisman and Eric Beerkens

Huisman, J., E. Beerkens (2000), Early and late adopters of new knowledge products: strategic or institutional behaviour? In R. Kalleberg, F. Engelstad, G. Brochmann, A. Leira & L. Mjøset (eds), Comparative perspectives on universities. Stamford: JAI Press, pp. 25-45, Jan 1, 2000

Structural reforms in European Higher Education: concluding reflections

by Marco Seeber and Jeroen Huisman

Shifting boundaries In higher education: Dutch hogescholen on the move

Huisman J. (2008) Shifting boundaries in higher education: Dutch hogescholen on the move. In J.S. Taylor, J.B. Ferreira, M.L. Machado & R. Santiago (eds), Non-university higher education in Europe. Dordrecht: Springer, pp. 147-167, Jan 1, 2008

Differentiation and diversity in higher education systems

Huisman, J. (1998), Differentiation and diversity in higher education systems, In J. C. Smart (ed.), Higher Education: Handbook of Theory and Research, volume 13. New York: Agathon Press, pp 75-110, Jan 1, 1998

Strategic management of internationalisation: More emphasis on intra-organisational dynamics

Huisman, J. (2013), Strategic management of internationalisation: More emphasis on intra-organisational dynamics. In: H. de Wit, F. Hunter, L. Johnson and H.-G. van Liempd (eds. 2013), Possible futures. The next 25 years of the Internationalisation of higher education. Amsterdam: EAIE, pp. 40-43

Europeanisation and higher education: Comfortable bedfellows?

Huisman, J. (2014), Europeanisation and higher education: Comfortable bedfellows? In: P. Mattei (ed. 2014), University adaptation in difficult economic times, pp. 118-136, 2014

Styring av universiteter og høyskoler i Norge. En undersøkelse av styringsinstrumenter og styringsaktører i UH-sektoren

Lyby, L., Huisman, J., Blaker, S., Danielsen, Å., & Waaler, J. (2020). Styring av universiteter og høyskoler i Norge. En undersøkelse av styringsinstrumenter og styrings- aktører i UH-sektoren. Oslo: NIFU. , 2020

Prospective Report on the Future of Transnational Collaboration in European Higher Education

Huisman, J., de Boer, H., Jongbloed, B., Kolster, R., van der Meulen, B., Bok, C. & Van Lancker, W. (2020). The future of transnational collaboration in European higher education. Luxembourg: European Union, 2020

Doctoral education in Europe today: Approaches and institutional structures

by Jeroen Huisman and Alexander Hasgall

Hasgall, A., Saenen, B., Borrell-Damian, L., Deynze, F. Van, Huisman, J. & Seeber, M. (2019). Doctoral education in Europe today: Approaches and institutional structures. Brussels: European University Association. , 2019

Regulating the programme supply in higher education

Huisman, J., E. Beerkens, L. Goedegebuure (2003), Regulating the programme supply in higher education. A comparative analysis. The Hague: SDU (Beleidsgerichte studies hoger onderwijs en wetenschappelijk onderzoek 98), Jan 1, 2003

Promoting the relevance of higher education. Main report

Vossensteyn, H., Kolster, R., Kaiser, F., File, J., Huisman, J., Seeber, M., Vukasovic, M., Muehleck, K. & Gwosc, C. (2018). Promoting the relevance of higher education. Main report. Enschede: CHEPS, 2018

Mapping of European transnational collaborative partnerships in higher education

Karvounaraki, A., Subramaniam, S., Hristov, H., Ojala, T., Jonkers, K., Huisman, J. & Goenaga, X. (2018). Mapping of European transnational collaborative partnerships in higher education. Publications Office of the European Union, 2018

How can one create a culture for quality enhancement? Final report

by Jeroen Huisman, Lisa Brockerhoff, Leon Cremonini, and Jelle Mampaey

Kottmann, A., Huisman, J. Brockerhoff, L., Cremonini, L. & J. Mampaey (2016). How can one create a culture for quality enhancement? A report commissioned by NOKUT., Oct 2016

Gezonde spanning: beleidsevaluatie van de MUB: eindrapport

by Harry de Boer and Jeroen Huisman

Terms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Reposit... more

Higher education in Germany

Huisman, J. (2003), Higher education in Germany. Country report Higher Education Monitor. Enschede: CHEPS, Jan 1, 2003

Issues in higher education policy: An update on higher education policy issues in 2004 in 11 Western countries

by Jeroen Huisman and H. Theisens

Beerkens, E., Kaiser, F., Boezerooij, P., Huisman, J., Jongbloed, B., Kaulisch, M., Luijten-Lub, A., Maassen, P., Salerno, C., Theisens, H. and Vossensteyn, H. (2004), Higher education policy and trends. An update on higher education policy issues in 11 Western countries 2004. Enschede: CHEPS, Jan 1, 2005

Fixed and fuzzy boundaries in higher education: A comparative study of (binary) structures in nine countries

Huisman, J., F. Kaiser (eds 2001), Fixed and fuzzy boundaries in higher education. A comparative study of (binary) structures in nine countries. Background study for the Advisory Council for Science and Technology Policy (AWT). Den Haag: AWT, Jan 1, 2001

Academia in the 21st century: An analysis of trends and perspectives in higher education and research

by Guy Neave, Jeroen Huisman, Harry de Boer, and Barend Van Der Meulen

Boer, H. de, J. Huisman, A. Klemperer, B. van der Meulen, G. Neave, H. Theisens, M. van der Wende (2002), Academia in the 21st century. Den Haag: AWT, Jan 1, 2002

Institutional profiles-Towards a typology of higher education institutions in Europe

by Frans Van Vught, Jeroen Huisman, and Nadine Burquel

Vught, F.A. van, J. Bartelse, D. Bohmert, N. Burquel, J. Divis, J. Huisman, M. van der Wende (2005), Institutional profiles. Towards a typology of higher education institutions in Europe. Enschede: University of Twente, Jan 1, 2005

Research prestatiemeting: Een internationale vergelijking

by Jeroen Huisman and Carlo Salerno

Jongbloed, B., C. Salerno, J. Huisman, H. Vossensteyn (2005), Research prestatiemeting: Een internationale vergelijking. Beleidsgerichte studies Hoger onderwijs en Wetenschappelijk onderzoek 113. Den Haag: Ministerie van Onderwijs, Cultuur en Wetenschap, Jan 1, 2005

The first decade of working on the European Higher Education Area. The Bologna process independent assessment: volume 2: case studies and appendices

by Jeroen Huisman and Eric Beerkens

The extent and impact of higher education curricular reform across Europe. Comparative analysis and executive summary

Huisman, J., J. Witte, J.M. File (eds. 2006), The extent and impact of higher education curricular reform across Europe, 2006

Improving participation in the Erasmus programme. Final report to the European Parliament

CHEPS, AEF, ECOTEC & ICHEM (2010), Improving the participation in ERASMUS. Final report for the European Parliament, DG for Internal Policies., 2010

Bologna process independent assessment. The first decade of working on the European Higher Education Area. Final report to the European Commission

Westerheijden, D.F., Beerkens, E., Cremonini, L. et al. (2010), The first decade of working on the European Higher Education Area. The Bologna process independent assessment. Volume 1: Main report. , 2010

OECD reviews of tertiary education: Estonia

Huisman, J., P. Högselius, M.J. Lemaitre, P. Santiago, W. Thorn (2008), OECD reviews of tertiary education. Estonia. , 2007

The first decade of working on the European Higher Education Area: The Bologna process independent assessment - Volume 1 Detailed assessment report

Westerheijden, D.F. et al. (2010), The first decade of working on the European Higher Education Area. The Bologna Process Independent Assessment Volume 1 Detailed assessment report, 2010

Roos, H., Mampaey, J., Huisman, J. and Luyckx, J. (2020). The Failure of Gender Equality Initiatives in Academia: Exploring Defensive Institutional Work in Flemish Universities

by Hannelore Roos, Jelle Mampaey, Jeroen Huisman, and Joost Luyckx

Article, 2020

Although a large number of studies have explored the main causes of gender inequality in academia... more Although a large number of studies have explored the main causes of gender inequality in academia, less attention has been given to the processes underlying the failure of gender equality initiatives to enhance gender representation, especially at the professorial level. We offer a critical discourse analysis of recently promulgated gender policy documents of the five Flemish universities, and demonstrate that defensive institutional work is a fundamental process underlying resistance to gender equality in the academic profession. That is, powerful organizational actors resist gender change by (un)intentionally deploying a combination of discursive strategies that legitimate what we describe as non-time-bound gender equality initiatives: The expected outcomes are undetermined in time, and they de-legitimate concrete, time-bound measures that define specific outcomes against well-defined deadlines. By explicitly bringing a temporal dimension into our analysis, we argue that defensive institutional work deflects questions regarding what ought to be achieved when, and contributes to the slow pace of gender change in academia.