Abstract
The previous chapter includes an examination of central theories and definitions within this thesis. On this foundation, the constitution of the phenomenon of EHEIs is conceptualized in the following chapter. Within this frame, leadership education is embedded in the context of EHEIs. This chapter represents a synthesis of previous literature, specifically focusing on higher education institutions.
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Notes
- 1.
Regarding the concept of upbringing, reference should be made to the extensive body of pedagogical literature on the topic. For further information, see, for example, Menck (2015).
- 2.
For a distinction between formal and material education and their integration in the concept of categorical education, see Klafki (1964).
- 3.
The term “ideal” (noun) is adopted from the discipline of philosophy. It describes an objective that embodies perfection. In education, an ideal is a state that should be reached. However, since it embodies perfection an ideal cannot truly be achieved. For the term ideal and ideals in education, see Kisgen (2017, p. 99) and Tenorth (2013).
- 4.
Klafki (2007b, p. 63) describes four specific contentual elements that go beyond the scope of individual key issues, which are willingness and ability for critical thinking, willingness and ability to argue, willingness and ability to be emphatic, willingness and ability for contextual thinking.
- 5.
For the concept of ideology with a focus on the political context, and the abuse of power that takes place here, see Kuhn (1963).
- 6.
For a philosophical discussion of the concept of ideology in the context of society, see Habermas (1968).
- 7.
For a detailed description of the development of the concept of humanism and its evolution into (German) new humanism by the end of the 19th century, see F. Paulsen (1885).
- 8.
For the conceptual challenges in distinguishing the concepts of personality and character, see Banicki (2017).
- 9.
For the concepts of being a personality and having a personality, see W. G. Faix and Mergenthaler (2015, pp. 109–123).
- 10.
For a comparative description of U.S. curriculum research and the Northern and Central European didactic tradition, see Riquarts and Hopmann (1995) and Friesen (2018).
- 11.
For the distinction between general didactics, subject didactics, and area didactics, see Klafki (2007a, p. 159).
- 12.
For a detailed look at the nine criteria of competency-based learning, see Kisgen (2017, p. 112).
- 13.
For a discussion of the concept of research in terms of the construction of scientific facts, see Latour and Woolgar (1986).
- 14.
For a comprehensive discussion of the concept of research and how it is viewed by active researchers, see Åkerlind (2008).
- 15.
For an elaboration of the distinct characteristics of research in different disciplines, see Becher (1994).
- 16.
The term “research performance” describes the output of individual researchers. This includes, as Falola et al. (2020, p. 5) illustrate, research productivity, collaboration, citations, industry partnership, teaching, transfer of knowledge, mentoring, and community service. For research performance, see Avital and Collopy (2008); Bazeley (2010).
- 17.
One approach to integrating a combination of Mode 1 knowledge and Mode 2 knowledge into the practice of higher education institutions can be found in Fischer et al. (2011).
- 18.
The term social practices is used by the authors to refer to a tendency in sociological theory to develop toward practice orientation in the 20th and 21st centuries. For the concept of social practices, see Reckwitz (2003).
- 19.
The triple helix model describes the frame that is relevant for higher education institutions in the present and in the future to innovate and generate social progress. The focus is on the relationships among institutions, industry, and government. For a comprehensive description of the model, see Etzkowitz and Leydesdorff (1998).
- 20.
Following Fellnhofer (2019, p. 29) entrepreneurship education can be understood in a wide sense as developing personal qualities, attitudes, and skills relevant for entrepreneurship or in a narrow sense as specific training to practically execute an entrepreneurial project. For entrepreneurship education, see Fayolle and Gailly (2008); Fellnhofer (2019); Zaring et al. (2019).
- 21.
The relationship between social entrepreneurship and entrepreneurship can be considered as analogous to the distinction between economic and social innovation in this thesis. For a critical review of the concept, see Peredo and McLean (2006).
- 22.
The concept of academic excellence is discussed in more depth later in this chapter.
- 23.
The authors identified six communication strategies in the context of their study. For these strategies, see McDonald et al (2012, p. 9).
- 24.
For the elite excellence discourse in science, see Helsper et al. (2014); H.-H. Krüger et al. (2014); H.-H. Krüger and Helsper (2014); Ricken (2009).
- 25.
In the context of various national selection processes in elite higher education, Zymek (2014) conducted a historical-comparative analysis illustrating historical developments of selection processes and similarities and differences in Germany, the United Kingdom, and France.
- 26.
The term fit in this work is understood as synonymous with the German concept of Passung.
- 27.
For Robert Merton’s theory of anomie, see Merton (1968, p. 198 f.) and Merton (1995, p. 127 f.).
- 28.
For the types of individual adaptation in the context of social structure, see Merton (1995, p. 135 f.).
- 29.
For the concept of space and place, see Tuan (1977).
- 30.
For a discussion of selection processes in (elite) higher education institutions and inequalities that arise from them, see Liu et al. (2014); Zhang and Wang (2020).
- 31.
For social systems according to Luhmann, see J. F. K. Schmidt and Kieserling (2017, p. 100).
- 32.
Two of these networks are the International Alliance of Research Universities in the international context and the League of European Research Universities in the European context. For more information, see International Alliance of Research Universities (2020); League of European Research Universities (2020).
- 33.
While not specifying the leadership competencies, Tippelt (2021) indicates that participative and transformational leadership is suitable for cooperation. These aspects are incorporated in the leadership definition within this thesis. See Part II, Subchapter 3.2.
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Lange, N. (2023). The Constitution of Contemporary Elite Higher Education Institutions. In: Future Perspectives for Higher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-40712-4_4
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