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Using the example of the University Library in Magdeburg-Stendal, the article offers an outline of what a targeted transformation to Open Access could look like to be successful. Specific contexts and challenges are described, and practical approaches and related issues and development steps are explained. [ABSTRACT FROM AUTHOR]

The question of how to promote co-creation and collaboration among universities and companies in research and developing operations lies in the background of this study. The focus of this exploratory case study is on knowledge-creating patterns in an online dissemination platform. The research question was expressed as follows: How to develop and maintain a context supporting collaboration and creative common activities by academic online publishing. Online publishing environments are in continuous turbulence. Thus, we have to develop platforms for the dissemination of knowledge systematically. This means, for instance, evidence-based analyses, assessing, and brainstorming. In this case study, we describe one development process by focusing on an online journal and the multiple future scenarios (possibilities) for the journal. In addition, some visions and thoughts about the role of OA journals and possibilities in implementing and publishing the activities and performances of higher education institutions are presented. [ABSTRACT FROM AUTHOR]

One of the core elements of universities applied sciences (UAS) is its connection with professional fields. Lecturers establish relationships with private organizations and guide students in internships, projects, assignments and towards graduation. In this role, lecturers are confronted with developments in their field of expertise, thereby deploying their networks of relationships through their social capital. From these relationships, a certain reciprocity is created, resulting in possibilities for mutual support. We interviewed UAS lecturers via email about these relationships and the importance they attach to them. The theory of social capital is used to analyse the interactions between lecturers and companies or organizations in the professional field. Above all, these lecturers expressed interest in students' learning processes and used social capital to achieve this aim, while indirectly recognizing its added value for the development of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Hoitotiede is the property of Hoitotieteiden Tutkimusseura HTTS r.y. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hoitotiede is the property of Hoitotieteiden Tutkimusseura HTTS r.y. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This article aims to explore the moral ideas and experiences that students at Dutch universities of applied sciences (UAS) have of being a professional with an ‘ethical compass.’ Semi-structured interviews were held with 36 fourth-year Bachelor students divided over four institutions and three different programmes: Initial Teacher Education, Business Services and Information and Communication Technology. Findings show that students say they strive to be(come) moral professionals, but that they have difficulties recognising and articulating the moral aspects of their professional roles. They seem to lack a moral vocabulary and the moral knowledge to verbalise their aspirations and to provide arguments to explicate or legitimise their moral behaviour. While most students were critical of the support they received from their universities, they indicated that various other role models and (work) experiences did have a strong and positive influence on their moral development. In this article, we reflect on the findings in relation to international empirical research on students’ moral development and highlight the characteristics of UAS students.

Technology assessment (TA) has become an essential tool for dealing with wicked problems. TA institutions cover many areas of the research landscape; however, the question arises to what extent TA is incorporated by universities of applied sciences. These are supposed to act as local drivers of innovation in addition to providing education. This article examines the dissemination of TA approaches at technically oriented state universities of applied sciences in German-speaking countries. Using a systematic content analysis of online information, it provides an overview of the different manifestations. The aim is to review the current state of TA embedding and to identify needs for and potential opportunities through a thorough implementation of TA instruments in education and research.

The contribution at hand sheds light on dramatically mounting tensions that academic tourism education in Germany is facing within the context of applied science universities. Drawing on the concept of organizational hybridity, we distil two dilemmas resulting from respectively incongruent expectation sets. Firstly, a spatial hybridity dilemma results from opposing missions of regional development and embeddedness versus internationalization prescriptions and efforts. Secondly, there is an ideational hybridity dilemma resulting from imperatives to serve employment markets versus academic purposes of serving social and scientific ideals. Based on a tourism program case from Northern Germany we highlight how a mélange of diverse, partly obscure and increasingly conflicting missions as well as largely inflated and for the most part incongruent stakeholder expectations threaten to tear the institution apart and to lead tourism education onto pathways where it could lose its bearings. We summarize our three major concerns of academics drifting off the course of integrity out of desperation resulting from overwhelming pressures, impoverished learning experience for our student constituencies and impoverishment of research in an era where we need meaningful research more than ever in tourism and beyond. We thus contribute to the debate about the future of tourism education in academia. [ABSTRACT FROM AUTHOR]

Copyright of Hochschullehre is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The structural changes in the pharmaceutical industry have implications on the qualification profile of university graduates. In this paper, the authors share their experiences with and insights into this topic both from the perspective of a university of applied sciences and the industry. They question the current emphasis on competencies and their implementation in university teaching. They believe that module descriptions and learning objectives fall short with respect to the necessary expert knowledge required in industry. They describe the educational philosophy of Carl Remigius Fresenius (1818–1897) with its focus both on knowledge acquisition and application as a counterexample. With the practical case of the M.Sc. Executive Initiative, both the necessity as well as the implementation of practice‐oriented university teaching in the context of the pharmaceutical industry 4.0 is illustrated. [ABSTRACT FROM AUTHOR]

In today's complicated and dynamic world, in order to maintain their competitive advantage, the organizations need to be integrated into one entity so that they can learn faster than their competitors. The purpose of the present study was to investigate the impact of transformational leadership on learning organization development in the applied universities of the west of Mazandaran province. The statistical population of the study consisted of 220 staff members of Mazandaran province. The sample consisted of 136 of them who were selected by simple random sampling. Data collection tools were Watkins & Marseille Learning Organization Questionnaire (1996) and Bass & Avolio Transformational Leadership Questionnaire (2000). Data were analyzed using regression analysis. The results showed that subjective motivation, ideal influence, inspirational motivation, and personal considerations have positive effects on learning organization development in the applied universities of the west of Mazandaran province. Also, transformational leadership style has positive effect on learning organization development in the applied universities of the west of Mazandaran province.

The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences (UAS), for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review also shows that various interpretations are possible. We found three clusters of proposed ethical compasses expressing its a) content, b) form, or c) use, which we present in this article. Thereafter, we evaluate which compass can meaningfully assist (young) professionals and, therefore, should be part of the aims and content of education provided by UAS. Based on this evaluation, we describe the possibilities and boundaries of UAS' contribution to the development of their students' ethical compass. [ABSTRACT FROM AUTHOR]

We study gender differences in the selection of traditional universities versus universities of applied sciences in Germany. Do women, due to life and job goals, less often enrol than men in traditional universities and more often enrol at the more practice- and profession-oriented universities of applied sciences? Or are women overrepresented at traditional universities due to prior educational choices and outcomes such as higher school grades and more frequent choice of non-technical fields of study? Our analyses on a national sample of 1st-year students report a 14-percentage point higher likelihood of women than men to enter traditional universities. This gender gap can almost entirely be attributed to educational factors, specifically women's less frequent choice of engineering majors, and hardly by job goal preferences. That, net of these factors, no gender difference exists indicates that women in Germany do not aim lower or higher than men as to the institution choice. [ABSTRACT FROM AUTHOR]

A lot of what we read today in the media about coronavirus waves, school closings, and soon available vaccines reminds of the influenza pandemic 1918-1920. An essential difference is the electronic infrastructure that allows us to supply users with online library services. This paper illustrates how the library of the University of Applied Sciences Burgenland managed to compensate the sudden decrease of physical borrowing with already available digital tools (Alma-Summon, Microsoft Teams), and new ones like LibAnswers. Finally, it will be shown how by simple means (Microsoft Office) a library seats availability dashboard was realized and shared with other libraries. [ABSTRACT FROM AUTHOR]

This article analyzes the success factors that would ensure and support the future of professional higher education alongside (traditional) university education. The paradigm of the binary higher education system is changing, the key question is in which direction professional higher education should develop and who defines the needs of trends. The purpose of the current article is to describe the development of professional higher education in Estonia in general, and in this context, the recent trends in labour market, skills and new knowledge necessary for graduates of universities of applied sciences (UAS), are examined. The first part of the current article focuses on the general developments and trends of professional higher education in the 21st century, e.g. lifelong learning, more quick changes for professional requirements, and importance of access to education in regional centers. The second part describes the changes in the labour market, new skills and knowledge and emphasizes the close cooperation of universities of applied sciences and employers. The third part concentrates on the analysis of main factors influencing professional higher education in Estonia. It gives an overview of the legal environment, key performance indicators as the number of admissions, the number of students, the number of graduates as well as the dynamics of financial support for universities of applied sciences in 2014-2019 in the context of economical and legislation changes in Estonia. Presentation and understanding of current situation analysis of strengths and weaknesses is the foundation for the content and role of professional higher education in the future. In the end of the overview recommendations are given to guarantee the sustainable, competitive and high-quality professional higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praksis is the property of Universidade Feevale and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the problem of arranging practiceGoriented education at technical university. The basic steps in this direction are the establishment of the University of Applied Sciences of BSTU, implementation of the dual education system, university cooperation with enterprises for future employment of graduates, creating a Scillbook web-resource based on BSTU portal, aimed at rendering assistance in graduates’ job placement.

The paper deals with assessing the efficiency of the faculties of universities of applied sciences. A model based on Data Envelopment Analysis was created, using specifically the CCR alternative. It is an input-oriented method, assuming the constant returns to scale. The model was subsequently validated on an example of a specific university. The results clearly show that the model was able to determine how and to which extent a given faculty is effective. It also provides the assessor with a tool to manage the efficiency of the faculty, as it is able to identify the causes of possible ineffectiveness. Further research focuses on the model´s applicability in the environment of all universities of applied sciences ideally all over the world.

Libraries of Austrian universities – federal universities, private universities and universities of applied sciences – as well as libraries of other research facilities cooperate in many fields. The article focuses on collaborations of facilities with a medical key aspect within the Austrian Library Network, the Austrian Academic Library Consortium and the Council of Austrian University Libraries. Furthermore infrastructure projects run by these libraries in the fields of online repositories, research data management and open access are portrayed. Finally the GMLA working group of Austrian medical librarians is introduced as an important forum for librarians of the spheres of medicine, pharmacy and public health to exchange their experiences and ideas.

Copyright of GENDER: Zeitschrift für Geschlecht, Kultur und Gesellschaft is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article looks at third mission activities as an integral part of universities of applied sciences (UAS) and sheds light on the wide portfolio of third stream initiatives at the Austrian applied higher education sector. In a pilot study, this research explores how the sector (consisting of 21 UAS) perceives its role as an enabler for prosperity, innovation and knowledge transfer in the local areas. In addition, we sought to identify the wide range of potential rationales behind regional engagement, attempted to differentiate between concepts that primarily target the traditional roles of universities (teaching and research) and seek to integrate third mission elements (Entrepreneurial University, Triple Helix, Mode 2) with an eye on economic gains and those that foreground additional responsibilities at the tertiary level for societal purposes. In this sense, we sought to carve out to what extent institutions also engage in third mission activities predominantly for non-economic reasons (Engaged University, Regional Innovation Systems, Sustainable University). Such a differentiation may have the potential to outline the paradigms for third mission activities in a more systematic and structured way. In addition, this analysis may allow Austrian UAS to make more informed decisions along the lines of third-stream initiatives that are based on their strategic positioning and profile.

Copyright of GMS Medizin-Bibliothek-Information is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this large-scale study, higher education teachers’ (n = 1028) descriptions of their own learning are examined with quantitative analyses. The study follows up an earlier qualitative study that, using a phenomenographic approach, identified four different ways in which teachers at Finnish universities of applied sciences described their own learning. The purpose of the present study was to find out how teachers’ descriptions were divided into the categories formed in the previous study and to examine whether teachers’ descriptions of their learning differ according to their position, gender and age. The results show that most teachers described their learning as an individual activity. Differences between teacher, gender and age groups were found. Lecturers were represented more often than senior lecturers in the category of individual learning, and male teachers more often than their female colleagues. Individualistic learning was especially typical of lecturers under 50 years of age. [ABSTRACT FROM PUBLISHER]

Copyright of Hoitotiede is the property of Hoitotieteiden Tutkimusseura HTTS r.y. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Horizontal trust among lecturers at universities seems to be particularly unexplored in the literature. The main purpose of this paper is to fi ll in this gap and is an attempt to answer the question: how lecturers perceive, address and reconstruct trust in their teaching. Methodology: The data; narratives of lecturers, consists of told and written stories (N=23) collected in Finland, Hungary and the United Kingdom. Collecting multinational dataset is based on the European attempt of the harmonisation and internationalisation of education and on the cooperation of educational institutions. The narratives were analysed in two stages: fi rst by narrative analysis and then by condensing textual data. Findings: The results argue that trust creates trusting atmosphere between lecturers. Without trust cooperation between lecturers creates tension and diff iculties. Trust creates welfare and good results for teaching. Without trust the lecturers cannot give their best to the students, colleagues and all in all to the university of the applied sciences. Trust makes it possible to change teaching methods and organisational structures at the universities of the applied sciences. Without trust working methods are diff icult to develop. Trust contributes to good cooperation between lecturers and more positive results to develop academic education in Europe. Originality/value: The results of this paper are consistent with previous research, however they shed light in much more detail on horizontal trust at universities emphasizing, among others, the fact that trust impacts the organization's success, and strengthens intra- and inter-organizational relationships. [ABSTRACT FROM AUTHOR]