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Skills enabling and ensuring universal access to information have been investigated intensively during the past few years. The research results provide knowledge on the differences and digital divides. When examining ICT skill levels, the accuracy of assessment is one of the key issues to address the results and gain the applicable data for appropriate interventions to enhance digital inclusion. To date, ICT skill assessment is based mainly on self-reports and subjective evaluations. However, as previous studies have shown, people tend to overrate or underrate their own levels of competence. Thus, novel performance-based approach for assessing ICT skills is presented in this paper. The ICT skill test contains 42 tasks grouped into 17 ICT fields. The study was conducted with upper comprehensive and upper secondary level school students (n = 3159) and their teachers (n = 626) during years 2014-2016 in Finland. Using factor analysis, three ICT skills factors were created: basic digital skills, advanced technical skills, and professional ICT skills. The performance in the ICT skill test was also divided by gender, as the male students and teachers outperformed the female students and teacher. Outperformance also occurred by educational level, as both upper secondary level students and teachers were seen as possessing higher-level ICT skills than students and teachers at the comprehensive level. We thus argue that to compare the ICT skills and the validity of the assessments, we needed to ensure consistent assessment for both students and teachers. In addition, in order to diminish the ICT skill gap among students, interventions using formal education are urgently needed, and in particular, more attention should be given to both teacher training and in-service training. [ABSTRACT FROM AUTHOR]

The paper asks to what extent the top 200 universities in scientific publishing in four research fields are the same universities that occupy the top 200 positions in global university rankings. In this article, the top 200 lists of universities in scientific publishing are compiled of universities' contribution rates in four fields: biological, physical, social and life sciences. Out of some 4000 academic institutions included in InCites, the paper identifies 437 top publishing universities in at least one field. The paper analyses the extent to which those universities are covered in six global university rankings' top 200 listings: Academic Ranking of World Universities (ARWU), Performance Ranking of Scientific Papers for World Universities (NTU), QS World University Rankings (QS), Times Higher Education World University rankings (THE), University Ranking by Academic Performance (URAP) and US News and World Report Best Global University Rankings (USNWR). Out of these rankings, URAP, NTU and USNWR are more distinctive than ARWU, QS and THE in covering the 437 top publishing universities in their top 200 listings. Therefore URAP, NTU and USNWR are utilized in analyzing top publishing universities' chances to be recognized. The paper identifies a total of 64 top publishing universities in at least three out of four fields recognized without exception in the top 200 lists of NTU, URAP and USNWR; out of them 24 reside in the USA, 21 in the EU and 19 in the rest of the World. In addition, the paper identifies other (373) top publishing universities variably recognized by the relevant of the three rankings (in terms of odds) depending on the fields in which the universities reach the top 200; odds range from 0.01 (biological sciences) to 12.00 (life, social and biological sciences). The region of residence of these 373 universities also varies, so that those reaching the top 200 in life sciences reside most frequently in the EU, those reaching the top 200 in social sciences in the USA and those reaching the top 200 in physical or in biological sciences in the rest of the World. [ABSTRACT FROM AUTHOR]

The article introduces a relational input-output model for the productivity analysis of university research. The comparative analyses focus on top university research in hard sciences from 4 East Asian countries (Hong Kong, Singapore, South Korea, Taiwan) and 4 North European countries (Denmark, Finland, Norway, Sweden), universities of which get altogether 95 recognitions in the HEEACT Top 300 rankings in the Natural Sciences (Sci), Technology (Tec) or Clinical Medicine (Med). According to productivity ratings (A, A, A, A), Taiwan receives 10 A ratings (Sci 5, Tec 5), Sweden 9 (Sci 4, Med 4, Tec 1) and Hong Kong 9 (Tec 4, Med 2, Sci 1). The smallest numbers of A ratings are found in Norway, 1 (Med) and Finland 3 (all in Med). The only university with an A rating in the top of all three fields is the National University of Singapore. The Pohang University of Science and Technology (South Korea) and the National Tsing Hua University (Taiwan) are exceptionally productive in Sci and Tec; Karolinska Institutet (Sweden) and the University of Helsinki (Finland) belong to the top in Med. Even though Northern European countries are ranked higher in the 'knowledge economy indicators', East Asians fare better by indicators of learning outcomes and by productivity of university research in Natural Sciences and Technology; North European countries are stronger in Clinical Medicine. [ABSTRACT FROM AUTHOR]

In higher education dual systems, graduates are qualified to apply for jobs in same professional fields along two separated educational routes. The research problem is whether the rival applicants for professional positions are treated equally in the labour market despite their different qualifications. From the graduates point of view, to be equal means to have an opportunity to be employed in accordance with one’s professional skill. Applying European survey data, the article tests to what extent the ‘distribution of work’ between university and non-university graduates seems to be based on educational qualifications or actual competence. Among 4,000 German, Dutch, Finnish, and Swiss graduates primarily in business and administration and engineering, only slight and occasional evidence of ‘status-based recruitment’ was found. All in all, the research suggests that from the view of graduate employment, the European dual HE systems work very much following the principle of ‘different but equal’. [ABSTRACT FROM AUTHOR]

There are realist philosophers and social scientists who believe in the indispensability of social ontology. However, we argue that certain pragmatist outlines for inquiry open more fruitful roads to empirical research than such ontologizing perspectives. The pragmatist conceptual tools in a Darwinian vein—concepts like action, habit, coping and community—are in a particularly stark contrast with, for instance, the Searlean and Chomskian metaphysics of human being. In particular, we bring Searle’s realist philosophy of society and mind under critical survey in this paper and contrast it with a pragmatist, sociologizing approach. Drawing from Dewey, James, and recent antirepresentationalism, we propose for research work a methodological relationalism of its own kind, altogether detached from the ontologies of society and mind. [ABSTRACT FROM AUTHOR]

Analysing foundation charters, this article explores the various purposes universities have been said to serve at different periods of time, how the distinction between universities and other educational establishments has been made, and how the actions of the academic community have been justified. The data consist of 225 charters of foundation from the year 1224 to 1999. Granted by rulers, the charters depict universities as being suited to serve widely differing purposes, such as furthering the material and spiritual prosperity of the nation and the local community, strengthening the right faith and training public servants. Charters granted universities privileges such as the status of studium generale and ius ubique docendi, a universal teaching licence. These privileges created a foundation for all later principles generally applicable to the academic world. The universities originating in academic guilds founded for the protection of scholars have always been answerable to societal demands. A certain degree of loyalty by academic people to those in power has, in turn, secured the universities and the academic community their vital integrity and freedom of opinion, publication and research. [ABSTRACT FROM AUTHOR]

Both the rhetoric of human capital and the information society are based on the idea of continuous progress. The politics of European governments rest on a simplified presumption that to produce more and higher educational credentials is the same as to produce more human capital. The information society rhetoric is saying that the expanding human capital serves both societies, firms and individuals as a direct route to economic growth, since people are living and working in the conditions of more knowledge-intensive production in the so-called information society. In this article we will concentrate on analysing the gap between the reborn human capital ideology, represented in current labour market rhetoric, and the everyday realities of human risk capital faced by graduates. We discuss the changing labour markets, presenting an extended model describing the various social mechanisms which affect graduate employment. Information society implies also the ’information State‘, since especially in the Nordic countries, the State still has a firm grip on higher education and the labour market, in spite of the popular market rhetoric. We also ask to what extent, instead of traditional organizational careers and permanent jobs, the future of higher education graduates can be described in terms of boundaryless careers or entrepreneurial work. [ABSTRACT FROM AUTHOR]

In this article, we examine the methodological presuppositions underlying comparative research into higher education. We begin by criticizing the familiar, external approaches to comparing nationally differentiated higher education systems, on the basis of structural-functional or system theory. We then argue in favour of the power-source analysis developed mainly by Michael Mann (1986), and from this basis offer a modified general model of social dynamics, with the aim of achieving a better insight into the methodologically critical areas of comparative educational research. For comparative social research, it is inadequate merely to model educational systems; we also need to locate historically and explicate the key events, the moments of "switching" (to borrow Max Weber's metaphor of the "switchmen of history") when higher education, for instance, took its subsequent direction. What we propose as methods appropriate for a comparative, historically aware sociological analysis of higher education, drawn from the armoury of qualitative research, are research strategies under the "casing" label; but there is no sense in an exclusive polarization with quantitative research. The aim of the research approach outlined here is to generate theoretically articulated, but above all meaningful and useful descriptions of the reality of higher education. What we are particularly interested in is the theory of social power, from a methodological standpoint based on the principle of sufficient reason. [ABSTRACT FROM AUTHOR]