HEOS researchers present at the The European Higher Education Society (EAIR)
HEOS group members Lars Geschwind, Per Fargell, Kieve Saling and Khayala Ismayilova presented at: The European Higher Education Society (EAIR) 44th annual form hosted by Malta College of Arts, Science and Technology, Malta- September 4-7th, 2022.
Enhancing Engineering Education Through Strategic Partnerships
Research on collaboration with external actors has grown significantly the last decades, including a focus on quality of educational programmes. In this study, the long-term relation between KTH Royal Institute of Technology, Sweden, and its strategic partners is in focus. The aim is to reach a deeper understanding of the needs, expectations and perceptions of these external partners. The results show that collaboration in engineering education, and in the end the recruitment of engineers, is the number one priority amongst partners. However, this is not fully reflected in the activities that are more focused on research.
Academic development- administrative, academic or hybrid? (work in progress)
Khayala Ismayilova , Marie Magnell & Lars Geschwind
The aim of this study is to explore changes in roles, competences and task requirements of academic developers in Swedish higher education institutions (HEIs). A qualitative study is employed including a meta-study of evaluations of academic development units, content analysis of academic developer job advertisements posted in the last five years. The results from the evaluations indicate that some HEIs maintain an organisation for the academic development unit within the professional support/administration, while others have taken steps towards academisation. Both academic and administrative positions are offered, although many evaluations recommend that academic positions should be announced.
A Gift, A Bond, A Prize that Binds: Examining Scholarship Awards in the Era of “Ethical Internationalisation” (work in progress)
The paper argues that prevalent theoretical approaches common in the literature on sponsored students limit our view of what scholarship programs do and can do, thereby constraining analysis of their effects on and their ethical implications for students. Secondly, it proposes a theoretical framework, grounded in Convention Theory (orders of worth) which will allow for deeper insights into and a more nuanced understanding of the consequences of scholarship program design on these students.
