CHER 34th Annual Conference 2022 - A Sustainable and Responsive Higher Education
Date : du 01-09-2022 au 02-09-2022
Appel à communications ouvert jusqu'au : 15-05-2022
Modalité : intégralement à distance
Organisation : Consortium of Higher Education Researchers (CHER)
The 34th annual CHER conference calls on the higher education researchers community to highlight the challenges and present opportunities for a more sustainable and responsive higher education. This will be a two-day online conference. It starts on the morning of September 1st and concludes on the afternoon of September 2nd (European time zones) of 2022. Its online format will allow for a wide participation of the CHER community, and others, to participate regardless of the uncertain pandemic situation.
The conference will be organized by the Consortium for Higher Education Researchers (CHER) together with the Finnish Institute for Educational Research, University of Jyväskylä and the Consortium of Higher Education Researchers In Finland (CHERIF).
Sustainable and responsive higher education
The societal environment of higher education has become more uncertain as the climate change and the changing global political atmosphere are influencing to societies and people’s everyday life. Societies are increasingly confronted with different kind of risks related to environmental catastrophes like droughts and extreme heat waves, as well as political and military conflicts, which have challenged the sense of security and caused the dramatic increase in the number of refugees, including in regions that had experienced many decades of stability and peace like Europe.
The value of knowledge is even more central in the world, which is recovering from the global pandemic and simultaneously is struggling for peace and sustainability. The higher education institutions, disciplinary communities and individual researchers are expected to provide more solutions to the complex problems of our times, which are as much social as technical in nature. Thus higher education is called to play a major role in analysing and addressing these problems. Complex problems require innovative and transdisciplinary approaches, and therefore, institutions and individuals are encouraged to find collaboration with other disciplines and sectors across institutional borders. However, this should not be understood as promoting only applied research and discarding the importance of traditional modes of learning and research, since they also contribute in a very relevant way to the advancement of knowledge, skills, and attitudes. Moreover, the promotion of critical reflection is crucial to move towards an ecologically, socially, and economically sustainable world.
Furthermore, higher education must compete for scarce financial resources with many other important sectors in society. The pandemic disrupted higher education in many ways, creating or exacerbating the feeling of stress and anxiety for many students and academics; and even causing learning gaps in some parts of the world. It may have been that the pandemic has worsened issues pertaining to access to higher education, inclusiveness, and integration of students from different social, economic, ethnic, and cultural backgrounds, or that the learning quality towards these and other students may have been negatively affected. The advancing technological development and the ageing population in many developed countries also require higher education institutions to offer flexible lifelong learning paths to new audiences.
In an increasingly complex, rapidly changing and even fragmented societal climate, higher education institutions are expected to be more responsive; to capable of change in a changing environment and highlight their impact in the societies. In addition, they are challenged to reassert the importance of knowledge as a major societal goal and as a fundamental factor to create better and different opportunities and to foster social cohesion. This also requires strong and autonomous institutions and individuals that are able to reflect freely about new and different possibilities to organize our societies according to many of their dimensions, including those more strongly related to environmental and economic ones.
Researchers’ expertise is much needed in the times of uncertainties; however, they are often involved, voluntary or involuntary, in the ideological political battles between opposite parties. The autonomy of the academic profession, the power of the disciplinary communities and collegiality and solidarity between academics are values that needs our everyday support and acknowledgment.
The 34th CHER conference asks for example the following pertinent questions about sustainability and responsiveness of higher education:
- What is responsive higher education — How institutions, disciplinary communities and individual researchers can be more responsive? What kind of implications it might have?
- How are different higher education systems and institutions addressing the challenges posed by sustainability and how is this shaping the design and implementation of higher education policies? What role is being played by SDGs in this respect?
- What opportunities and tensions does the concern with different dimensions of sustainability and responsiveness create with more traditional goals and missions of higher education?
- How to organise, plan, and implement academic and managerial decisions and processes that foster sustainability and responsiveness in higher education? Are these changes leading to organizational changes regarding disciplinary and professional collaboration in education, research, and the interactions with society?
- How are higher education institutions integrating sustainability and responsiveness in their core missions? Is this having a transformative impact or is it being a superficial rhetorical response to public discussions?
- How are current incentives in higher education, including those related to careers of academics but also those that motivate students to engage with higher education, influencing the thinking and behaviours of said academics and students towards issues of sustainability?
- How the requirement of the responsiveness and societal impact change the academic profession?
Thursday 1st September 2022
Chair of CHER, Dr. Hugo Horta
Dr. Terhi Nokkala
Dr. Taru Siekkinen
|9.20–10.20||Ulrich Teichler Keynote
Professor Jussi Välimaa
|10.30–11.25||Panel coordinator: Yuzhuo Cai
When entrepreneurial universities meet SDGs: Experiences and best practices from Asia, Europe and Latin America
Panelists: Romulo Miguel Pinheiro, Po Yang & Evandro Coggo Cristofoletti.
|Panel coordinator: Pii-Tuulia Nikula
Climate conscious international higher education – exploring opportunities and tensions
Panelists: Adrienne Fusek, Pii-Tuulia Nikula & Robin Shileds
|11.30–12.25||Panel coordinators: Sónia Cardoso & Teresa Carvalho
Creating responsive and sustainable models of doctoral education
Panelists: Corina Balaban, Hatice Nuriler, Sónia Cardoso & Teresa Carvalho
|Panel coordinators: Andrew Gibson & Taina Saarinen
Rethinking higher education internationalisation
Panelists: Franciszek Krawczyk, Andrew Gibson, Que Anh Dang, Evandro Coggo Cristofoletti, Su-ming Khoo, Virginia Rodés & Taina Saarinen
|13.00–13.55||Panel coordinator: Pengjuan Wang
Do we still care about the distant world? – Chinese doctoral students' perspectives on 'sustainable development' in and for higher education
Panelists: Zongran Wang, Hanyu Qin & Pengjuan Wang
|Panel coordinator: Marek Kwiek
Higher Education Research and its Global Communities: Collaboration Networks, Topics and Large-scale Data
Panelists: Hugo Horta, Justin J.W Powell & Marek Kwiek
|14.00–14.55||Panel coordinator: Eveliina Asikainen
Universities of applied sciences' impact on sustainable development: Are we ambitious enough?
Panelists: Turo Kilpeläinen, Eeva-Liisa Viskari & Juuso Puurula
|Panel coordinator: Sheng-Ju Chan
Youth Activism and Education Sector in the Asia Pacific Regions
Panelists: Sheng-Ju Chan, William Yat-Wai Lo & Ly Tyran
|15.30–16.25||Panel coordinator: Yingxin Liu (Margaret)
Gender disparities revisited: Career trajectories of female academics vs male academics in mainland China and Hong Kong
Panelists: Yingxin Liu (Margaret), Li Tang & Nian Ruan
|Panel coordinator: Tatiana Fumasoli
Chair and discussant: Akiyoshi Yonezawa
Rethinking University Resilience: the Influence of Organizational decisions and actions during the Covid-19 pandemic on global engagement strategies
Panelists: Tatiana Fumasoli, Anatoly Oleksiyenko, Kaiyun Feng & Johannes Hochreuther.
|16.30–17.25||Panel coordinator: Gaoming Zheng
Towards responsive and sustainable doctoral education: from the perspectives of doctoral career trajectories and employability
Panelists: Hugo Horta & Wenqin Shen
Friday 2nd September
|9.00–9.55||Panel coordinator: Alice Civera
Conceptualising the attractiveness of HE systems as a response to the pandemic: Students, academic profession, and public policies
Panelists: Aneta Hayes, Michele Meoli & Giovanni Barbato
|Panel coordinator: Po Yang
Higher Education and global and domestic mobility in science
Panelists: Jiang Kai & Jingxuan Shen
|10.00–10.55||Panel coordinators: Amélia Veiga & Tim Seidenschnur
The Role of European Universities in an Age of Pandemic
Panelists: Amélia Veiga, Tim Seidenschnur & António Magalhaes
|Panel coordinator: Nian Ruan
They returned to mainland China, and what? A dialogue on career transition and relocation by three female international doctorates from UK, Hong Kong and Finland
Panelists: Nian Ruan, Qijuan Shen & Gaoming Zheng
|11.00–11.55||Panel coordinator: Ana Godonoga
Performance management practices for a responsive higher education: Insights from research on university social responsibility and institutional mergers
Panelists: Bernhard Böhm, Ana Godonoga & Bjørn Stensaker
|Panel coordinator: Yingxin Liu (Margaret)
Responsiveness of travel restriction policies at universities in China, Australia and Norway amid the Covid-19 pandemic
Panelists: Yingxin Liu, Tam Le & Czarecah Oropilla
|12.30–13.25||Panel coordinators: Jouni Kekäle & Maria Pietilä
Research Assessment Under Scrutiny: towards more holistic and qualitative-oriented systems
Panelists: Ingvild Reymert, Alex Rushforth & Malcom Tight
|Panel coordinator: Xiaoshi Li
Career interests and decision-making among postgraduate students in an era of flux
Panelists: Xiaoshi Li, Huan Li & Xiujuan Xie
|13.30–14.25||Panel coordinator: Jung Cheol Shin
Leadership and academic identity for sustainable higher education development in Korea and Taiwan
Panelists: Jung Cheol Shin, Sophia Shi-Hueio Ho & Robin Jung-Cheng Chen
|14.30–15.30||CHER business meeting|
Every panel has 55 minutes. Final programme with Zoom-links will be sent to everyone before the conference.
Ulrich Teichler keynote
In 2019, the CHER Board of Directors decided to honour the life and work of Professor Ulrich Teichler, one of CHER’s founding members. In recognition of his ground breaking contribution to higher education research, CHER established a tradition of annually designating a CHER conference keynote as the Ulrich Teichler Keynote Lecture.
Due the to COVID-19 pandemic, the first annual Ulrich Teichler Keynote Lecture was postponed by two years. However, in 2022, the CHER Board of Directors is happy to announce that the first Ulrich Teichler Keynote Lecture will be given by Professor Jussi Välimaa.
Dr. Jussi Välimaa is Professor in Educational Studies and Director of the Finnish Institute for Educational Research at the University of Jyväskylä, Finland. Being trained as a historian and social scientist Professor Välimaa has expertise in social and historical studies on higher education. Over his career, Professor Välimaa has been interested in the relationship between higher education and society and in the internal dynamics of higher education institutions. Dr. Välimaa’s latest book is ‘A History of Finnish Higher Education from the Middle Ages to the Twenty-first Century’ (Springer, 2019).
Jussi Välimaa: How Higher Education Changes?
The title of my keynote focuses on one of the central topics in higher education research. Change of higher education can be both a theoretical, empirical and even philosophical problem in our field. In addition, change also is a problem for policy makers and all those aiming to reform or manage higher education institutions.
I will reflect on the nature of changing higher education by asking: How do societies aim to change higher education and how does higher education change societies? I also analyse different academic approaches aiming to explain and understand changes in higher education.
URL : https://ktl.jyu.fi/.../cher2022
mot(s) clé(s) : enseignement supérieur