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Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France

Anatoliy G. Goncharuk (Hauge School of Management, NLA University College, Bergen, Norway)
Giuseppe T. Cirella (Faculty of Economics, University of Gdansk, Sopot, Poland)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 24 May 2022

Issue publication date: 3 June 2022

132

Abstract

Purpose

The aim of this study is to explore the perception of existing academic institutional models through the lens of individual university teacher assessment scores and add knowledge base to the root causes of the effectiveness level of higher educational models between Eastern and Western European universities. The research utilizes higher education instructor performance by exploring positive and negative outcomes from both models.

Design/methodology/approach

This mixed methods study is based on 195 questionnaires in conjunction with 42 in-depth interviews of early-stage university teachers, associate professors, and senior university instructors (i.e. full professors) from the University of Banja Luka (UBL), Banja Luka, Bosnia and Herzegovina and Paris Diderot University (UP7), Paris, France. Key performance indicators are calculated in piecing together the existing institutional models to elucidate the opportunities and challenges university instructors face at these institutions. A scoping literature review that examined an East-West European divide was also conducted to add weight to the research.

Findings

Results indicate the UBL model is considered mostly ineffective while the UP7 model showed signs of ineffectiveness. An East-West divide that exists in European universities was deduced through additional literature, and cohesion-based practices may be needed to truncate model differences as a result of the East's lack of academic freedom.

Originality/value

The research demonstrated important recommendations for academic institutional models by immediately signaling a need to open up the level of creativity of their instructors (i.e. the idea that university teaching is a creative profession that requisites a certain level of academic freedom). The research examined university concern – morally and financially – and weighed in on university instructors' options of abandoning university instructors' workplace in search of working in a prosperous Western country.

Keywords

Acknowledgements

This paper contains the results of two research cases conducted via short-term scientific missions at Paris Diderot University and University of Banja Luka. The authors are extremely grateful to the COST Action CA15221 “Advancing effective institutional models towards cohesive teaching, learning, research, and writing development” grant and supporting team.

Funding: This work was supported by the COST Action “Advancing effective institutional models towards cohesive teaching, learning, research, and writing development” [grant No. CA15221].

Citation

Goncharuk, A.G. and Cirella, G.T. (2022), "Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France", International Journal of Educational Management, Vol. 36 No. 5, pp. 836-853. https://doi.org/10.1108/IJEM-06-2021-0241

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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