| Figures | ||
| 2.1 | Tweet from Donald Trump: Make America great again (Trump, 2016b). | 41 |
| 2.2 | Tweet from ‘vote leave’ (Vote Leave, 2016) | 43 |
| 2.3 | Tweet from Nigel Farage (Farage, 2016) | 43 |
| 2.4 | Tweet from Donald Trump on Mexican immigration (Trump, 2015). | 46 |
| 2.5 | Tweet from Donald Trump on muslim immigration (Trump, 2016a). | 46 |
| 2.6 | Tweet from Donald Trump on travel ban (Trump, 2017). | 47 |
| 3.1 | Institutions involved in the SBC partnership (Source: SBC, 2015). | 68 |
| 6.1 | A parallelogram of forces consisting of a point of origin, two component forces, and a net resultant force (Source: Brews ohare, https://en.wikipedia.org/wiki/Parallelogram_of_force, under license CC BY-SA 3.0, https://creativecommons.org/licenses/by-sa/3.0/deed.en). | 146 |
| 6.2 | The individual university at the centre of the isomorphic cross. | 148 |
| 6.3 | Vertical and horizontal isomorphism. | 148 |
| 10.1 | Students of low social background (in %) in two waves of EUROSTUDENT (IV and V). Source: EUROSTUDENT IV 2008–2011 (Orr, Gwość, & Netz, 2011, p. 47) and EUROSTUDENT IV 2012–2015 (Hauschildt, Gwość, Netz, & Mishra, 2015, p. 56). | 247 |
| 10.2 | Students of high social background (in %) in two waves of EUROSTUDENT (IV and V). Source: EUROSTUDENT IV 2008–2011 (Orr, Gwość, & Netz, 2011, p. 47) and EUROSTUDENT IV 2012–2015 (Hauschildt, Gwość, Netz, & Mishra, 2015, p. 56). | 247 |
| 10.3 | Index of inclusion in participation in higher education for people of low and high social background for the period 2009 and 2013, by country. (Source: ESS 2008–2010 and ESS 2012–2014). | 248 |
| 10.4 | Scores for fairness of representation in higher education by people of low and high social background as of 2009, by country. (Source: EUROSTUDENT IV, 2008–2011 and Eurostat, LFS data for 2009 extracted on 14.03.2018, code: edat_lfse_03). Note: The Czech Republic was excluded from the figure as an outlier with regard to the low social background group with low social background. The value is 5.23. For the high social background one, it is 0.46. | 249 |
| 10.5 | Index of fairness in participation in higher education for people of low and high social background for the period 2009 and 2013, by country. (Source: EUROSTUDENT IV 2008–2011 and EUROSTUDENT V 2012–2015 and Eurostat, LFS data for 2009 and 2013 extracted on 14.03.2018, code: edat_lfse_03). | 250 |
| 10.6 | Indices of inclusion and fairness for people of high social background (Source: EUROSTUDENT IV 2008–2011 and EUROSTUDENT IV 2012–2015 and Eurostat, LFS data for 2009 and 2013 extracted on 14.03.2018, code: edat_lfse_03 and ESS 2008–2010 and ESS 2012–2014). | 251 |
| 11.1 | Doctoral degree obtained in the country of current employment (European academic staff, 2010). (Source: EuroAC). | 267 |
| 11.2 | Labour market participation patterns of couples aged 29–45 years, by family labour market configuration (Finland & Switzerland) 2016. (Source: UNECE). | 269 |
| 11.3 | Swiss and Finnish HE staff gendered composition (2014). (Source: FSO and Vipunen, Education Statistics Finland). | 270 |
| 12.1 | Comparison of the models of graduate employability by Holmes (2013) and Clarke (2017). | 291 |
| 12.2 | Adapted model of graduate employability. | 297 |
| 12.3 | Human capital of graduates in Austrian and Czech HEI. | 298 |
| 12.4 | Social capital of graduates in Austrian and Czech HEI. | 299 |
| 12.5 | Identity process of graduates in Austrian and Czech HEI. | 301 |
| 12.6 | Personal attributes of graduates in Austrian and Czech HEI. | 302 |
| Tables | ||
| 3.1 | Advice for the CFCRS ideal model. | 66 |
| 3.2 | Constrictions for the CFCRS ideal model. | 66 |
| 3.3 | Highlights China’s HE policy developments with developments at SBC. | 70 |
| 6.1 | Societal polarisation in the age of Trump and Brexit. | 159 |
| 8.1 | Case study main features. | 197 |
| 8.2 | Case study departments at the three institutions. | 198 |
| 8.3 | People interviewed for each case study and institution of membership. | 198 |
| 9.1 | Basic data of tertiary education system in Japan (2015). | 217 |
| 9.2 | List of variables and categories analysed. | 222 |
| 9.3 | The type of academic and vocational experiences. | 224 |
| 9.4 | Determinants of competencies required and possessed at recruitment. | 226 |
| 9.5 | Determinants of identity and satisfaction during work. | 228 |
| 10.1 | Tendencies of interaction between inclusion and fairness in higher education for people of low and high social background in the period between 2009 and 2013. | 253 |
| 11.1 | Sample composition. | 271 |
| 13.1 | General profile of the five universities assessed. | 313 |
| 13.2 | Employment Indicators of the West Bank, Palestine. | 317 |
| 13.3 | Variables per dimension of the HEInnovate framework. | 319 |
| 13.4 | Number of respondents per university. | 320 |
| 13.5 | Mean per dimension of the analytical framework, students and staff, by university (n = 256). | 321 |
| 13.6 | Summary of entrepreneurial university assessment of the four Palestinian universities. | 328 |
Figures and Tables
于Universities as Political Institutions
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Leasa Weimer
Leasa Weimer
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Terhi Nokkala
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