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B. M. Kehm (2007) The changing role of graduate and doctoral education as a challenge to the academic profession: Europe and North America compared. In: Key Challenges to the Academic Profession, edited by M. Kogan and U. Teichler (Kassel, Germany: International Centre for Higher Education Research), pp. 111-124.
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The doctoral degree was introduced in Italy in the early 1980s, and for many years the entrance to doctoral training was only by competition with the winners entitled to receive a fellowship. This has changed in recent years, but it explains why there is a relatively low proportion of Italian respondents with a doctoral degree and a very high percentage reporting receiving a fellowship during doctoral training
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The doctoral degree was introduced in Italy in the early 1980s, and for many years the entrance to doctoral training was only by competition with the winners entitled to receive a fellowship. This has changed in recent years, but it explains why there is a relatively low proportion of Italian respondents with a doctoral degree and a very high percentage reporting receiving a fellowship during doctoral training.
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In the US, collective bargaining predominates in public 2-year and 4-year institutions but not in the university sector. Most of the public universities that are unionised are in the northeast and the Midwest of the country. This is because unionisation of public employees requires enabling legislation by the individual states. The South and the west of the country are too libertarian for unionisation
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In the US, collective bargaining predominates in public 2-year and 4-year institutions but not in the university sector. Most of the public universities that are unionised are in the northeast and the Midwest of the country. This is because unionisation of public employees requires enabling legislation by the individual states. The South and the west of the country are too libertarian for unionisation.
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J. Enders (2006) The academic profession. In: International Handbook of Higher Education, edited by J. Forest and G. Altbach (Dordrecht, The Netherlands: Springer), pp. 5-21.
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A. Arimoto (2006) The changing academic profession in Japan: its origins, heritage and current situation. In: Reports of Changing Academic Profession Project Workshop on Quality, Relevance, and Governance in the Changing Academia: International Perspectives (Hiroshima: Research Institute for Higher Education, Hiroshima University), pp. 183-194.
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A. Arimoto (2007) Japan: origins, history and transition to a universal higher education system. In: The Changing Conditions for Academic Work and Careers in Select Countries, edited by W. Locke and U. Teichler (Kassel, Germany: International Centre for Higher Education Research), pp. 113-126.
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Hiroshima: Research Institutes for Higher Education, Hiroshima University and Hijiyama University
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J. F. Galaz-Fontes, L. E. Padilla-Gonzalez, M. Gil-Antón, J. J. Sevilla-García, J. L. Arcos-Vega, J. Martínez-Stack, S. Martínez-Romo, L. Jiménez-Loza and M. E. Barrera-Bustillos (2008) Mexican academics at the turn of the twenty-first century: who are they and how they perceive their work, institutions and public policies (a preliminary analysis). In: The Changing Academic Profession in International Comparative and Quantitative Perspectives: Report of the International Conference on the Changing Academic Profession Project (Hiroshima: Research Institutes for Higher Education, Hiroshima University and Hijiyama University), pp. 345-361.
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Martínez-Romo, S.7
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The Hong Kong Special Administrative Region of the People's Republic of China: Context, higher education, and a changing academia
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C. Musselin (2004) Towards a European academic labour market - some lessons drawn from empirical studies on academic mobility. Higher Education, 48(1), 55-78. (Pubitemid 39046245)
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