@inbook {699936,
	title = {International Dimensions in Teaching and Learning},
	booktitle = {Internationalization and the Academic Profession. The Changing Academy {\textendash} The Changing Academic Profession in International Comparative Perspective},
	volume = {24},
	year = {2023},
	publisher = {Springer, Cham. },
	organization = {Springer, Cham. },
	abstract = {With the spread of globalization, the need to equip\&nbsp;all\&nbsp;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{\textquoteright} self-reported behaviors and perceptions. This study is guided by two research questions: (1) How do countries compare according to academics{\textquoteright} 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{\textquoteright} implementation of international perspectives or content in their course teaching.},
	author = {Ho, S.SH. and Klemen{\v c}i{\v c}, M. and Bello, E.O.G.}
}
@book {693860,
	title = {From Actors to Reforms in European Higher Education: A Festschrift for Pavel Zgaga},
	year = {2022},
	pages = {339},
	publisher = {Springer },
	organization = {Springer },
	edition = {1st},
	address = {Doredrecht},
	abstract = {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.},
	url = {https://link.springer.com/book/10.1007/978-3-031-09400-2},
	editor = {Manja Klemen{\v c}i{\v c}}
}
@inbook {682112,
	title = {Valuing the Civic Role of University Education in an Age of Competition and Rapid Change},
	booktitle = {Valuing the Civic Role of University Education in an Age of Competition and Rapid Change},
	year = {2021},
	pages = {145-151},
	publisher = {Springer, Cham},
	organization = {Springer, Cham},
	address = {Dordrecht},
	abstract = {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{\textquoteright}s contribution to students{\textquoteright} 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{\textquoteright} civic mindedness and civic engagement.},
	url = {https://link.springer.com/content/pdf/10.1007\%2F978-3-030-67245-4_23.pdf},
	author = {Nuno Teixeira, P. and Klemen{\v c}i{\v c}, M.}
}
@inbook {Klemen_i__2020,
	title = {Alternative Higher Education},
	booktitle = {Encyclopedia of International Higher Education Systems and Institutions},
	year = {2020},
	pages = {1{\textendash}8},
	publisher = {Springer Netherlands},
	organization = {Springer Netherlands},
	doi = {10.1007/978-94-017-9553-1_27-1},
	url = {https://doi.org/10.1007\%2F978-94-017-9553-1_27-1},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {Klemen_i__2020,
	title = {Student Employees in Higher Education},
	booktitle = {Encyclopedia of International Higher Education Systems and Institutions},
	year = {2020},
	pages = {1{\textendash}4},
	publisher = {Springer Netherlands},
	organization = {Springer Netherlands},
	doi = {10.1007/978-94-017-9553-1_615-1},
	url = {https://doi.org/10.1007\%2F978-94-017-9553-1_615-1},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {Klemen_i__2020,
	title = {Student Governments},
	booktitle = {Encyclopedia of International Higher Education Systems and Institutions},
	year = {2020},
	pages = {1{\textendash}6},
	publisher = {Springer Netherlands},
	organization = {Springer Netherlands},
	doi = {10.1007/978-94-017-9553-1_614-1},
	url = {https://doi.org/10.1007\%2F978-94-017-9553-1_614-1},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {Klemen_i__2020,
	title = {Student Politics},
	booktitle = {Encyclopedia of International Higher Education Systems and Institutions},
	year = {2020},
	pages = {1{\textendash}6},
	publisher = {Springer Netherlands},
	organization = {Springer Netherlands},
	doi = {10.1007/978-94-017-9553-1_618-2},
	url = {https://doi.org/10.1007\%2F978-94-017-9553-1_618-2},
	author = {Manja Klemen{\v c}i{\v c}}
}
@book {Klemen{\v c}i{\v c}Manja2020IuAs,
	title = {Identifizierung und Analyse studierendenzentrierter Lern- und Lehrmethoden: neue Erkenntnisse f{\"u}r eine auf Inklusion ausgerichtete hochwertige Hochschulbildung : Kurzfassung},
	series = {Identifizierung und Analyse studierendenzentrierter Lern- und Lehrmethoden},
	year = {2020},
	publisher = {Publications Office},
	organization = {Publications Office},
	address = {Luxembourg},
	abstract = {In diesem Bericht wird studierendenzentriertes Lernen und Lehren (im Folgenden auch SZL) als {\"u}bergreifender Ansatz definiert, mit dem eine Hochschulbildung entwickelt werden kann, die auf dem Konzept des eigenverantwortlichen Lernende basiert. SZL bietet den Studierenden vor allem die M{\"o}glichkeit, selbst Verantwortung f{\"u}r ihre Lernwege und ihr Lernumfeld zu {\"u}bernehmen, diese aktiv zu beeinflussen und {\"u}ber eine transformative Lernerfahrung die gew{\"u}nschten Lernergebnisse zu erzielen. Au{\ss}erdem sehen wir SZL als einen Ansatz, der {\"u}ber die blo{\ss}e Didaktik hinausgeht und in Hochschuleinrichtungen und Instituten und sowie im gesamten Hochschulsystem auf regionaler, nationaler und supranationaler Ebene ein inklusives und unterst{\"u}tzendes 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 bew{\"a}hrten Verfahren des studierendenzentrierten Lernens und Lehrens identifiziert und die interessantesten davon als Fallstudien in diesem Bericht beschrieben. Wir sind davon {\"u}berzeugt, dass diese Beispiele aus dem echten Leben, die bereits erfolgreich von Universit{\"a}ten eingesetzt werden, andere europ{\"a}ische Universit{\"a}ten auf besonders effektive Methoden ihrer Kollegen aufmerksam machen und interessierte Akteure dazu ermutigen k{\"o}nnen, {\"u}ber abstrakte theoretische Konzepte hinauszugehen und selbst eigene SZL-Verfahren einzuf{\"u}hren. Um zu gew{\"a}hrleisten, dass die kartografierten Methoden im europ{\"a}ischen Kontext relevant sind, haben wir uns besonders auf Universit{\"a}ten konzentriert, die bereits zu einer European University Alliance geh{\"o}ren, d. h. der politischen Initiative der Kommission, mit der Netzwerke europ{\"a}ischer Universit{\"a}ten aufgebaut werden sollen, die in der Hochschulbildung bereits vorbildliche Methoden nutzen. Au{\ss}erdem wurden die SZL-Methoden von Projekten untersucht, die durch Horizont 2020 und Erasmus+ gef{\"o}rdert werden.},
	keywords = {Knowledge Management, Learning, social integration, Teaching, teaching quality},
	isbn = {9789276130734},
	author = {Manja Klemen{\v c}i{\v c} and Pupinis, Mantas and Kirdulyte, Greta}
}
@book {Klemen{\v c}i{\v c}Manja2020Maao,
	title = {Mapping and analysis of student centred learning and teaching practices: usable knowledge to support more inclusive, high-quality higher education : analytical report},
	series = {Mapping and analysis of student centred learning and teaching practices},
	year = {2020},
	publisher = {Publications Office},
	organization = {Publications Office},
	address = {Luxembourg},
	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 {\textendash} 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 {\textendash} 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 {\textendash} the Commission{\textquoteright}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.},
	keywords = {Knowledge Management, Learning, social integration, Teaching, teaching quality},
	isbn = {9789276130611},
	author = {Manja Klemen{\v c}i{\v c} and Pupinis, Mantas and Kirdulyte, Greta}
}
@inbook {Klemen_i__2019,
	title = {Students and Higher Education Expansion},
	booktitle = {Encyclopedia of International Higher Education Systems and Institutions},
	year = {2019},
	pages = {1{\textendash}8},
	publisher = {Springer Netherlands},
	organization = {Springer Netherlands},
	doi = {10.1007/978-94-017-9553-1_57-1},
	url = {https://doi.org/10.1007\%2F978-94-017-9553-1_57-1},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemen{\v c}i{\v c}Manja20192Yot,
	title = {20 Years of the Bologna Process in a Global Setting: the external dimension of the Bologna Process revisited},
	journal = {European journal of higher education},
	volume = {9},
	number = {1},
	year = {2019},
	pages = {2{\textendash}6},
	publisher = {Informa UK Limited},
	issn = {2156-8243},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemen{\v c}i{\v c}Manja2019E,
	title = {Editorial},
	journal = {European Journal of Higher Education: Plurilingual expatriate teachers in Higher Education: roles and impacts},
	volume = {9},
	number = {3},
	year = {2019},
	pages = {243{\textendash}243},
	publisher = {Routledge},
	issn = {2156-8235},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Manja_Klemencic51136359,
	title = {European higher education in 2018},
	journal = {European Journal of Higher Education},
	year = {2018},
	doi = {10.1080/21568235.2018.1542238},
	url = {http://doi.org/10.1080/21568235.2018.1542238},
	author = {{Manja Klemencic and Manja Klemen{\v c}i{\v c}}
}
@article {Klemen_i__2018,
	title = {Higher education in Europe in 2017 and open questions for 2018},
	journal = {European Journal of Higher Education},
	volume = {8},
	number = {1},
	year = {2018},
	month = {jan},
	pages = {1{\textendash}4},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2018.1425192},
	url = {https://doi.org/10.1080\%2F21568235.2018.1425192},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemencic2018,
	title = {Transnational student associations in the European multi-level governance of higher education policies},
	journal = {European Educational Research Journal},
	volume = {17},
	number = {3},
	year = {2018},
	pages = {365-384},
	author = {Klemen?i?, M. and Gal{\'a}n Palomares, F.M.}
}
@inbook {ManjaKlemen{\v c}i{\v c}2018Tsvi,
	title = {The student voice in quality assessment and improvement},
	booktitle = {Research Handbook on Quality, Performance and Accountability in Higher Education},
	year = {2018},
	pages = {332{\textendash}344},
	publisher = {Edward Elgar Publishing},
	organization = {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 {\textquoteleft}peers{\textquoteright}, tokenistic involvement of students in decision processes, and the {\textquoteleft}domestication{\textquoteright} of students. Finally, the chapter argues that research has not caught up with the developments in practice. Several questions are identified for future exploration.},
	keywords = {Education Policy, Management and Universities, Management Education},
	isbn = {1785369741},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {612756,
	title = {Student politics: Between representation and activism},
	booktitle = {Handbook on the Politics of Higher Education},
	year = {2018},
	pages = {468-486},
	publisher = {Edward Elgar Publishing},
	organization = {Edward Elgar Publishing},
	edition = {1st},
	address = {Cheltenham, Glos, UK and Northampton, MA, USA},
	abstract = {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},
	url = {https://www.e-elgar.com/shop/handbook-on-the-politics-of-higher-education},
	author = {Manja Klemen{\v c}i{\v c} and Park, Bo Yun}
}
@book {Manja_Klemencic53348581,
	title = {Internationalisation of Higher Education in the Peripheries: The {\textquoteleft}gear effect{\textquoteright} of integrated international engagements},
	series = {The Globalization of Internationalization. Emerging voices and perspectives},
	year = {2017},
	author = {Manja Klemencic}
}
@inbook {KlemencicManja2017GHtd,
	title = {Global: How to develop a sense of belonging},
	booktitle = {Understanding global higher education. Insights from key global publications},
	year = {2017},
	pages = {S. 227{\textendash}229},
	keywords = {Ausland, Deutschland, Student},
	author = {Manja Klemencic}
}
@inbook {AltbachPhilipG2017GSar,
	title = {Global: Student activism remains a potent force worldwide},
	booktitle = {Understanding global higher education. Insights from key global publications},
	year = {2017},
	pages = {S. 223{\textendash}225},
	keywords = {Ausland, Deutschland, Politische Bet{\"a}tigung, Student},
	author = {Altbach, Philip G and Manja Klemencic}
}
@article {612721,
	title = {Transnational student associations in the European multilevel governance of higher education policies},
	journal = {European Educational Research Journal},
	volume = {17},
	number = {3},
	year = {2017},
	pages = {365{\textendash}384},
	abstract = {The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students{\textquoteright} Union (ESU), Erasmus Student Network (ESN) and European Students{\textquoteright} Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.},
	url = {http://journals.sagepub.com/doi/full/10.1177/1474904117736428},
	author = {Manja Klemen{\v c}i{\v c} and Fernando Miguel Gal{\'a}n Palomares}
}
@article {612720,
	title = {Erasmus students{\textquoteright} involvement in quality enhancement of Erasmus+ mobility through digital ethnography and ErasmusShouts},
	journal = {Studies in Higher Education},
	volume = {42},
	number = {5},
	year = {2017},
	pages = {925-932},
	abstract = {Erasmus+ is one of the European Union{\textquoteright}s flagship programs which supports short-term international student mobility within Europe as one of its primary purposes. Erasmus students are uniquely well placed to compare educational processes of their home and host institutions, the learning environments and student life conditions. They are so far under-utilized resource of information on quality of educational practices and insights on how to improve student experiences. Furthermore, international students often lack a collective voice in university structures where they could contribute to the decisions concerning quality of educational practices. So far, student surveys have been the most frequently used approach in understanding lived experiences of Erasmus and international students. This commentary argues that qualitative approaches to collect data on student lived experiences are superior to survey research, yet more costly. In times when all students are digital natives, it has become possible, however, to canvass data from students through digital ethnographic approaches. The commentary introduces ErasmusShouts, a web application, which engages Erasmus students as auto-ethnographers and prompts them to reflect on, and record their lived experiences of Erasmus mobility. This approach can be adopted to generate large-scale qualitative data on international students{\textquoteright} experiences for use by higher education practitioners and researchers to improve educational practices and learning environments.},
	url = {https://www.tandfonline.com/doi/full/10.1080/03075079.2017.1293879},
	author = {Manja Klemen{\v c}i{\v c} and Martin {\v Z}nidar{\v s}i{\v c} and An{\v z}e Vavpeti{\v c} and Matej Martinc}
}
@article {612705,
	title = {From student engagement to student agency: conceptual considerations of European policies on student-centered learning in higher education},
	journal = {Higher Education Policy},
	volume = {30},
	number = {1},
	year = {2017},
	pages = {69{\textendash}85},
	abstract = {Student-centered learning (SCL) has entered center stage on the European higher education (HE) policy agenda after the Yerevan Ministerial Summit of the European Higher Education Area (EHEA) in May 2015. It has become the key principle underlying the intended reforms toward enhancing the quality of teaching and learning in European HE. Despite the universal appeal, SCL remains poorly defined in policy documents and this ambiguity potentially jeopardizes its implementation. The article addresses the different instances and evocations of the SCL approach in EHEA policies. Furthermore, it seeks to clarify the conceptual foundations of SCL. Two propositions are put forward. First, SCL should be understood as a {\textquoteleft}meta-concept{\textquoteright}. Such an understanding serves as a corrective to the eclectic use of SCL\&nbsp;in association with a broad variety of policy issues. Second, the article questions the suitability of student engagement as a conceptual foundation of SCL. The main argument is that student engagement conceptually fails to sufficiently address student autonomy, self-regulation and choice, all of which have been highlighted by the literature as essential elements of SCL. The root concern of SCL is not propensity to different types of student action as implied in student engagement, but rather student agency as students{\textquoteright} capabilities to intervene in and influence their learning environments and learning pathways.},
	url = {http://link.springer.com.ezp-prod1.hul.harvard.edu/article/10.1057/s41307-016-0034-4},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {Klemen_i__2016,
	title = {Epilogue: Reflections on a New Flagship University},
	booktitle = {The New Flagship University},
	year = {2016},
	pages = {191{\textendash}197},
	publisher = {Palgrave Macmillan US},
	organization = {Palgrave Macmillan US},
	doi = {10.1057/9781137500496_9},
	url = {https://doi.org/10.1057\%2F9781137500496_9},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Manja_Klemencic53347984,
	title = {Intergovernmental regional cooperation in European higher education},
	journal = {Higher Education Forum},
	year = {2016},
	doi = {http://doi.org/10.15027/39941},
	url = {http://doi.org/ http://doi.org/10.15027/39941},
	author = {Manja Klemencic}
}
@book {Manja_Klemencic53348998,
	title = {Introduction},
	series = {Student Politics in Africa Representation and Activism},
	year = {2016},
	isbn = {978-1-928331-22-3},
	doi = {10.4324/9781003011224-1},
	url = {http://doi.org/10.4324/9781003011224-1},
	author = {Manja Klemencic}
}
@article {Klemencic2016,
	title = {The role of institutional research in positioning universities: Practices in central and Eastern European countries},
	journal = {Positioning Higher Education Institutions: From Here to There},
	year = {2016},
	pages = {3-18},
	author = {Klemen?i?, M.}
}
@book {Manja_Klemencic53349727,
	title = {Student organising in African higher education: Polity, politics and policies},
	series = {Student politics in Africa. Representation and Activism.},
	year = {2016},
	isbn = {ISBN: 978-1-928331-22-3},
	author = {Manja Klemencic}
}
@book {Manja_Klemencic53350099,
	title = {Student power in twenty-first century Africa: The character and role of student organising.},
	series = {Student politics and protest: International perspectives},
	year = {2016},
	isbn = {9781138934979},
	author = {Manja Klemencic}
}
@book {2016SPiA,
	title = {Student Politics in Africa Representation and Activism},
	series = {African Minds higher education dynamics series ; vol. 2},
	year = {2016},
	publisher = {African Minds},
	organization = {African Minds},
	address = {Capetown, South Africa},
	abstract = {The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.},
	keywords = {Student movements {\textendash} Africa},
	isbn = {1-928331-23-8}
}
@book {JowiJames2016SPiA,
	title = {Student Politics in Africa},
	year = {2016},
	publisher = {African Minds},
	organization = {African Minds},
	abstract = {The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.},
	keywords = {Africa, Education, governance, Higher, Higher Education, student governance, Student Life \& Student Affairs},
	isbn = {9781928331223},
	author = {Jowi, James and Klemen?i?, Manja and Thierry M Luescher}
}
@book {M.Luescher2016SPiA,
	title = {Student Politics in Africa: Representation and Activism},
	series = {Student Politics in Africa},
	year = {2016},
	publisher = {African Books Collective},
	organization = {African Books Collective},
	address = {Oxford},
	abstract = {The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.},
	keywords = {Africa, College Students, Education, governance, Higher Education, Political activity, student governance, Student Life \& Student Affairs},
	isbn = {9781928331223},
	author = {M. Luescher and Manja Klemencic}
}
@journal {612946,
	title = {European Journal of Higher Education},
	year = {2016},
	abstract = {The\&nbsp;European Journal of Higher Education\&nbsp;(EJHE) aims to offer comprehensive coverage of theoretical and methodological approaches to the study of higher education, analyses of European and national higher education reforms and processes, and European comparative studies or comparisons between European and non-European higher education systems and institutions. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHE is establishing itself as one of the flagship journals in the study of higher education and specifically in study of European higher education.\&nbsp;In addition to original articles, EJHE publishes a Debate Section and a Book Reviews Section. The Journal invites proposals for the Debate Section, which comprises two or three brief articles taking contrary or complementary standpoints on a common - topical or controversial - issue. The contributions are expected to be based on rigorous social science research, thus applying theoretical knowledge to a recent phenomenon and or providing fresh empirical support for their claims. The Journal also invites contributions to the Book Review Section, which is featured in each volume and welcomes suggestions for recently published books to be considered for review in EJHE. Proposals are invited also for special issues, which are featured in two special issue volumes every year.Peer Review\&nbsp;All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two anonymous referees.},
	url = {https://www.tandfonline.com/loi/rehe20},
	editor = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemen_i__2015,
	title = {Ahead of 2015 Bologna Ministerial Conference: a new agenda for the European Higher Education Area},
	journal = {European Journal of Higher Education},
	volume = {5},
	number = {1},
	year = {2015},
	month = {jan},
	pages = {1{\textendash}3},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2015.998405},
	url = {http://dx.doi.org/10.1080/21568235.2015.998405},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemencic2015,
	title = {Concluding volume 5 of the European journal of higher education and introducing a debate section},
	journal = {European Journal of Higher Education},
	volume = {5},
	number = {4},
	year = {2015},
	pages = {351-353},
	author = {Klemen?i?, M.}
}
@article { klemencic2015,
	title = {Decision support issues in central and Eastern Europe},
	journal = {Institutional Research and Planning in Higher Education: Global Contexts and Themes},
	year = {2015},
	pages = {71-85},
	author = {Klemen{\v c}i{\v c}, M. and {\v S}{\'c}ukanec, N. and Komljenovi{\v c}, J.}
}
@article {Klemencic_2015,
	title = {Demographic Challenges and Future of the Higher Education},
	journal = {International Higher Education},
	number = {47},
	year = {2015},
	month = {mar},
	publisher = {Boston College University Libraries},
	doi = {10.6017/ihe.2007.47.7956},
	url = {https://doi.org/10.6017\%2Fihe.2007.47.7956},
	author = {Manja Klemencic and Fried, Jochen}
}
@article {Klemencic2015,
	title = {The effects of Europeanisation on institutional diversification in the western balkans},
	journal = {The Globalisation Challenge for European Higher Education: Convergence and Diversity, Centres and Peripheries},
	volume = {4},
	year = {2015},
	pages = {117-138},
	author = {Klemen?i?, M.}
}
@article {Klemencic_2015,
	title = {European Students in the Bologna Process},
	journal = {International Higher Education},
	number = {50},
	year = {2015},
	month = {mar},
	publisher = {Boston College University Libraries},
	doi = {10.6017/ihe.2008.50.7994},
	url = {https://doi.org/10.6017\%2Fihe.2008.50.7994},
	author = {Manja Klemencic}
}
@inbook {Klemen_i__2015,
	title = {How Do We Know How Students Experience Higher Education? On the Use of Student Surveys},
	booktitle = {The European Higher Education Area},
	year = {2015},
	pages = {361{\textendash}379},
	publisher = {Springer Science $\mathplus$ Business Media},
	organization = {Springer Science $\mathplus$ Business Media},
	doi = {10.1007/978-3-319-20877-0_24},
	url = {http://dx.doi.org/10.1007/978-3-319-20877-0_24},
	author = {Manja Klemen{\v c}i{\v c} and Chirikov, Igor}
}
@book {Manja_Klemencic53348465,
	title = {Internationalisation of Higher Education in the Peripheries {\textendash} The {\textquoteleft}gear effect{\textquoteright} of integrated international engagements},
	series = {Raabe Academic Publishers (Berlin)},
	year = {2015},
	author = {Manja Klemencic}
}
@article {Klemencic_2015,
	title = {The Road to Differentiation in Slovenia},
	journal = {International Higher Education},
	number = {64},
	year = {2015},
	month = {mar},
	publisher = {Boston College University Libraries},
	doi = {10.6017/ihe.2011.64.8554},
	url = {https://doi.org/10.6017\%2Fihe.2011.64.8554},
	author = {Manja Klemencic and Komljenovic, Janja}
}
@inbook {Klemen_i__2015,
	title = {Slovenia: The Slow Decline of Academic Inbreeding},
	booktitle = {Academic Inbreeding and Mobility in Higher Education},
	year = {2015},
	pages = {156{\textendash}181},
	publisher = {Palgrave Macmillan UK},
	organization = {Palgrave Macmillan UK},
	doi = {10.1057/9781137461254_7},
	url = {https://doi.org/10.1057\%2F9781137461254_7},
	author = {Manja Klemen{\v c}i{\v c} and Pavel Zgaga}
}
@inbook {Klemen_i__2015,
	title = {Student Involvement in University Quality Enhancement},
	booktitle = {The Palgrave International Handbook of Higher Education Policy and Governance},
	year = {2015},
	pages = {526{\textendash}543},
	publisher = {Palgrave Macmillan UK},
	organization = {Palgrave Macmillan UK},
	doi = {10.1007/978-1-137-45617-5_28},
	url = {https://doi.org/10.1007\%2F978-1-137-45617-5_28},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemencic_2015,
	title = {Student Participation in European Governance},
	journal = {International Higher Education},
	number = {66},
	year = {2015},
	month = {mar},
	publisher = {Boston College University Libraries},
	doi = {10.6017/ihe.2012.66.8590},
	url = {https://doi.org/10.6017\%2Fihe.2012.66.8590},
	author = {Manja Klemencic}
}
@article {Klemen_i__2015,
	title = {Student Power in Africa},
	journal = {JSAA},
	volume = {3},
	number = {1},
	year = {2015},
	pages = {vii{\textendash}xiv},
	publisher = {University of the Western Cape Library Service},
	doi = {10.14426/jsaa.v3.i1.99},
	url = {http://dx.doi.org/10.14426/jsaa.v3.i1.99},
	author = {Manja Klemen{\v c}i{\v c} and Thierry, M. Luescher and James, Otieno Jowi}
}
@inbook {Klemen_i__2015,
	title = {Teaching and Learning: An Overview of the Thematic Section [Overview Paper]},
	booktitle = {The European Higher Education Area},
	year = {2015},
	pages = {315{\textendash}324},
	publisher = {Springer Science $\mathplus$ Business Media},
	organization = {Springer Science $\mathplus$ Business Media},
	doi = {10.1007/978-3-319-20877-0_21},
	url = {http://dx.doi.org/10.1007/978-3-319-20877-0_21},
	author = {Manja Klemen{\v c}i{\v c} and Paul Ashwin}
}
@article {KlemencicManja2015DCaF,
	title = {Demographic Challenges and Future of the Higher Education},
	journal = {International higher education},
	number = {47},
	year = {2015},
	issn = {1084-0613},
	author = {Manja Klemencic and Fried, Jochen}
}
@article {KlemencicManja2015ESit,
	title = {European Students in the Bologna Process},
	journal = {International higher education},
	number = {50},
	year = {2015},
	abstract = {One of the student organizations in Europe has played a particularly visible role in the Bologna process. ESIB (the National Unions of Students in Europe), which has been renamed ESU (European Students{\textquoteright} Union [www.esib.org]), has taken active part in the Bologna process, ensuring that student interests were reflected in its policies. At the same time, ESU used the process to upgrade its visibility and role in European higher education policymaking in general. The Bologna process has thus unexpectedly also created circumstances that led to cooperation among the student unions and strengthened their resolve to empower ESIB to represent them on the European level.},
	issn = {1084-0613},
	author = {Manja Klemencic}
}
@inbook {KlemencicManja2015HDWK,
	title = {How Do We Know How Students Experience Higher Education?: On the Use of Student Surveys},
	booktitle = {The European higher education area. Between critical reflections and future policies. 1},
	year = {2015},
	pages = {S. 361{\textendash}379},
	abstract = {How students experience higher education? What activities they conduct inside and outside classroom? Are they satisfied with teaching, with learning environments and student services? These questions are of central importance for university officials, for prospective students and their families, and for the state as the main funder of higher education in Europe. Student surveys have become one of the largest and most frequently used data source for quality assessment in higher education. The widespread use of student survey data raises questions of reliability and validity of student survey data used as evidence in higher education decision-making. This chapter addresses the development of student survey instruments, and the use of student data analytics for the improvement of teaching and learning practices and learning environments. First, we discuss policy context in which student survey research has proliferated. Next, we offer an overview of the most influential student survey designs and discuss their limitations. Third, we present different institutional approaches to student data analytics as part of institutional research. In conclusion, we offer recommendations to policy-makers regarding quality standards for survey design, and the use of student survey data as evidence in decision-making. Among other things we suggest that the advances in educational technology and students{\textquoteright} universal use of technology offer new possibilities for data collection directly from students. Methods, such as digital ethnography, which seeks to adapt qualitative methods to digital use, are particularly promising. (HRK / Abstract {\"u}bernommen).},
	keywords = {Deutscher, Kultur und Kommunikation), Qualit{\"a}tssicherung, UNESCO (Organisation der Vereinten Nationen f{\"u}r Bildung, Wissenschaft},
	author = {Manja Klemencic and Chirikov, Igor}
}
@article {KlemencicManja2015Iohe,
	title = {Internationalisation of higher education in the peripheries: The "gear effect" of integrated international engagement},
	journal = {Internationalisation of higher education},
	volume = {3},
	number = {3},
	year = {2015},
	pages = {11{\textendash}24},
	abstract = {There are cities and regions within countries and there are countries which are considered centres of civilizational and economic attraction - {\textquoteright}centres,{\textquoteright} - and there are places less attractive to non-citizens, considered in the {\textquoteright}peripheries{\textquoteright}. Higher education institutions in the centres have natural advantages and a better starting point to internationalise. Namely, centres attract talent and talent in turn attracts more talent. Lacking these natural advantages, institutions in peripheral locations need a deliberate internationalisation strategy. This article highlights the {\textquoteright}gear effect{\textquoteright} of an integrated institutional approach to internationalisation, in which international engagements within teaching, research and third mission are reinforced by four cross-cutting internationalisation functions: international institutional cooperation, international profiling, international recruitment and international mobility. (HRK / Abstract {\"u}bernommen).},
	keywords = {Hochschule, Internationalit{\"a}t, Region},
	author = {Manja Klemencic}
}
@article {KlemencicManja2015TRtD,
	title = {The Road to Differentiation in Slovenia},
	journal = {International higher education},
	number = {64},
	year = {2015},
	abstract = {While diversity of higher education institutions is in principle almost unanimously viewed as a favorable condition, the mechanisms to achieve it are the source for much contention. Positive financial incentives ("carrots") are proving to be more politically palatable, and hence easier to implement, than negative financial measures ("sticks"). The article describes the case of Slovenia, where the government has proposed positive financial incentives to achieve two goals: to reward excellence, but also to "shape-up" the least successful institutions, and, thus, instigated institutional diversification in Slovenian higher education.},
	issn = {1084-0613},
	author = {Manja Klemencic and Komljenovic, Janja}
}
@article {KlemencicManja2015SPiE,
	title = {Student Participation in European Governance},
	journal = {International higher education},
	number = {66},
	year = {2015},
	abstract = {Although student participation in HE governance continues to be a value in Europe, the terms of participation are rapidly changing. The reasons lie broadly in the modernisation agenda for European universities: new public management approach in institutional governance and rising tuition fees. As a result, institutional preference for student participation is changing from decision-making function in governing towards an advisory function in quality assurance and new styles of student engagement in institutional efforts to enhance student experience and in the student centered learning. In other words, while the formal student participation in governing appears to be weakening, the informal student participation is strengthening.},
	issn = {1084-0613},
	author = {Manja Klemencic}
}
@article {Klemen{\v c}i{\v c}Manja2015Ao2B,
	title = {Ahead of 2015 Bologna Ministerial Conference: a new agenda for the European Higher Education Area},
	journal = {European Journal of Higher Education: Europeanization, Internationalization and Higher Education Reforms in Central and Eastern Europe},
	volume = {5},
	number = {1},
	year = {2015},
	pages = {1{\textendash}3},
	publisher = {Routledge},
	issn = {2156-8235},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {DakowskaDorota2015LorT,
	title = {Laboratories of reform?: The Europeanization and internationalization of higher education in Central and Eastern Europe},
	journal = {European journal of higher education},
	volume = {5},
	number = {1},
	year = {2015},
	pages = {4{\textendash}17},
	publisher = {Routledge},
	abstract = {This introductory article deals with higher education (HE) transformations in Central and Eastern Europe in the context of democratization and globalization. The authors first briefly survey the wider canvas of reform since 1989, particularly probing the extent to which the countries of the region may be treated as a distinctive or a cohesive group. Diverging experiences with communism, international organizations and the European Union are highlighted, while attention is also focused on the differing degrees of marketization exhibited by academic systems across the region. Yet, notwithstanding such differences, it is clear that the countries of the region emerge as distinctive {\textquoteright}laboratories of reform{\textquoteright}, privileged sites for understanding the interplay of external and domestic influences in the reshaping of the HE sector. Drawing on the findings of our contributors, the second part of the article then turns to understanding the domestic mediation of the processes of Europeanization and internationalization, identifying a series of key factors broadly discussed in terms of structures, norms and actors. This special issue thus aims to refine our understanding of HE transformations and internationalization in a post-authoritarian context. It further contributes more generally to debates on Europeanization and policy transfer in the field. (HRK / Abstract {\"u}bernommen).},
	keywords = {Ausland, Bologna Process/EHEA, Bologna-Prozess, Central and East European countries (CEECs), Europeanization, Hochschulsystem, Humanities and Social Sciences, Internationalit{\"a}t, internationalization, S{\"u}dosteuropa},
	issn = {2156-8243},
	author = {Dakowska, Dorota and Harmsen, Robert}
}
@article {ManjaKlemen{\v c}i{\v c}2015SPiA,
	title = {Student Power in Africa},
	journal = {Journal of student affairs in Africa},
	volume = {3},
	number = {1},
	year = {2015},
	publisher = {University of the Western Cape},
	address = {Cape Town},
	issn = {2311-1771},
	author = {Manja Klemen{\v c}i{\v c} and Thierry M Luescher and Jowi}
}
@article {Klemen{\v c}i{\v c}Manja2015SPiA,
	title = {Student Power in Africa},
	journal = {Journal of student affairs in Africa},
	volume = {3},
	number = {1},
	year = {2015},
	pages = {vii{\textendash}xiv},
	issn = {2307-6267},
	author = {Manja Klemen{\v c}i{\v c} and Luescher, Thierry, M and Jowi, James, Otieno}
}
@inbook {612956,
	title = {Decision Support Issues in Central and Eastern Europe},
	booktitle = {Institutional Research and Planning in Higher Education. Global Contexts and Themes},
	year = {2015},
	pages = {71-85},
	publisher = {Routledge},
	organization = {Routledge},
	edition = {1st},
	address = {Abingdon, United Kingdom},
	abstract = {Universities in Central and Eastern Europe are caught between enforced data reporting (because the governments want them to account for their activities and performance) and institutional research for strategic development (because universities want to do better). Since the capacity for institutional research is in most universities still fairly limited (there are a few institutional researchers employed and these tend to work with centralized, yet non-integrated information systems), the emphasis of institutional research tends to be more on formal reporting than on supporting decision-making. Given that majority of universities in the region is still predominantly funded by the state, government steering crucially influences university practices. In most of national systems the governments have not developed performance-oriented financing and quality assurance mechanisms that would, in turn, prompt universities to adapt performance- oriented management practices with data analytics as a vital part.Keywords:Institutional research; university strategy; quality assurance; European Union{\textquoteright}s modernisation agenda for universities; Central and Eastern Europe},
	url = {https://www.routledge.com/Institutional-Research-and-Planning-in-Higher-Education-Global-Contexts/Webber-Calderon/p/book/9781138021433},
	author = {Manja Klemen{\v c}i{\v c} and Janja Komljenovi{\v c} and Ninoslav {\v S}{\'c}ukanec},
	editor = {Karin L. Webber and Angel J. Calderon}
}
@article {Klemen_i__2014,
	title = {The future of higher education research in Europe and the European Journal of Higher Education},
	journal = {European Journal of Higher Education},
	volume = {4},
	number = {1},
	year = {2014},
	month = {jan},
	pages = {1{\textendash}5},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2013.871206},
	url = {http://dx.doi.org/10.1080/21568235.2013.871206},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article { klemencic2014,
	title = {Global challenges, local responses in higher education an introduction},
	journal = {Global Challenges, Local Responses in Higher Education: The Contemporary Issues in National and Comparative Perspective},
	year = {2014},
	pages = {3-11},
	author = {Zgaga, P. and Brankovi{\'c}, J. and Klemen{\v c}i{\'c}, M. and La{\v z}eti{\'c}, P.}
}
@article {Klemencic2014,
	title = {Global challenges, local responses in higher education: The contemporary issues in national and comparative perspective},
	journal = {Global Challenges, Local Responses in Higher Education: The Contemporary Issues in National and Comparative Perspective},
	year = {2014},
	pages = {1-243},
	author = {Brankovi?, J. and Klemen?i?, M. and La?eti?, P. and Zgaga, P.}
}
@article {Klemen_i__2014,
	title = {Higher education research in Europe still gaining momentum},
	journal = {European Journal of Higher Education},
	volume = {4},
	number = {4},
	year = {2014},
	month = {oct},
	pages = {301{\textendash}302},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2014.971640},
	url = {http://dx.doi.org/10.1080/21568235.2014.971640},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemen_I__2014,
	title = {Public-Private Dynamics in Higher Education in the Western Balkans},
	journal = {European Education},
	volume = {46},
	number = {3},
	year = {2014},
	month = {oct},
	pages = {31{\textendash}54},
	publisher = {Informa UK Limited},
	doi = {10.2753/eue1056-4934460302},
	url = {http://dx.doi.org/10.2753/eue1056-4934460302},
	author = {Manja Klemen{\v c}i{\v c} and Pavel Zgaga}
}
@article {Altbach_2014,
	title = {Student Activism Remains a Potent Force Worldwide},
	journal = {International Higher Education},
	number = {76},
	year = {2014},
	month = {may},
	pages = {2},
	publisher = {Boston College University Libraries},
	doi = {10.6017/ihe.2014.76.5518},
	url = {https://doi.org/10.6017\%2Fihe.2014.76.5518},
	author = {Altbach, Philip G and Manja Klemencic}
}
@article { klemencic2014,
	title = {Student power in a global perspective and contemporary trends in student organising},
	journal = {Studies in Higher Education},
	volume = {39},
	number = {3},
	year = {2014},
	pages = {396-411},
	author = {Klemen{\v c}i{\v c}, M.}
}
@article {Klemencic2014,
	title = {Will academics drive or obstruct the Slovenian government{\textquoteright}s internationalisation agenda for higher education?,Bodo visoko?olski u?itelji podprli ali zavrli na?rt slovenske vlade o internacionalizaciji visokega ?olstva?},
	journal = {Center for Educational Policy Studies Journal},
	volume = {4},
	number = {2},
	year = {2014},
	pages = {27-48},
	author = {Flander, A. and Klemen?i?, M.}
}
@book {Brankovi{\'c}Jelena2014Gclr,
	title = {Global challenges, local responses in higher education:The contemporary issues in national and comparative perspective},
	year = {2014},
	publisher = {Sense Publishers},
	organization = {Sense Publishers},
	abstract = {The volume offers state-of-the art contributions in the intersection of academic profession, research training and institutional governance. They reflect the profound interest of contemporary researchers in the questions of how the contemporary higher education reforms across Europe affect university governance and especially the roles and functions of academics. The volume includes several contributions from the peripheral and developing higher education systems of Central and South-East Europe; hence, attempting to rebalance the European profile of higher education research and at the same time contribute to the most salient debates in the field. This book confirms, once again, that the higher education research landscape is a diverse and rich one. At the same time, these diverse cases have at least one commonality - the fact that even though they are located in different higher education systems, they address issues that, albeit as a rule context-specific, can be found in all parts of Europe and beyond. Certainly, the local responses to the hereby addressed global challenges represent a mere snapshot of a broader landscape the European higher education dynamics is. Temporary higher education reforms across Europe affect university governance and especially the roles and functions of academics. The volume includes several contributions from the peripheral and developing higher education systems of Central and South-East Europe; hence, attempting to rebalance the European profile of higher education research and at the same time contribute to the most salient debates in the field. This book confirms, once again, that the higher education research landscape is a diverse and rich one. At the same time, these diverse cases have at least one commonality - the fact that even though they are located in different higher education systems, they address issues that, albeit as a rule context-specific, can be found in all parts of Europe and beyond. Certainly, the local responses to the hereby addressed global challenges represent a mere snapshot of a broader landscape the European higher education dynamics is.},
	author = {Brankovi{\'c}, Jelena and Klemen{\v c}i{\'c}, Manja and La{\v z}eti{\'c}, Predrag and Pavel Zgaga}
}
@article {Klemen{\v c}i{\v c}Manja2014Tfoh,
	title = {The future of higher education research in Europe and the European Journal of Higher Education},
	journal = {European Journal of Higher Education: Ethnographies of Higher Education},
	volume = {4},
	number = {1},
	year = {2014},
	pages = {1{\textendash}5},
	publisher = {Routledge},
	issn = {2156-8235},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemen{\v c}i{\v c}Manja2014Tfoh,
	title = {The future of higher education research in Europe and theEuropean Journal of Higher Education},
	journal = {European journal of higher education},
	volume = {4},
	number = {1},
	year = {2014},
	pages = {1{\textendash}5},
	issn = {2156-8235},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {Klemen{\v c}i{\v c}Manja2014Heri,
	title = {Higher education research in Europe still gaining momentum},
	journal = {European Journal of Higher Education},
	volume = {4},
	number = {4},
	year = {2014},
	pages = {301{\textendash}302},
	publisher = {Routledge},
	issn = {2156-8235},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {KlemencicManja2014Pdih,
	title = {Public-private dynamics in higher education in the Western Balkans: Are governments leveling the playing field?},
	journal = {European education},
	volume = {46},
	number = {3},
	year = {2014},
	pages = {31{\textendash}54},
	publisher = {Routledge},
	abstract = {The article analyzes the public-private dynamics in the context of eight Western Balkan countries (Albania, Bosnia and Herzegovina, Croatia, Former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia, and Slovenia). This article examines whether and to what extent these governments "level the playing field" between private and public higher education providers, not in the sense that they have equal chances to succeed, but that they all play by the same set of rules and are able to compete fairly. The article first addresses the emergence of a private higher education sector and the access of this sector to public resources. Next, it discusses the extent of "privatization" of public higher education institutions and whether these are prompted to be more market oriented. We find that the boundaries between the public and private sectors are blurred and the relations aggravated while each of the sectors is faced with its own set of challenges to legitimacy and long-term financial sustainability.},
	keywords = {Albanien, Ausland, Bosnien-Herzegowina, Hochschulsystem, Jugoslawien, Kosovo, Kroatien, Mazedonien, Montenegro, Slowenien},
	issn = {1056-4934},
	author = {Manja Klemencic and Pavel Zgaga}
}
@article {612722,
	title = {Public-Private Dynamics in Higher Education in the Western BalkansAre Governments Leveling the Playing Field?},
	journal = {European Education},
	volume = {46},
	number = {3},
	year = {2014},
	pages = {31-54},
	abstract = {The article analyzes the public-private dynamics in the context of eight Western Balkan countries (Albania, Bosnia and Herzegovina, Croatia, Former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia, and Slovenia). This article examines whether and to what extent these governments {\textquotedblleft}level the playing field{\textquotedblright} between private and public higher education providers, not in the sense that they have equal chances to succeed, but that they all play by the same set of rules and are able to compete fairly. The article first addresses the emergence of a private higher education sector and the access of this sector to public resources. Next, it discusses the extent of {\textquotedblleft}privatization{\textquotedblright} of public higher education institutions and whether these are prompted to be more market oriented. We find that the boundaries between the public and private sectors are blurred and the relations aggravated while each of the sectors is faced with its own set of challenges to legitimacy and long-term financial sustainability.},
	url = {https://www.tandfonline.com/doi/abs/10.2753/EUE1056-4934460302},
	author = {Manja Klemen{\v c}i{\v c} and Pavel Zgaga}
}
@article {170496,
	title = {Student power in a global perspective and contemporary trends in student organising},
	journal = {Studies in Higher Education},
	volume = {39},
	number = {3},
	year = {2014},
	pages = {396-411},
	abstract = {Students, if organised into representative student governments or movements, can be a highly influential agency shaping higher education policy. This article introduces the Special Issue on student power in a global perspective, which addresses the question of how students are organised in different world regions and what role they play in higher education policymaking within universities or at the national level. The article discusses conceptual considerations in the study of student governments and movements and reviews the contemporary trends in student organising globally.},
	url = {https://www-tandfonline-com.ezp-prod1.hul.harvard.edu/eprint/2d9wj7HQ4jv352rHIdcG/full},
	author = {Manja Klemencic}
}
@article {170491,
	title = {Will academics drive or obstruct the Slovenian government{\textquoteright}s internationalisation agenda for higher education?},
	journal = {C{\textbullet}E{\textbullet}P{\textbullet}S Journal (Center for Educational Policy Studies Journal)},
	volume = {4},
	number = {2},
	year = {2014},
	pages = {27-48},
	abstract = {The present article is concerned with the question of how conducive is the academic culture and climate in Slovenian higher education institutions to internationalisation. Our underlying assumption is that academic staff presents either an important driver or an obstacle to the implementation of internationalisation policies formulated at the national level and diffused into the institutional practices. Concretely, in this article we problematize whether the present academic attitudes and behaviours are in line with the internationalisation aims and objectives as stated in the National Higher Education Programme 2011-2020. Our findings point to academics{\textquoteright} overall favourable attitudes to internationalisation. We also find that academics report to prioritise the various internationalisation activities higher than they perceive the internationalisation priorities of their respective institutions. At the same time, however, the academics{\textquoteright} preferences for the various activities associated with {\textquoteleft}internationalisation of study at home{\textquoteright}, especially conducting courses in foreign languages, are lower and highly divergent; and might obstruct government{\textquoteright}s agenda in this regard.\&nbsp;},
	url = {https://ojs.cepsj.si/index.php/cepsj/article/view/202},
	author = {Alenka Flander and Manja Klemencic}
}
@article {Klemen_i__2013,
	title = {Institutional research in a European context: a forward look},
	journal = {European Journal of Higher Education},
	volume = {3},
	number = {3},
	year = {2013},
	month = {sep},
	pages = {265{\textendash}279},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2013.823726},
	url = {http://dx.doi.org/10.1080/21568235.2013.823726},
	author = {Manja Klemen{\v c}i{\v c} and Brennan, John}
}
@article {2013,
	title = {The past, present and future of higher education research: between scholarship and policymaking},
	journal = {European Journal of Higher Education},
	volume = {3},
	number = {3},
	year = {2013},
	month = {sep},
	pages = {239{\textendash}241},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2013.823727},
	url = {http://dx.doi.org/10.1080/21568235.2013.823727},
	editor = {Lincoln, Daniel and Manja Klemen{\v c}i{\v c}}
}
@article {Klemen_i__2013,
	title = {Paying the professoriate: a global comparison of compensation and contracts},
	journal = {European Journal of Higher Education},
	volume = {3},
	number = {2},
	year = {2013},
	month = {jun},
	pages = {235{\textendash}237},
	publisher = {Informa UK Limited},
	doi = {10.1080/21568235.2013.807120},
	url = {http://dx.doi.org/10.1080/21568235.2013.807120},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {KlemencicManja2013TeoE,
	title = {The effects of Europeanisation on institutional diversification in the Western Balkans},
	booktitle = {The globalisation challenge for European higher education. Convergence and diversity, centres and peripheries},
	year = {2013},
	pages = {S. 117{\textendash}138},
	keywords = {Albanien, Ausland, Hochschulreform, Hochschulsystem, Jugoslawien, Kroatien, Slowenien},
	author = {Manja Klemencic}
}
@article {LincolnDaniel2013F,
	title = {FOREWORD},
	journal = {European journal of higher education},
	volume = {3},
	number = {2},
	year = {2013},
	pages = {127{\textendash}128},
	issn = {2156-8235},
	author = {Lincoln, Daniel and Manja Klemen{\v c}i{\v c}}
}
@article {LincolnDaniel2013F,
	title = {Foreword},
	journal = {European Journal of Higher Education},
	volume = {3},
	number = {4},
	year = {2013},
	pages = {305{\textendash}306},
	publisher = {Routledge},
	issn = {2156-8235},
	author = {Lincoln, Daniel and Manja Klemen{\v c}i{\v c}}
}
@article {KlemencicManja2013Iria,
	title = {Institutional research in a European context: A forward look},
	journal = {European journal of higher education},
	volume = {3},
	number = {3},
	year = {2013},
	pages = {265{\textendash}279},
	publisher = {Routledge},
	abstract = {The article addresses the opportunities and drawbacks of institutional research as a particular form of higher education research in Europe and its relationship to institutional-level policymaking. Through emphasis on institutional research on student matters, and student experience and engagement in particular, we offer suggestions for future directions of institutional research arguing in favour of methodological pluralism and especially {\textquoteright}interpretivist turn{\textquoteright} by a way of application of critical-reflexive approaches. Further, the article makes a case for student engagement in institutional research to aid relevance, legitimacy and accountability of this type of research.(HRK / Abstract {\"u}bernommen).},
	keywords = {Ausland, critical-reflexive approaches, ethnography, Europa, Europe, Forschung, Hochschulsystem, institutional research, methodological pluralism, quality assurance, student affairs, student engagement},
	issn = {2156-8243},
	author = {Manja Klemencic and Brennan, John}
}
@article {Klemen{\v c}i{\v c}Manja2013Ptpa,
	title = {Paying the professoriate: a global comparison of compensation and contracts},
	volume = {3},
	number = {2},
	year = {2013},
	pages = {235{\textendash}237},
	publisher = {Taylor \& Francis Group},
	issn = {2156-8235},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {Klemen{\v c}i{\v c}Manja2012TCCo,
	title = {The Changing Conceptions of Student Participation in HE Governance in the EHEA},
	booktitle = {European Higher Education at the Crossroads},
	year = {2012},
	pages = {631{\textendash}653},
	publisher = {Springer Netherlands},
	organization = {Springer Netherlands},
	edition = {2012},
	address = {Dordrecht},
	abstract = {Student participation in HE governance is considered one of the foundational values in European HE. It can be traced back to the medieval universities and it resurged with the student revolts in 1960s.Today, students as a collective body are in some way represented in HE governance in basically every European country. Accordingly we can find advanced {\textendash} but also highly diversified {\textendash} multilevel systems of student representation. The issue of student participation in HE governance has featured prominently in policy making within the Bologna Process. The European Ministers referred to student participation in affirmative terms in every Communiqu{\'e} after the Prague Ministerial Summit in 2001. European Students{\textquoteright} Union [ESU], the representative platform of the European national unions of students, was granted a consultative membership and has participated in the governing structures of the Process. Yet, despite this high political involvement, ESU continues to report deteriorating student influence when it comes to institutional governance. This raises questions about the interactions and interrelations between student participation as a concept and social phenomenon and EHEA policy developments. The chapter addresses the ideational and normative foundations regarding student participation emerging from the two {\textendash} intertwined {\textendash} policy developments: the Bologna Process and the {\textquoteleft}modernisation agenda for universities{\textquoteright}. In view of these developments, it investigates changes in the conception of student participation as depicted in the four main relationship constellations involving students: between the state and students, between university and students, between the academics and students, and between student representatives and students.},
	keywords = {Education, Educational Policy and Politics, Higher Education, International and Comparative Education},
	isbn = {9789400739369},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {612723,
	title = {Student Representation in Western Europe: introduction to the special issue},
	journal = {European Journal of Higher Education},
	volume = {2},
	number = {1},
	year = {2012},
	pages = {2-19},
	abstract = {This article introduces the special issue of\&nbsp;European Journal of Higher Education\&nbsp;dedicated to the cross-national comparison of student representation in Western Europe. Student representative organisations, whose primary aim is to represent and defend the interests of the collective student body, are core participants in European higher education (HE) governance. Yet, these organisations are strikingly absent in scholarly literature. This special issue is guided by the question of how students as a collective body are organised, and how their interests are aggregated, articulated and intermediated into the national policy processes. The article develops the conceptual framework guiding the investigation of national student associations and systems of student representation and interest intermediation; and it introduces the five empirically-driven articles on student representation in Norway, the United Kingdom, Germany, France and Italy compared, and Spain.},
	url = {https://www-tandfonline-com.ezp-prod1.hul.harvard.edu/doi/pdf/10.1080/21568235.2012.695058?needAccess=true},
	author = {Manja Klemen{\v c}i{\v c}}
}
@inbook {KlemencicManja2010BzdB,
	title = {Bildung zur demokratischen B{\"u}rgergesellschaftlichkeit im Hochschulstudium},
	booktitle = {Handbuch Qualit{\"a}t in Studium und Lehre. Evaluation nutzen - Akkreditierung sichern - Profil sch{\"a}rfen! . [Teil] D. Qualit{\"a}tsziele - Qualit{\"a}tskriterien und Rahmenstandards. Bildungszielbestimmte Kriterien},
	year = {2010},
	pages = {D 2.2{\textendash}1, 28 S.},
	abstract = {Der Beitrag legt dar, inwiefern Hochschulen einzigartige M{\"o}glichkeiten besitzen, durch eine im angels{\"a}chsischen Raum so genannte Democratic Citizenship Education - nachfolgend "Demokratie-Bildung" {\"u}bersetzt - zur Nachhaltigkeit und Weiterentwicklung der demokratischen Zivilgesellschaft beitragen k{\"o}nnen. Indem sich die europ{\"a}ischen Hochschulsysteme nicht nur erweitern, sondern auch rasch differenzieren in Bezug auf Institutionen, Studieng{\"a}nge und Studentenschaft, scheint sich eine engere Auseinandersetzung mit den "Gesamtzielen der Hochschulbildung" abzuzeichnen, zu denen unzweifelhaft auch die Vorbereitung auf eine aktiv gelebte Teilnahme an der demokratischen Gesellschaftsordnung geh{\"o}rt. Der Beitrag behandelt zun{\"a}chst verschiedene Vorstellungen gelebter Demokratie (democratic citizenship) und ihre Ber{\"u}cksichtigung im Konzept der Demokratie-Bildung. Anschlie{\ss}end geht er auf die Bedenken bestimmter Hochschulinstitutionen gegen{\"u}ber einem breiten, standardisierten Engagement f{\"u}r Demokratie-Bildung ein, und auf die Gr{\"u}nde f{\"u}r diese Skepsis. Schlie{\ss}lich untersucht er m{\"o}gliche institutionelle Ans{\"a}tze zur Einbindung der Demokratie-Bildung in Lehre, Forschung und {\"o}ffentlichem Dienst im Hochschulbereich. (HoF/Text {\"u}bernommen).},
	keywords = {Deutschland},
	author = {Manja Klemencic}
}
@inbook {KlemencicManja2010HEfD,
	title = {Higher Education for Democratic Citizenship},
	booktitle = {EUA Bologna Handbook. Making Bologna Work. [Teil] B. Introducing Bologna objectives and tools. Promoting new approaches to learning; Personal development, active citizenship, preparation for lifelong learning},
	year = {2010},
	pages = {B 1.3{\textendash}1, 26 S.},
	abstract = {This article argues that higher education institutions are uniquely placed to make a contribution via democratic citizenship education to sustaining and developing democratic societies. As European higher education systems are becoming not only larger, but also more highly differentiated as to kinds of institutions, programmes, and types of students, it appears that they are also more closely embracing the idea of the {\textquoteright}full range of purposes of higher education{\textquoteright}, of which preparation for life as active citizens in a democratic society is an integral part. The article first presents different notions of democratic citizenship and how these are reflected in the concept of DCE. Next it presents and discusses factors that may underlie the reluctance displayed by some higher education institutions towards a wider and more formal engagement in DCE. Finally, it reviews possible institutional approaches to the integration of DCE into the teaching, research and public service functions. (HoF/text adopted).},
	keywords = {Europa},
	author = {Manja Klemencic}
}
@book {Klemen{\v c}i{\v c}Manja2007Aspp,
	title = {A star pupil playing it safe in the EU : an inside view of the first Slovenian EU Council Presidency, January-June, 2008},
	series = {Studies \& research ; 61},
	year = {2007},
	publisher = {Notre Europe},
	organization = {Notre Europe},
	address = {Paris]},
	keywords = {Council of the European Union. {\textendash} Presidency.},
	author = {Manja Klemen{\v c}i{\v c}}
}
@article {KlemencicManja2001Auwo,
	title = {Arm us with opportunity to compete in Euro arena},
	journal = {Times higher education},
	number = {1486},
	year = {2001},
	pages = {14},
	publisher = {Times Supplements Ltd},
	keywords = {Education, Europe, Higher, International aspects, International education, Student unions},
	issn = {0049-3929},
	author = {Manja Klemencic}
}
