During the last decade, the relationship between university and non-university higher education institutions has changed. As a contribution to the knowledge economy, non-university higher education institutions are expected to educate their students in research activities. Previously, teaching was the main responsibility of lecturers in non-university higher education, while research hardly played a role. This paper is about the belief of lecturers in non-university higher education in their own research ability (research self-efficacy). In a survey study conducted among Dutch lecturers (N = 790), the research self-efficacy has been measured. A structural equation model shows the effects of personal aspects, mastery experience and organisational context on the research self-efficacy of lecturers. Research self-efficacy is also modelled in relation to lecturers’ need to work on professional development in research skills. Results show that research self-efficacy is mostly affected by aspects of mastery experience, in which the context is similar to the given task. Implications are discussed.
In the context of a European knowledge economy, the Dutch non-university institutions systematically develop research activities at a higher frequency than before. With this development, they have been accused of academic drift, of striving to receive a status comparable to traditional universities. This study considers the perceptions of both managers and lecturers in non-university higher education concerning the organisational aims for research activities. The intention is to add an empirical base to the debate of academic drift, especially to the potential of academic drift on the staff level. The results show a moderate indication of potential for academic drift on the staff level. In addition, managers have more positive perceptions regarding all aims for research than lecturers, but both groups prioritise that the results of research should, first and foremost, be directed towards improving the quality of education.
The European Higher Education Area (EHEA) requires changes in the way universities are managed. It is an opportunity for correcting imbalances whilst at the same time being a challenge that can mark important differences between universities. This study seeks to identify the challenges and information/training requirements of Spanish university management teams in order to facilitate their integration in the EHEA. Methodology: The Delphi study with the participation of 115 chancellors, vice-chancellors, deans and heads of service of Spanish Universities (EUE) and 26 managers of non-Spanish Universities included in European university quality and management agencies (ENE). For preparing the Delphi study questionnaire, two groups were formed using qualitative research techniques: a first discussion group with the participation of 12 Spanish university managers and a second group in which the Nominal Group technique was applied, with the participation of 18 non-Spanish university managers. Results: The most important challenges are improvement in the quality of education and redefinition of each university's strategy. The EUE group considers it necessary to increase coordination between subjects in order to offer a comprehensive education and promote the renovation of teaching methodologies. The ENE group gives priority to the need for professionalizing university management. The information/training requirements of university managers are: quality management, strategic management and change leadership. Conclusions: There is a notable effort to identify how EHEA integration affects the different disciplines but it is less frequent to address the structural changes needed in universities to be able to successfully accomplish this integration. These include improving the quality of teaching and management, for which managers must have the capacity for innovation and change leadership.
