Publications

2023
Ho, S.SH., M. Klemenčič, and E.O.G. Bello. 2023. “International Dimensions in Teaching and Learning”. in Internationalization and the Academic Profession. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol. 24. Springer, Cham.Abstract
With the spread of globalization, the need to equip all students in higher education with international, intercultural, and global competencies has become more pronounced. International mobility has long been the preferred practice to achieve this. However, despite the continuous increases in international education, the limits on student mobility are undisputed. This is how internationalization at home became a policy priority. One of the most direct and impactful mechanisms of internationalization at home is through teaching, specifically through emphasizing international perspectives and content in course teaching. In this chapter, we analyze international dimensions in teaching and learning by comparing survey data from academics’ self-reported behaviors and perceptions. This study is guided by two research questions: (1) How do countries compare according to academics’ emphasizing international perspectives and content in teaching? and (2) How do the internationalization practices impact the internationalization of the curriculum across countries? The chapter utilizes the survey data of academic staff acquired within the global research network APIKS (Academic Profession in Knowledge-based Society) with a geographic focus involving 20 countries from three world regions. Our findings point to notable differences between countries and world regions in academics’ implementation of international perspectives or content in their course teaching.
2022
From Actors to Reforms in European Higher Education: A Festschrift for Pavel Zgaga
Klemenčič, Manja, ed. 2022. From Actors to Reforms in European Higher Education: A Festschrift for Pavel Zgaga. 1st ed. Doredrecht: Springer. Publisher's VersionAbstract
This volume addresses the conceptions of actors and actorhood in higher education research. It explores the range of actors that are (or should be) recognized and theorized in higher education research, the processes that shape actorhood in the higher education reforms and explores the relations between the actors and higher education reforms. Drawing on a range of theoretical frameworks and research projects, the volume provides in-depth analyses of higher education actors and reform issues through institutional, system or international comparative perspective. The volume celebrates and is in conversation with the intellectual contributions of Professor Pavel Zgaga whose work advances our understanding of actors and actorhood in higher education and higher education reforms.
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2021
Nuno Teixeira, P., and M. Klemenčič. 2021. “Valuing the Civic Role of University Education in an Age of Competition and Rapid Change”. Pp. 145-151 in Valuing the Civic Role of University Education in an Age of Competition and Rapid Change. Dordrecht: Springer, Cham. Publisher's VersionAbstract
In recent decades the discourse about higher education (HE) has been dominated by an instrumentalist view that emphasized the labour market benefits for graduates and the net (social) returns to tax payers for the public funding of HE (Psacharopoulos and Patrinos 2010). Nonetheless, HE’s contribution to students’ development and life is much broader than that through several non-market benefits to graduates, including improved health, improved education prospects for children, and greater longevity (see McMahon 2009). Furthermore, the effects of HE are visible in many civic dimensions, such as strengthened citizenship and civic mindedness and participation in democratic institutions. Thus, in this chapter, we discuss the significance of the civic contribution of HE beyond a narrow version of economic effects and on education practices that foster students’ civic mindedness and civic engagement.
nunoteixeira-klemencic2021_chapter_valuingthecivicroleofuniversit.pdf
2020
Klemenčič, Manja. 2020. “Alternative Higher Education”. Pp. 1–8 in Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands. Publisher's Version
Klemenčič, Manja. 2020. “Student Employees in Higher Education”. Pp. 1–4 in Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands. Publisher's Version
Klemenčič, Manja. 2020. “Student Governments”. Pp. 1–6 in Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands. Publisher's Version
Klemenčič, Manja. 2020. “Student Politics”. Pp. 1–6 in Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands. Publisher's Version
Klemenčič, Manja, Mantas Pupinis, and Greta Kirdulytė. 2020. Identifizierung und Analyse studierendenzentrierter Lern- und Lehrmethoden: neue Erkenntnisse für eine auf Inklusion ausgerichtete hochwertige Hochschulbildung : Kurzfassung. Luxembourg: Publications Office.Abstract
In diesem Bericht wird studierendenzentriertes Lernen und Lehren (im Folgenden auch SZL) als übergreifender Ansatz definiert, mit dem eine Hochschulbildung entwickelt werden kann, die auf dem Konzept des eigenverantwortlichen Lernende basiert. SZL bietet den Studierenden vor allem die Möglichkeit, selbst Verantwortung für ihre Lernwege und ihr Lernumfeld zu übernehmen, diese aktiv zu beeinflussen und über eine transformative Lernerfahrung die gewünschten Lernergebnisse zu erzielen. Außerdem sehen wir SZL als einen Ansatz, der über die bloße Didaktik hinausgeht und in Hochschuleinrichtungen und Instituten und sowie im gesamten Hochschulsystem auf regionaler, nationaler und supranationaler Ebene ein inklusives und unterstützendes didaktisches Umfeld schafft. Mit diesem Bericht werden zwei Ziele verfolgt. Erstens werden bereits erprobte studierendenzentrierte Lern- und Lehrmethoden kartografiert, d. h. Verfahren, die nachweislich das Potenzial haben, die Hochschulbildung besser und inklusiver zu machen. Im Rahmen dieser Arbeit wurde eine Reihe von besonders bewährten Verfahren des studierendenzentrierten Lernens und Lehrens identifiziert und die interessantesten davon als Fallstudien in diesem Bericht beschrieben. Wir sind davon überzeugt, dass diese Beispiele aus dem echten Leben, die bereits erfolgreich von Universitäten eingesetzt werden, andere europäische Universitäten auf besonders effektive Methoden ihrer Kollegen aufmerksam machen und interessierte Akteure dazu ermutigen können, über abstrakte theoretische Konzepte hinauszugehen und selbst eigene SZL-Verfahren einzuführen. Um zu gewährleisten, dass die kartografierten Methoden im europäischen Kontext relevant sind, haben wir uns besonders auf Universitäten konzentriert, die bereits zu einer European University Alliance gehören, d. h. der politischen Initiative der Kommission, mit der Netzwerke europäischer Universitäten aufgebaut werden sollen, die in der Hochschulbildung bereits vorbildliche Methoden nutzen. Außerdem wurden die SZL-Methoden von Projekten untersucht, die durch Horizont 2020 und Erasmus+ gefördert werden.
Klemenčič, Manja, Mantas Pupinis, and Greta Kirdulytė. 2020. Mapping and analysis of student centred learning and teaching practices: usable knowledge to support more inclusive, high-quality higher education : analytical report. Luxembourg: Publications Office.Abstract
This report defines student-centred learning and teaching (hereafter also referred to as SCLT) as an overarching approach to designing higher education processes, which is founded on the concept of student agency. SCLT primarily concerns the capabilities of students to participate in, influence and take responsibility for their learning pathways and environments, in order to have a transformative learning experience and thus achieve deeper learning outcomes. Furthermore, we conceive SCLT as an approach that moves beyond classroom practice to construct inclusive and supportive learning and teaching environments – student-centred learning and teaching ecosystems - within higher education institutions (HEIs) and their subunits, as well as in broader higher education systems at regional, national and supranational levels. This report achieves two main objectives. First, it maps notable real-world practices of student-centred learning and teaching – namely, those practices with proven potential to contribute to the quality and inclusiveness of higher education. This mapping has identified a catalogue of best-practice examples of SCLT, the most interesting of which are presented as case studies in the report. We believe that these real-life examples, which have been successfully applied by universities, will allow stakeholders to move beyond abstract theoretical ideas, and to encourage the adoption of SCLT practices by drawing the attention of European universities to the most effective practices of their peers. To ensure relevance in the European context, when mapping the practices, we focused in particular on those applied by the universities that are now part of the European University Alliances – the Commission’s policy initiative designed to build networks of European universities working in line with the best practices in higher education. We have also examined best practices in SCLT applied as part of the Horizon 2020 and Erasmus+ projects.
2019
Klemenčič, Manja. 2019. “Students and Higher Education Expansion”. Pp. 1–8 in Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands. Publisher's Version
Klemenčič, Manja. 2019. “20 Years of the Bologna Process in a Global Setting: the external dimension of the Bologna Process revisited”. European journal of higher education 9 (1):2–6.
Klemenčič, Manja. 2019. “Editorial”. European Journal of Higher Education: Plurilingual expatriate teachers in Higher Education: roles and impacts 9 (3):243–243.
2018
Klemencic, {Manja, and Manja Klemenčič. 2018. “European higher education in 2018”. European Journal of Higher Education. Publisher's Version
Klemenčič, Manja. 2018. “Higher education in Europe in 2017 and open questions for 2018”. European Journal of Higher Education 8 (1):1–4. Publisher's Version
Klemen?i?, M., and F.M. Galán Palomares. 2018. “Transnational student associations in the European multi-level governance of higher education policies”. European Educational Research Journal 17 (3):365-384.
Klemenčič, Manja. 2018. “The student voice in quality assessment and improvement”. Pp. 332–344 in Research Handbook on Quality, Performance and Accountability in Higher Education. Edward Elgar Publishing.Abstract
The trend in liberal higher education is to afford students enhanced capabilities to intervene in their higher education environments, especially in quality assessment, accountability and performance. This development is premised on acknowledging that students have valuable insights into educational processes. Scholarship based on stakeholder theories explains student involvement in promoting quality through their contribution to the efficiency of decisions regarding quality. Scholarship based on student engagement theories conceives student involvement as part of building inclusive higher education communities and fostering student self-formation. This chapter discusses, first, the areas and pathways for student involvement in promoting quality. Next it addresses both the rationales and student motivations for such involvement. In the conclusion, more controversial questions concerning student participation in quality assessment and improvement are addressed: acceptance of students as ‘peers’, tokenistic involvement of students in decision processes, and the ‘domestication’ of students. Finally, the chapter argues that research has not caught up with the developments in practice. Several questions are identified for future exploration.
Student politics: Between representation and activism
Klemenčič, Manja, and Bo Yun Park. 2018. “Student politics: Between representation and activism”. Pp. 468-486 in Handbook on the Politics of Higher Education. Cheltenham, Glos, UK and Northampton, MA, USA: Edward Elgar Publishing. Publisher's VersionAbstract

This chapter reviews and offers directions for future research on student politics in higher education in different parts of the world. The concept of student politics refers to the activities related to the power relations between students and other social actors in and out the higher education systems; more specifically, it pertains to the relationships between students and university authorities, as well as the interactions between students and state officials. In analyzing the various forms of student politics, we draw the distinction between representation and activism, as two distinct yet interrelated activities. The first pertains to students organizing into representative student associations, such as student governments, graduate student employee unions, party-affiliated student organizations, or other student interest groups. Activism, on the other hand, denotes practices of student collective action through various forms of political engagement, whereby students act in support of or in opposition to a specific cause and/or hold the authority accountable. The analysis is guided by questions on how the various forms of student politics emerge and how they develop their organizational characteristics and their respective strategic repertoires.

Keywords: student politics; student representation; student activism; student governments; graduate student unions; party-affiliated student organizations; student political behavior; college students

studentpolitics_klemencic_and_park_final_ver_after_revisions_submitted_.pdf
2017
Klemencic, Manja. 2017. Internationalisation of Higher Education in the Peripheries: The ‘gear effect’ of integrated international engagements.
Klemencic, Manja. 2017. “Global: How to develop a sense of belonging”. Pp. S. 227–229 in Understanding global higher education. Insights from key global publications.
Altbach, Philip G, and Manja Klemencic. 2017. “Global: Student activism remains a potent force worldwide”. Pp. S. 223–225 in Understanding global higher education. Insights from key global publications.

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