11 articles tagged with higher education were found.
This article argues for the relevance of new materialist theories and onto-epistemologies in understanding the workings of political status. The issue of political status is interrogated at the confluence of the university’s status, the status of the Russian state through references to its “glorious” and “rich” history, and the materialities of the imperial cityscape of St. Petersburg. More specifically, I analyze how the spatio-temporal position of universities within the imperial cityscape of St. Petersburg plays out as a status-enhancing or undermining mechanism. The analysis in this article traverses three sites: St. Petersburg State University, St. Petersburg State Institute of Culture, and European University in St. Petersburg. The universities appear to be embedded within the imperial cityscape of St. Petersburg, which speaks to both the universities’ status and, more importantly, the idea of the state that lives in and through them, through the effects of beauty, glory, and rich history. However, while material durability allows the past to be actualized in the present, materialities are also subject to decay over time, leading to physical processes of deterioration and downgrading. This decay acts as a status undermining mechanism.
By
Iuliia Gataulina
April 16, 2025
In 2015, the Albanian government enacted a higher education reform accompanied by intense public disputes. This article employs the concept of hegemony to question: What political articulation became hegemonic in Albania’s higher education policy between 2010 and 2015, and what elements constituted such an articulation? It argues that the government’s articulation became hegemonic through its claim of establishing a regulated higher education market where all participants would compete as equals, thereby addressing all the challenges facing the sector that arose from the chaotic and tumultuous governance of the political opponent.
By
Pavjo Gjini
April 16, 2025
Olli-Pekka Martikainen is the Secretery General of the Association of Finnish Music Schools, an umbrella organization that includes 97 schools. He has a doctorate in music and he previously worked as the vice dean of the Sibelius Academy, University of the Arts Helsinki. Apart from leadership in higher music education Martikainen has worked as an orchestral and chamber musician and as a teacher at the Sibelius Academy. Martikainen holds the first artistic Doctoral degree in the field of percussion music in Finland. Ann Werner asked him questions about higher music education in the Baltic region with her own research on nation and gender in higher music education as background.
By
Ann Werner
September 18, 2024
Music and Performing Arts is one of the fields Georgia can pride itself on internationally. While the country is in transition as it officially embarks on its long path to European Union membership, this study explores the process of Europeanization of higher music education in Georgia. Authors analyze how higher music educational institutions employ European projects for organizational change at a grassroots level and to what extent and in what way supranational and national policy instruments influence the outcome at the local – institutional level. This study categorizes Georgia’s higher music education sector into three major stages since the country regained independence in 1991 and uses structural, institutional, and organizational approaches for analysis of collected data. The findings suggest that significant challenges remain despite emerging European support in the cultural area and active cooperation between major stakeholders in the sector and their European counterparts.
By
Iveri Kekenadze Gustafsson and Nana Sharikadze
September 18, 2024
This article describes and analyzes assessment approaches in three conservatories and thus contributes to the study of how values are distributed and negotiated within higher education specialized in classical music in the Baltic Sea region and Central Europe. The relation between assessment and learning could be viewed from different perspectives. Assessment of learning can be seen as a checkpoint regarding whether specific knowledge has been internalized, assessment for learning implies that the chosen assessment method encourages the learning process, while assessment as learning can be seen as intertwined with and dominating the learning process. In this article we clarify possibilities for transformative assessment, as well as the risk for assessment as learning. What counts as important knowledge varies between and within the perspectives. To generate material to enable analysis of assessment approaches in the Baltic Sea region and Central Europe, 23 students and 22 professors/leaders within three conservatories were interviewed. The interviews were transcribed verbatim and analyzed through content analysis by the two researchers individually and collaboratively. The results show three different approaches, namely the competition approach, the portfolio approach, and the response-based approach.
By
Cecila Ferm Almqvist and Kristi Kiilu
September 18, 2024
Towards the end of the 19th century, Ingrian Finns became aware of their own national identity and culture. These ideas were maintained by the Kolppana Teacher and Churchwarden Seminary, which was founded in 1863. At the turn of the twentieth century, national thinking also began to emerge from the deep ranks of Ingrian-Finnish people, partly because Ingrian-born teachers and churchwardens educated in Kolppana formed a new, schooled intelligentsia. Music played a central role in the national process, and the Kolppana graduates taught religious and patriotic repertoire. The new intelligentsia comprised only men because the Kolppana Seminary was not open to women. The Ingrian Finns strove to preserve their own language, Lutheran religion, and national customs. Even though they recognized Finland as their spiritual homeland, the Ingrian-Finnish national spirit was marked by a clear “Ingrianism”.
By
Samuli Korkalainen
September 18, 2024
I decided to teach free of charge a short online course on gender, intersectionality and Soviet history for students of the Russian Free University5 (Rossiiskii Svobodni Universitet). Since April 2023, the NGO-driven university has the status of an undesirable organization in Russia. More than 80 people registered for my course; however, from the beginning there was a lot of uncertainty on both sides due to fear that students could be accused by the Russian authorities of collaboration with an “undesirable organization”. In order not to be detected while participating in the online course, many students did not use their real names; some never spoke, merely writing down some comments. Indeed, the university introduced a new security protocol that allowed the students not to disclose their identity to other course participants if they did not want to.
By
Yulia Gradskova
September 18, 2024
Drawing on in-depth interviews, this essay investigates professional strategies and researcher identity constructions in the precarious postdoctoral phase. The analysis indicates that most of the informants in the present study seem to be somewhere in the middle of the process of establishing a postdoctoral/early-career identity. The essay underlines the need for better preparing PhD students for the postdoctoral phase; and suggests that to most of the informants, the emerging researcher identities are secondary to more pressing issues, relating to survival in academia alltogether.
Essay by
Joakim Ekman
September 18, 2024
This publication shares with the reader autobiographical reflections of five scholars who still live and work in different regions of Russia. These social scientists have not left Russia for various reasons, which they themselves explain in their reflections. After having met at an informal meeting in early 2024, they have decided to voice their concerns about their troubled professional ethos caused by censorship, ideological pressure and repressive legislature. These concerns they conceptualize as moral dilemmas challenging their professional activities.
We have decided to publish these texts and to preserve their voices in order to let them tell their own stories to the reader. However, for the sake of security, all authors have decided to be pseudonymized
By
Ekaterina Kalinina et al
September 18, 2024
The crucial matter of creating a Latvian “national” university in the aftermath of World War I may be seen as an example of the way this new nation was structured in both symbolic and practical terms. This academic institution provided an arena for rewriting the nation’s past history and recreating its folklore customs — both essential to Latvian culture.
By
Per Bolin
June 27, 2012
Issue 2025, 1: 
Baltic Worlds covers; the Baltic Sea Region, Eastern Europe, Russia, CentralAsia, Caucasus and the Balkan area.