Notes on Contributors
Regina Aichinger
holds a Master’s degree in Economics and Social Sciences (major field of study: organisational learning and development, human resource management) from Danube University Krems. She obtained her PhD in Pedagogics at the University Koblenz/Landau. Her research focuses on governance structures and mechanisms in higher education systems with particular regard to dialogical management. She is Vice Executive President of the University of Applied Sciences Upper Austria responsible for organisational development, quality management, diversity management, accounting and head of the department of higher education research.
Giacomo Balduzzi
is a post-doctoral fellow at the Department of Political and Social Sciences, University of Pavia. He collaborates with the Centre of Studies and Researches on Higher Education Systems (CIRSIS) at the same institution.
Aliandra Barlete
has a PhD in Sociology of Education at the Faculty of Education, Wolfson College, University of Cambridge. She holds a Master’s in Higher Education from the Universities of Oslo, Tampere and Aveiro (joint European degree). Her research interests focus on the international dimension of higher education and its relationship with multi-governing and multi-spatial projects in Latin America and Europe, in particular regional and inter-regional arrangements.
Pierre Bataille
received his PhD at the University of Lausanne on the life course of graduates of the French grandes écoles in 2014. He is a junior lecturer at the University of Lausanne and has previously been a SNSF Postdoctoral Researcher at the Université Libre de Bruxelles. His main research interests include the sociology of education, sociology of elites, sociology of work, cultural sociology, gender perspective, and longitudinal approaches in mixed-methods research design. His research has been published in European Sociological Review, European Educational Research Journal, and Sociologie and Sociétés contemporaines.
Pepka Boyadjieva
is Professor at the Institute of Philosophy and Sociology, Bulgarian Academy of Sciences, and Honorary Professor of Sociology of Education at the University of Nottingham. She is a member of the Editorial Board of the ISA’s SSIS series, Journal of Social Science Education and International Journal of Lifelong Education. Her research interests are in the field of education with an emphasis on higher education, educational inequalities, lifelong learning and school/university to work transitions. Currently, Boyadjieva is a member of the Network of Experts working on the Social Dimension of Education and Training (NESET 2019–22) and leads the Bulgarian team of the “Encouraging Lifelong Learning for an Inclusive and Vibrant Europe” (ENLIVEN) project. Among her latest articles is “Invisible higher education: Higher education institutions from Central and Eastern Europe in global rankings” (European Educational Research Journal, 2017).
Heather Cockayne
is a researcher and Senior Tutor in the Manchester Institute of Education at the University of Manchester. Her research interests include transnational education, internationalisation and the student experience in higher education. Previously she worked within a Sino-UK partnership in Shanghai, China. She has 12 years of experience teaching internationally in the UK, South Korea, Spain and China.
Heather Eggins
is Visiting Professor and Senior Research Fellow at Staffordshire University, UK, and Fellow Commoner at Lucy Cavendish College, University of Cambridge. Her areas of higher education research include policy and strategy, gender issues, access and equity, quality assurance and enhancement, and globalisation. She was a Fulbright New Century Scholar in 2006, and has served as Director of the Society for Research into Higher Education, and a consultant to UNESCO. She has considerable editorial experience, and her books include, as editor and contributor, The University as a Critical Institution? (Sense Publishers, 2017); The Changing Roles of Women in Higher Education (Springer, 2017); Drivers and Barriers to Achieving Quality in Higher Education (Sense Publishers, 2014); and Access and Equity: Comparative Perspectives (Sense Publishers, 2010).
Magda Fourie-Malherbe
is Professor of Higher Education Studies in the Centre for Higher and Adult Education, Faculty of Education, Stellenbosch University. She is a former Vice-Rector: Teaching and Learning at Stellenbosch University, and before that, she was Vice-Rector: Academic Planning at Free State University in South Africa. She holds qualifications from the University of the Free State and Stellenbosch University, and has worked for almost 30 years at various public higher education institutions in South Africa as a lecturer, academic developer, researcher, supervisor and higher education manager. Her research includes work on higher education governance, leadership and management, teaching and learning, and transformation. She has authored and co-authored more than 40 contributions to scholarly journals, books and research reports. She has been a guest lecturer at universities in Botswana, Uganda and China, and has presented/co-presented 33 papers at international conferences.
Martina Gaisch
is Professor of English, intercultural competence and diversity management at the University of Applied Sciences Upper Austria, Austria. She completed her doctoral studies in philosophy at the University of Vienna. As an applied linguist and academic head of diversity management working at the school of informatics in Hagenberg, her main research areas are at the interface of educational sociology, higher education research and sociolinguistics.
Jie Gao
is a researcher at the Danish School of Education, Aarhus University in Denmark, studying cross-border partnerships in higher education. Her research interests include anthropology of education, higher education policy and internationalisation of higher education institutions. Previously she worked in a Sino-Nordic partnership in Shanghai, China.
Gaële Goastellec
is a sociologist. Her main research interests lie in the relationship between education and society, analysed through the comparative socio-history of access to higher education. Among her latest publications are “Inequalities in access to Higher Education and degrees: methodological and theoretical issues” (Social Inclusion, 2019, co-authored with Jussi Välimaa); “Revisiting the issues of access to Higher Education and social stratification through the case of refugees: A comparative study of spaces of opportunity for refugee students in Germany and England” (Social Sciences, 2018, Marie-Agnès Détourbe); and Kamanzi and France Picard (Eds.), L’envers du décor, Massification de l’enseignement supérieur et justice sociale (Presses de l’Université du Québec, 2017). As Professor of Sociology at the University of Lausanne, she is the Director of the Laboratory Capitalism, Culture and Society. She is also the President of CHER and the Vice-President of the AISLF CR20 on International Comparisons.
Petya Ilieva-Trichkova
is an Assistant Professor of Sociology at the Institute of Philosophy and Sociology, Bulgarian Academy of Sciences. Her research interests include educational inequalities, social justice, higher education and lifelong learning. Currently, Ilieva-Trichkova leads the project: ‘Social inequalities in education, human capital and opportunities for individual development: theoretical and methodological aspects’ funded by the Programme for support of young researchers and doctoral students in the Bulgarian Academy of Sciences – 2017. Her latest articles include, among others: “From conceptualisation to measurement of higher education as a common good: challenges and possibilities” (Higher Еducation, 2018) (co-authored) and “Higher education systems and institutions, Bulgaria”, in J. C. Shin, P. Teixeira (Eds.), Encyclopedia of International Higher Education Systems and Institutions, 2018 (co-authored).
Yuki Inenaga
is an Assistant Professor at the Research Centre for University Studies (RCUS) at the University of Tsukuba, Japan. Prior to joining the RCUS in 2005, she worked at Kagawa University, the Research Institute for Higher Education (RIHE) at Hiroshima University, and Kyushu University. She majors in sociology of education and her research interest lies in the current changes and challenges facing higher education, including the non-university sector, further education, vocational education and training, and (outside) stakeholders and their impact on higher education. One of her publications include Competencies, Higher Education, and Career in Japan and the Netherlands (Springer, 2007), which she co-edited with Keiichi Yoshimoto.
Miguel Antonio Lim
is Lecturer in Education and International Development, Programme Director of the Master’s programme in Education (International) and Research Coordinator at the Manchester Institute of Education at the University of Manchester. His research interests include performance metrics, internationalisation, and reputation management in higher education. He is task force leader on migration and higher education at the EU-Marie Curie Alumni Association. Previously, he was EU-Marie Curie Fellow at Aarhus University, Denmark. He has worked on international partnerships for Sciences Po-Paris and taught at the London School of Economics (LSE). From 2010–2012, he was the Executive Director of the Global Public Policy Network Secretariat.
Susanne Lohmann
is Professor of Political Science and Public Policy and Director of the Jacob Marschak Interdisciplinary Colloquium on Mathematics in the Behavioral Sciences at the University of California, Los Angeles. Professor Lohmann received her PhD in Economics and Political Economy from Carnegie Mellon University in 1991. She was the John M. Olin Fellow at Carnegie Mellon University; Alfred P. Sloan Fellow, also at Carnegie Mellon University; James and Doris McNamara Fellow at Stanford University; John M. Olin Fellow at the University of Southern California; Fellow of the Center for Advanced Study in the Behavioral Sciences; and Fellow of the John Simon Guggenheim Memorial Foundation. Professor Lohmann’s research on collective action and central banking has been published in leading economics and political science journals. Her current research addresses the institution of the university. Professor Lohmann teaches ethics and governance. Her fully online course “Diversity, Disagreement, and Democracy” employs an innovative game play pedagogy to teach civics. She is the recipient of four teaching awards.
Huub L. M. Mudde
is a Senior Project Consultant and Lecturer of Institutional Entrepreneurship at the Maastricht School of Management (MSM). He holds a Master’s in Sociology from the Wageningen Agricultural University, the Netherlands. Currently, he is pursuing his PhD at Maastricht University on “Entrepreneurial Universities in Developing Countries”. Mudde is manager of several multi-year education and research programmes. He is team leader and expert in several agribusiness and WASH projects in Indonesia, Palestine, Sierra Leone and Ethiopia, and was responsible for a leadership and management capacity development programme in Ethiopia. He has managed entrepreneurship development programmes in Liberia and Rwanda. Mudde is advisor and trainer on partnerships, project management, dialogue, communication planning, vision development and fund raising for organisations working in the area of international relations. Before working for MSM, Mudde was coordinator of, Europe’s Forum on International Cooperation (Euforic) and worked at the Information Department of the Dutch Ministry of Foreign Affairs.
Anneke Müller
has worked in academic development at Stellenbosch University for more than 20 years. She became interested in a broader definition of student success after witnessing the remarkable improvement in students’ NSC results after attending a one-year bridging programme where they received good teaching. She realised that the final school results cannot be the only criterion to allow students’ access to higher education – as is the case in South Africa - and determine prospective students’ potential. In her research, she examined alternative factors to be considered in this regard. Since Müller had been reflecting on a broader definition of student success for some years, she understood the barriers to student success when they were raised by disgruntled students during the #FeesMustFall movement. Her scholarly work is informed by students’ real-life experiences and their ability to succeed against the odds. Müller currently works in the Development and Alumni Division of Stellenbosch University.
Terhi Nokkala
is a Senior Researcher at the Finnish Institute for Educational Research (FIER), in the research team Higher Education Studies (HIEST), University of Jyväskylä, and an Adjunct Professor of Higher Education Administration at the Faculty of Management, University of Tampere. Her research focuses on the interplay between higher education policy, technological developments, organisational parameters and networks, and individual experiences in various aspects of higher education, with a specific interest in comparative methodology and discourse analysis.
Imanol Ordorika
received his undergraduate degree in Physics from the Universidad Nacional Autónoma de México in 1991, his Master’s degrees in International Development Education (1993) and Sociology (1998) from Stanford University, and his PhD in Education (Social Sciences, Policy and Educational Practice) from Stanford University in 1999. He has been a full Professor of Social Sciences and Education at the Universidad Nacional Autónoma de México since 1993. He has numerous publications, including books, book chapters and articles on the politics of university governance, higher education politics and policies, as well as globalisation and higher education.
Silke Preymann
focuses her research on human resources development and leadership in both, higher educational and corporate settings. She completed her doctoral studies in economics at University of Linz. She is a lecturer at the University of Applied Sciences Upper Austria concentrating on leadership and human resource development, change management and qualitative research methods.
Brian Pusser
is Associate Professor of Higher Education in the Curry School of Education at the University of Virginia. His research focuses on the politics of higher education, the organisation and governance of postsecondary institutions, national and international postsecondary policies, and international and comparative higher education. He has authored or co-authored articles published in such journals as Journal of Higher Education, Educational Policy, Research in Higher Education, and Higher Education: Handbook of Theory and Research. He is the co-editor of Critical Approaches to the Study of Higher Education (Johns Hopkins University Press, 2015), which received the American Educational Research Association’s Division J (Higher Education) 2016 Outstanding Publication Award. He is also co-editor of Universities and the Public Sphere: Knowledge Creation and State Building in the Era of Globalization (Routledge Press, 2012).
Victoria Rammer
is a research associate at the University of Applied Sciences Upper Austria, Campus Hagenberg, working on a three-year INTERREG project named “Content and Language Integrated Learning” (CLIL). The project seeks to enhance graduate employability at the Austrian-Czech cross-border region by enriching the study programmes in the fields of informatics, logistics, civil and mechanical engineering with foreign language elements of German, Czech and English.
Susan L. Robertson
is Professor of Sociology of Education in the Faculty of Education, University of Cambridge and Fellow of Wolfson College, Cambridge. Prior to her appointment to Cambridge in 2016, Susan was Professor of Sociology at the University of Bristol, UK. She has also held academic posts in New Zealand and Australia. Susan is a leading scholar on education policy and governance, with a focus particularly on global and regional higher education, and the implications for social justice. Susan has published well over 100 papers. Her recent books include Global Regionalisms and Higher Education, and Public Private Partnerships in Education. Susan is the founding co-editor of the journal, Globalisation, Societies and Education (with Roger Dale) and currently editor in chief. She convenes the research cluster “Culture, Politics and Global Justice”.
Taru Siekkinen
is a PhD student and a project researcher at the University of Jyväskylä, Finnish Institute for Educational Research (FIER), in the research team Higher Education Studies (HIEST). Her research focuses on the academic profession, academic work and careers. She is currently finalising her PhD related to these themes and working as a researcher in a project funded by the Academy of Finland: “Exiting Academics in Networked Knowledge Societies” (EANKS).
Stefanie Sterrer
focuses her research on higher education, its third mission and the key role in regional innovation systems. She focuses on the roles of different institutional types in higher education systems and governance. She studied Sociology and Economics and is currently a pre-doc researcher in the Higher Education Research and Development department at the University of Applied Sciences Upper Austria.
Massimiliano Vaira
is Associate Professor of Economic Labour and Organizational Sociology at the Department of Political and Social Sciences, University of Pavia. He is a member of the Centre of Studies and Researches on Higher Education Systems (CIRSIS) at the same institution.
Leasa Weimer
is a researcher in the Finnish Institute for Educational Research at the University of Jyväskylä (Finland). In 2018–2019 she was principal investigator for a Ministry-funded project, “Investigation of internationalisation at home in Finnish higher education and research institutes”. She holds a PhD from the University of Georgia (USA) and a joint Erasmus Mundus Master’s degree in Higher Education from the University of Oslo (Norway), University of Aveiro (Portugal) and the University of Tampere (Finland). With over 20 years of experience in higher education, she has been active in the field of international education as a Fulbright Fellow, President of the Erasmus Mundus Association, and an expert consultant for European higher education projects and evaluations. Her work bridges international higher education research with practice.
Keiichi Yoshimoto
(PhD in Education) majors in sociology of education and conducts research on tertiary education. He is a Distinguished Professor and the Director of the Research Centre for Tertiary Education and Qualifications at Kyushu University. He also served as Program Officer at the Research Center for Science Systems, Japan Society for The Promotion of Science (2015–2018) and President of the Japan Society of Internship and Work Integrated Learning (2009–2017). He has a wide range of international project experience, including as the national coordinator of Japan at the OECD thematic review of “Transition from Initial Education to Working Life” (1996–2000), and the Graduate surveys in Europe (CHEERS) project (1998–2000). One of his publications is “Pedagogy and andragogy in higher education – A comparison among Germany, the UK and Japan” (European Journal of Education, 2007), which was co-authored by Yuki Inenaga.