@article{MarquesPowellFuetal., author = {Marques, Marcelo and Powell, Justin J.W. and Fu, Yuan C. and Tseng, Yuen-Hsien and Baker, David P.}, title = {An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998-2018}, series = {Scientrometrics}, volume = {127}, journal = {Scientrometrics}, number = {3}, doi = {10.1007/s11192-021-04200-w}, pages = {1403 -- 1429}, abstract = {Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century. As in other fields, rising international co-authorships reflect evolving international collaboration networks. We examine higher education research over two decades, applying automated bibliometric topic identification and social network analysis of 9067 papers in 13 core higher education journals (1998-2018). Remarkable expansion in the volume of papers and co-authorships has, surprisingly, not resulted in a more diverse network. Rather, existing co-authorship patterns are strengthened, with the dominance of scholars from a few Anglophone countries largely maintained. Researchers globally seek to co-author with leading scholars in these countries, especially the US, UK, and Australia—at least when publishing in the leading general higher education journals based there. Further, the two-mode social network analysis of countries and topics suggests that while Anglophone countries have led the development of higher education research, China and Germany, as leading research-producing countries, are increasingly influential within this world-spanning network. Topically, the vast majority of co-authored papers in higher education research focuses on individual-level phenomena, with organizational and system or country-level analysis constituting (much) smaller proportions, despite policymakers' emphasis on cross-national comparisons and the growing importance of university actorhood. We discuss implications thereof for the future of the multidisciplinary field of higher education.}, language = {en} } @incollection{GrafPowell, author = {Graf, Lukas and Powell, Justin J.W.}, title = {The Origins and Contemporary Development of Work-based Higher Education in Germany: Lessons for Anglophone Countries?}, series = {Equity and Access to High Skills through Higher Vocational Education}, booktitle = {Equity and Access to High Skills through Higher Vocational Education}, editor = {Knight, Elizabeth and Bathmaker, Ann-Marie and Moodie, Gavin and Orr, Kevin and Webb, Susan and Wheelahan, Leesa}, publisher = {Palgrave}, address = {London}, doi = {10.1007/978-3-030-84502-5_7}, publisher = {Hertie School}, pages = {125 -- 144}, abstract = {Higher education is typically viewed as offering the most assured pathways to secure careers and low unemployment rates. Yet, increasingly some groups, not least higher education graduates and their families paying ever-higher tuition fees, question the taken-for-granted contributions higher education makes to individuals and society. While participation rates have climbed worldwide, higher education systems continue to produce winners and losers. In the face of such challenges globally, which alternatives exist? A prominent possibility, pioneered in Germany, is 'dual study' programmes. These programmes fully integrate phases of higher education study and paid work in firms, illustrating how employer interests and investments are (re)shaping advanced skill formation. Co-developed and co-financed by employers, they could ameliorate the global trend towards saddling students with ever-higher education costs and student debt. Grounded in neo-institutional analysis, expert interviews, and document analysis, we analyse the genesis and rapid expansion of dual study programmes, emphasizing the role of employer interests and highlighting distributional conflicts in the new politics of advanced skill formation. Furthermore, we discuss lessons other countries might glean from a new form of work-based higher education in Germany. Reference: Graf, L./Powell, J.J.W. (2022) The Origins and Contemporary Development of Work-based Higher Education in Germany: Lessons for Anglophone Countries? In: Knight, E./Bathmaker, A-M./Moodie, G./Orr, K./Webb, S./Wheelahan, L. (Eds.) Equity and Access to High Skills through Higher Vocational Education. London, Palgrave, 125-144.}, language = {en} }