Enders, J. (2001), 'A Chair Systems in Transition: Appointments, Promotions, and Gate-keeping in German Higher Education', Higher Education 41: 3-25
The traditional German system of academic appointments and careers has recently become a focus of policy reorganisation. The article analyses the ongoing debates and changes on the basis of an examination of the origins and overall function of the academic career system.
It is argued that the recruitment, promotion and appointment of academic staff are perceived as more important issues in countries such as Germany, where they shape the institutional pattern of higher education and where they are a major link to the state and society. (© Enders)
Enders, J. (2005), 'Border Crossings: Research Training, Knowledge Dissemination and the Transformation of Academic Work', Higher Education 49: 119-33.
At the crossroads of current innovation policies towards a European Research Area (ERA) and a European Higher Education Area (EHEA) lies an important province of higher learning and research: doctoral training and the further careers of Ph.D. graduates.
A considerable number of higher education systems across Europe shift their paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model.
Against this background, the paper discusses (1) the German pattern of a strong link of the Ph.D. to the labor market outside academe that is based on a traditional academic-disciplinary mode of apprenticeship training, and (2) approaches that argue for a new mode of knowledge production replacing an academic-disciplinary model of research training by a hybrid model that crosses disciplinary and organizational borders.
The paper argues that a diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training. (© Enders)
Enders, J. and U. Teichler (1997), 'A Victim of Their Own Success? Employment and Working Conditions of Academic Staff in Comparative Perspective', Higher Education 34: 347-72.
Interest in the status and functions, the potential and the vulnerability of the academic profession has grown in recent times. International comparison is of special interest in this context: are the problems experienced more or less universal, or are there options and conditions in individual countries which might suggest solutions for the future?
The paper analyses some findings and implications of the International Survey of the Academic Profession with a special focus on the various subgroups of academics in the European countries involved in this empirical study.
The analysis focuses on the employment and working conditions, as well as the way academics handle their professional tasks and functions. Considerable differences between the university professoriate, middle-ranking and junior staff at universities and staff at other institutions of higher education are noted. In the majority of European countries surveyed, one would hesitate to consider them part of the same profession. By and large, however, the relatively independent nature of their jobs allows most academics to find areas of professional activity which are the source of professional attachment and satisfaction. (© Enders & Teichler)
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