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Patterns of Subject Mix in Higher Education Institutions: A First Empirical Analysis Using the AQUAMETH Database

机译：高校科目组合的模式：使用AQUAMETH数据库的首次实证分析

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Teaching and research are organised differently between subject domains: attempts to construct typologies of higher education institutions, however, often do not include quantitative indicators concerning subject mix which would allow systematic comparisons of large numbers of higher education institutions among different countries, as the availability of data for such indicators is limited. In this paper, we present an exploratory approach for the construction of such indicators. The database constructed in the AQUAMETH project, which includes also data disaggregated at the disciplinary level, is explored with the aim of understanding patterns of subject mix. For six European countries, an exploratory and descriptive analysis of staff composition divided in four large domains (medical sciences, engineering and technology, natural sciences and social sciences and humanities) is performed, which leads to a classification distinguishing between specialist and generalist institutions. Among the latter, a further distinction is made based on the presence or absence of a medical department. Preliminary exploration of this classification and its comparison with other indicators show the influence of long term dynamics on the subject mix of individual higher education institutions, but also underline disciplinary differences, for example regarding student to staff ratios, as well as national patterns, for example regarding the number of PhD degrees per 100 undergraduate students. Despite its many limitations, this exploratory approach allows defining a classification of higher education institutions that accounts for a large share of differences between the analysed higher education institutions.
机译：学科领域之间的教学和研究组织方式不同：构建高等教育机构类型的尝试通常不包括关于学科混合的量化指标，这将允许对不同国家/地区的大量高等教育机构进行系统的比较，因为此类指标的数据有限。在本文中，我们提出了构建此类指标的探索性方法。在AQUAMETH项目中构建的数据库，其中还包括在学科层次上分解的数据，旨在了解学科混合模式。对六个欧洲国家/地区进行了对人员组成的探索性和描述性分析，该分析分为四个大领域（医学科学，工程技术，自然科学，社会科学和人文科学），从而得出了区分专业机构和通才机构的分类。在后者之中，基于是否存在医疗部门来进一步区分。对这种分类的初步探索及其与其他指标的比较，显示了长期动态变化对个别高等教育机构的学科结构的影响，但同时也强调了学科差异，例如关于学生与员工比例，以及国家模式的差异。每100名本科生的博士学位数量。尽管存在许多局限性，但这种探索性方法仍允许定义高等教育机构的分类，该分类在所分析的高等教育机构之间的差异中占很大比例。

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