| Figures | ||
|---|---|---|
| 2.1 | Comparative tertiary-level participation on the basis of the UNESCO gross enrolment ratio and the Clancy index, OECD countries, 2013 | 19 |
| 2.2 | Level of education and interpersonal trust, OECD countries, 2015.Q. ‘Do you trust other people?’ Proportion (%) answering ‘yes’ | 21 |
| 2.3 | Level of education and political connectedness, OECD countries, 2015.Q. ‘Do you believe you have a say in government?’ Proportion (%) answering ‘yes’ | 22 |
| 2.4 | Investment in R&D as a proportion (%) of GDP, United States, United Kingdom, Germany, China, South Korea, India: 1991–2015. There are series breaks for India, with no data for 2012–2014 inclusive | 24 |
| 2.5 | Annual number of published science papers, United States, China, Germany, United Kingdom, South Korea: 2003–2016 | 26 |
| 3.1 | Adaptive university structures (Sporn, 1999) | 38 |
| 3.2 | WU history: Becoming an entrepreneurial university | 42 |
| 5.1 | Career goals of junior researchers in ten years’ time (in %) | 69 |
| 5.2 | Personnel categories for junior researchers and tenure opportunity (in %, multiple responses) | 70 |
| 6.1 | Four types in the managerial-administrative relationships | 85 |
| 8.1 | Institutional evaluation procedure at TU Darmstadt 2017, | 119 |
| 8.2 | Current state of objectives implemented at TU Darmstadt, | 120 |
| 9.1 | Part capabilities of manifestation from Teece (2007) and Faix (2017) | 132 |
| 9.2 | Model of the innovativeness of HEIs | 134 |
| 9.3 | Expectancy theory adjusted for HEIs | 137 |
| 10.1 | Perceptions of academics regarding the drivers for the creation or edification of internal QA practices | 153 |
| 10.2 | Perceptions of academics regarding the cultures promoted by internal QA | 154 |
| 10.3 | Academics’ perceptions regarding internal QA effects | 155 |
| 10.4 | Academics perceptions regarding autonomy and professionalism | 160 |
| 11.1 | Schematic presentation of the regression models | 179 |
| 12.1 | Patterns of institutional adoption of differential tuition policies, 1991–92 to 2015–16 | 204 |
| 14.1 | A conceptual model for the role of universities in innovative activity | 241 |
| 14.2 | An iceberg model of universities’ impact on regional innovation | 245 |
| Tables | ||
| 2.1 | Expansion in the number of world universities publishing more than 10,000, 500 and 1,200 journal papers over four years, 2006–2009 to 2013–2016 | 23 |
| 2.2 | Leading universities in (1) Physical Sciences and Engineering and (2)Mathematics and Complex Computing, based on published papers in the top 10 per cent of their field by citation rate: 2012–2015 papers | 27 |
| 5.1 | Personnel development for junior researchers in Germany over time (values in %) | 66 |
| 5.2 | Percentage of people with permanent employment contracts at universities | 73 |
| 9.1 | Statistical key figures of HEIs | 127 |
| 10.1 | Sample’s characterisation | 152 |
| 10.2 | Academics’ perceptions of internal QA according to gender (results of Mann-Whitney tests) | 156 |
| 10.3 | Academics’ perceptions of QA according to the higher education sector (results of Mann-Whitney tests) 157 10.4 Academics’ perceptions of QA according to the performance of management functions (results of Mann-Whitney tests) | 158 |
| 10.5 | Academics’ perceptions of QA according to tenure/non-tenure (results of Mann-Whitney tests) | 158 |
| 10.6 | Academics’ perceptions of internal QA according to involvement in decision making processes (results of Kruskal-Wallis tests) | 159 |
| 10.7 | Correlations between QA drivers and the variables reflecting autonomy and professionalism (Spearman correlation coefficients) | 162 |
| 10.8 | Correlations between QA cultures and the variables reflecting autonomy and professionalism (Spearman correlation coefficients) | 163 |
| 10.9 | Correlations between QA effects and the variables reflecting autonomy and professionalism (Spearman correlation coefficients) | 164 |
| 11.1 | Correlation between different types of learning outcomes and grades in HE | 177 |
| 11.2 | The adjusted r2 of the models shown in Figure 11.1 | 181 |
| 11.3 | Regression models 4a, 5a, 7a and 5b – results | 182 |
| 11.4 | Institutional effects on HE grades and change in institutional effects from model 4a to model 7a 186 12.1. Institutions adopting DT policies by year | 200 |
| 12.2 | Sample means by institutional differential tuition status, 1991–92 to 2015–16 | 205 |
| 12.3 | Estimated odds ratios of differential tuition adoption | 207 |
| 12.4 | Estimated hazard rate of differential tuition adoption | 208 |
| 13.1 | Analysis of the institutional framework and mechanisms as well as organisational change processes of selected models of university engagement. (N = normative nature, C-C = cultural cognitive nature, R = regulative nature) | 223 |
| 14.1 | Various ways of how university outputs can become relevant for regional innovation | 239 |
List of Figures and Tables
In: Under Pressure
Editors:
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Pedro N. Teixeira
Pedro N. Teixeira
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Amélia Veiga
Amélia Veiga
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Maria J. Rosa
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António Magalhães
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