Book Chapters

Bieling, N., Pekşen, S., & Leišytė, L. (2026). Fostering students’ diversity competence through problem-based learning and hackathons. In E. Mountbatten-O’Malley, B. Schreiber, & R. Hosseini (Eds.), Book of proceedings: The IIE’s 2^nd International Conference on Teaching and Learning (pp. 314–331). The Independant Institute of Education. Online available

Leišytė, L. (2026). Digital platforms and their usage in higher education human resource management. In D. A. Thomas & V. Laterza (Eds.), Critical perspectives on EdTech in higher education: Varieties of platformisation (pp. 233–251). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-88173-2_10

Carvalho, T., Leišytė, L., Queirós, A., & Diogo, S. (2025). Gender and decision-making in the managerial university: A comparative analysis of women’s perceptions in Portugal and Lithuania. In L. Leišytė, M. Marquina, & G. A. Jones (Eds.), University governance, management and the academic profession: Transformations and challenges (pp. 153–172). Springer. https://doi.org/10.1007/978-3-031-86889-4_9

Jones, G. A., Leišytė, L., & Marquina, M. (2025). Governance, management and the academic profession: Themes and concluding observations. In L. Leišytė, M. Marquina, & G. A. Jones (Eds.), University governance, management and the academic profession: Transformations and challenges (pp. 223–234). Springer. https://doi.org/10.1007/978-3-031-86889-4_12

Leišytė, L. (2025). Conceptualising external governance of higher education: Towards multi-level and multi-actor hybrid arrangements. In L. Leišytė, M. Marquina, & G. A. Jones (Eds.), University governance, management and the academic profession: Transformations and challenges (pp. 13–28). Springer. https://doi.org/10.1007/978-3-031-86889-4_2

Leišytė, L. (2025). Higher education policy. In M. van Gerven, C. Rothmayr Allison, & K. Schubert (Eds.), Encyclopedia of public policy (Living reference work). Springer. https://doi.org/10.1007/978-3-030-90434-0_63-1

Leišytė, L., Jones, G. A., & Marquina, M. (2025). Trends in higher education governance and the academic profession. In L. Leišytė, M. Marquina, & G. A. Jones (Eds.), University governance, management and the academic profession: Transformations and challenges (pp. 3–10). Springer. https://doi.org/10.1007/978-3-031-86889-4_1

Pekşen, S., Rose, A.-L., Leišytė, L., & Želvys, R. (2025). The impact of managerialism on control and autonomy in the academic profession in Europe. In L. Leišytė, M. Marquina, & G. A. Jones (Eds.), University governance, management and the academic profession: Transformations and challenges (pp. 93–115). Springer. https://doi.org/10.1007/978-3-031-86889-4_6

Rose, A.-L., Papaioannou, P., Pekşen, S., Stolz, K., & Leišytė, L. (2025). Innovating business education through flipped classroom in Germany: liminal spaces and experiential learning. In M. A. Eklund & K. Graham (Eds.), Flipping the classroom with experiential and community-engaged learning in business: High-impact teaching practices in business education, volume 2 (pp. 209–224). Edward Elgar Publishing. https://doi.org/10.4337/9781035321629.00023

Witte, J. (2025). Das deutsche Hochschulsystem. In P. Pasternack, G. Reinmann, & C. Schneijderberg (Eds.), Hochschulforschung: Forschung über Hochschule und Wissenschaft (pp. 163–174). Nomos. https://doi.org/10.5771/9783748943334-163

Leišytė, L., & Rose, A.-L. (2024). Academic identities. In F. Darbellay (Ed.), Elgar encyclopedia of interdisciplinarity and transdisciplinarity (pp. 1–4). Edward Elgar Publishing. https://doi.org/10.4337/9781035317967.ch01

Bégin-Caouette, O., Aarrevaara, T., Rose, A.-L., & Arimoto, A. (2023). International research collaboration practices and outcomes: A comparative analysis of academics’ international research activities. In A. Çalıkoğlu, G. A. Jones, & Y. Kim (Eds.), Internationalization and the academic profession: Comparative perspectives (pp. 191–215). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-26995-0_9

Dee, J. R., Leišytė, L., & van der Meulen, B. J. R. (2023). Conceptualizing higher education transformation: introduction to the Research Handbook on the Transformation of Higher Education. In L. Leišytė, J. R. Dee, & B. J. R. van der Meulen (Eds.), Research handbook on the transformation of higher education (pp. 2–22). Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781800378216.00006

Huang, F., Leišytė, L., Kuzhabekova, A., & Diogo, S. (2023). Academics with international educational and research experiences: Differences across countries? In A. Çalıkoğlu, G. A. Jones, & Y. Kim (Eds.), Internationalization and the academic profession: Comparative perspectives (pp. 113–137). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-26995-0_6

Leišytė, L. (2023). Passive and active resistance to performance pressures among academics in UK universities. In L. Leišytė, J. R. Dee, & B. J. R. van der Meulen (Eds.), Research handbook on the transformation of higher education (pp. 351–365). Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781800378216.00033

Leišytė, L., Dee, J. R., & van der Meulen, B. J. R. (2023). Unpacking transformation in higher education and framing a future research agenda. In L. Leišytė, J. R. Dee, & B. J. R. van der Meulen (Eds.), Research handbook on the transformation of higher education (pp. 417–430). Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781800378216.00038

Leišytė, L., & Gozlan, C. (2023). The emergence of academic resistance platforms against new public management: towards “new” forms of movement organizing? In L. Leišytė, J. R. Dee, & B. J. R. van der Meulen (Eds.), Research handbook on the transformation of higher education (pp. 127–141). Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781800378216.00016

Stephenson, G. K., Pekşen, S., Reznik, N., Manatos, M. J., & Chen, R. J.-C. (2023). Internationalisation activities: The influence of governance and management models in Argentina, Canada, Lithuania, Portugal, and Taiwan. In A. Çalıkoğlu, G. A. Jones, & Y. Kim (Eds.), Internationalization and the academic profession: Comparative perspectives (pp. 37–65). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-26995-0_3

Flander, A., Kočar, S., Ćulum Ilić, B., Leišytė, L., Pekşen, S., & Rončević, N. (2022). Impact of internationalisation strategies on academics’ international research activities: Case study of the three HE peripheries: Slovenia, Croatia and Lithuania. In M. Klemenčič (Ed.), From actors to reforms in European higher education: A Festschrift for Pavel Zgaga (pp. 313–336). Cham: Springer. https://doi.org/10.1007/978-3-031-09400-2_22

Leišytė, L. (2022). Per­for­mance management under surveillance capitalism in higher education.  In C. Sarrico, M. J. Rosa, & T. Carvalho (Eds.), Research handbook on academic careers and managing academics (pp. 218–231). Cheltenham: Edward Elgar. https://doi.org/10.4337/9781839102639.00026

Leišytė, L., Pekşen, S., Rose, A.-L., & Želvys, R. (2022). The teaching-research nexus in the Lithuanian higher education compared to other European higher education systems. In F. Huang, T. Aarrevaara, & U. Teichler (Eds.), Teaching and research in the knowledge-based society: Historical and comparative perspectives (pp. 137–160). Cham: Springer. https://doi.org/10.1007/978-3-031-04439-7_8

Leišytė, L., Rose, A.-L., Želvys, R., & Pekşen, S. (2021). The role of universities in the knowledge-based society in Lithuania. In T. Aarrevaara, M. Finkelstein, G. A. Jones, & J. Jung (Eds.), Universities in the knowledge society: The nexus of national systems of innovation and higher education (pp. 203–219). Cham: Springer. https://doi.org/10.1007/978-3-030-76579-8_12

Leišytė, L. (2021). University spin-offs. In L.-P. Dana (Ed.), World encyclopedia of entrepreneurship (2nd ed., pp. 637–641). Cheltenham: Edward Elgar. https://doi.org/10.4337/9781839104145.00081

Leišytė, L., & Peksen, S. (2020). Nationale Evaluationssysteme für Forschung in Hochschulen – Gender Bias im europäischen Vergleich. In I. M. Welpe, J. Stumpf-Wollersheim, N. Folger, & M. Prenzel (Eds.), Leistungsbewertung in wissenschaftlichen Institutionen und Universitäten: Eine mehrdimensionale Perspektive (pp. 13–41). Berlin: De Gruyter. https://doi.org/10.1515/9783110689884-002

Rose, A.-L., Leišytė, L., Haertel, T., & Terkowsky, C. (2020). Zur Bedeutung von Emotionen in der hochschulischen Entrepreneurship Engineering Education. In I. Isenhardt, M. Petermann, M. Schmohr, A. E. Tekkaya, & U. Wilkesmann (Eds.), Lehren und Lernen in den Ingenieurwissenschaften (pp. 129–143). Bielefeld: wbv Media. https://doi.org/10.3278/6004805w129

Waheed, M., & Leišytė, L. (2020). Scandinavian students’ perspective on learning from digital learning environment: The potential role of interactive quality. In C. Urrea (Ed.), Proceedings of the MIT LINC 2019 Conference (pp. 262–268). EPiC series in education science, Vol. 3. Manchester: EasyChair. https://doi.org/10.29007/x9w8

Broucker, B., Leišytė, L., De Wit, K., & Verhoeven, J. C. (2019). Understanding higher education system reform: Practices, patterns and pathways. In B. Broucker, K. De Wit, J. C. Verhoeven, & L. Leišytė (Eds.), Higher education system reform: An international comparison after twenty years of Bologna (pp. 221-238). Leiden: Brill Sense. https://doi.org/10.1163/9789004400115_014

Haertel, T., Terkowsky, C., May, D., Wissemann, S., Leišytė, L., & Rose, A.-L. (2019). Kreativität und Entrepreneurship in der Hochschullehre: personen- und prozessorientierte Lerninhalte. In S. Kauffeld & J. Othmer (Eds.), Handbuch innovative Lehre (pp. 441-451). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-22797-5_33

Leišytė, L. (2019). Gender in European research policy. In D. Simon, S. Kuhlmann, J. Stamm, & W. Canzler (Eds.), Handbook on science and public policy (pp. 284-315). Cheltenham: Edward Elgar. https://doi.org/10.4337/9781784715946.00025

Leišytė, L., & Zeeman, N. (2019). Higher education faculty characteristics and trends in the United States and Europe. In A. Hynds (Ed.), Oxford bibliographies in education. New York: Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0223

Leišytė, L., Rose, A.-L., & Želvys, R. (2019). Higher education reforms in Lithuania: Two decades after Bologna. In B. Broucker, K. De Wit, J. C. Verhoeven, & L. Leišytė (Eds.), Higher education system reform: An international comparison after twenty years of Bologna (pp. 179-195). Leiden: Brill Sense. https://doi.org/10.1163/9789004400115_012

Peksen, S., & Zeeman, N. (2019). Higher education system reform in Germany. In B. Broucker, K. De Wit, J. C. Verhoeven, & L. Leišytė (Eds.), Higher education system reform: An international comparison after twenty years of Bologna (pp. 37-52). Leiden: Brill Sense. https://doi.org/10.1163/9789004400115_003

Verhoeven, J. C., Leišytė, L., De Wit, K., & Broucker, B. (2019). An introduction to the study of higher education policy reforms. In B. Broucker, K. De Wit, J. C. Verhoeven, & L. Leišytė (Eds.), Higher education system reform: An international comparison after twenty years of Bologna (pp. 1-15). Leiden: Brill Sense. https://doi.org/10.1163/9789004400115_001

Bender, C., Drolshagen, B., Rose, A.-L., Leišytė, L., & Rothenberg, B. (2018). Entwicklung einer inklusionsorientierten universitären Lehramtsausbildung – Maßnahmen der Organisationsentwicklung und Qualifizierung der Lehrenden. In S. Hußmann & B. Welzel (Eds.), DoProfiL – Das Dortmunder Profil für inklusionsorientierte Lehrerinnen- und Lehrerbildung (pp. 207–221). Münster: Waxmann. Online available

Hermstein, B., Hußmann, A., Rose, A.-L., & Vaskova, A. (2018). Beiträge der projektbegleitenden Evaluation für die Realisierung einer inklusionsorientierten Lehrerinnen- und Lehrerbildung. In S. Hußmann & B. Welzel (Eds.), DoProfiL – Das Dortmunder Profil für inklusionsorientierte Lehrerinnen- und Lehrerbildung (pp. 27–42). Münster: Waxmann. Online available

Leišytė, L. (2018). Higher education systems and institutions, Lithuania. In P. Teixeira & J. Shin (Eds.), Encyclopedia of international higher education systems and institutions (Living reference work, continuously updated edition). Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9553-1_384-1

Leišytė, L. (2018). Innovation studies in higher education research. In P. Teixeira & J. Shin (Eds.), Encyclopedia of international higher education systems and institutions (Living reference work, continuously updated edition). Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9553-1_172-1

Leišytė, L., Schumacher, B., & Welzel, B. (2018). Komplexität entfalten durch Veränderungsmanagement in einer Universität: Das Dortmunder Profil für inklusionsorientierte Lehrerinnen- und Lehrerbildung (DoProfiL). In S. Hußmann & B. Welzel (Eds.), DoProfiL – Das Dortmunder Profil für inklusionsorientierte Lehrerinnen- und Lehrerbildung (pp. 43–56). Münster: Waxmann. Online available

Leišytė, L., Rose, A.-L., & Schimmelpfenning, E. (2018). Lithuanian higher education: Between path dependence and change. In J. Huisman, A. Smolentseva, & I. Froumin (Eds.), 25 years of transformations of higher education systems in Post-Soviet countries: Reform and continuity (pp. 285–310). (Palgrave Studies in Global Higher Education). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-52980-6_11

Terkowsky, C., Haertel, T., Rose, A.-L., Leišytė, L., & May, D. (2018). Nager avec les requins sans se faire dévorer: Comment les étudiants en ingénierie peuvent apprendre à être créatifs, à développer un esprit d’entreprise et à innover. In D. Lemaître (Ed.), Formation des ingénieurs à l’innovation (pp. 159–188). (Collection: innovation, entrepreneuriat et gestion). London: ISTE. Further information on the volume

Terkowsky, C., Haertel, T., Rose, A.-L., Leišytė, L., & May, D. (2018). Swimming with sharks without being eaten: How engineering students can learn creativity, entrepreneurial thinking and innovation. In D. Lemaître (Ed.), Training engineers for innovation (pp. 147–176). (Innovation, entrepreneurship and management series). London: ISTE. https://doi.org/10.1002/9781119563938.ch8

Leišytė, L., & Hosch-Dayican, B. (2017). Gender and academic work at a Dutch university. In H. Eggins (Ed.), The changing role of women in higher education: Academic and leadership issues (pp. 95–117). Cham: Springer International Publishing Switzerland. https://doi.org/10.1007/978-3-319-42436-1_5

Rose, A.-L., & Leišytė, L. (2017). Integrating international academic staff into the local academic context in Lithuania and Estonia. In M. Yudkevich, P. G. Altbach, & L. E. Rumbley (Eds.), International faculty in higher education: Comparative perspectives on recruitment, integration, and impact (pp. 101–123). New York: Routledge. Further information on the book chapter at google books

Broucker, B., De Wit, K., & Leišytė, L. (2016). Higher education reform: A systematic comparison of ten countries from a new public management perspective. In R. M. O. Pritchard, A. Pausits, & J. Williams (Eds.), Positioning higher education institutions: From here to there (pp. 19–40). Rotterdam, Boston, Taipei: Sense Publishers.

Dee, J., & Leišytė, L. (2016). Organizational learning in higher education institutions: Theories, frameworks, and a potential research agenda. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research, 31 (pp. 275–348). Cham: Springer. https://doi.org/10.1007/978-3-319-26829-3_6

Leišytė, L., & Hosch-Dayican, B. (2016). Boundary crossing and maintenance among UK and Dutch bioscientists: Towards hybrid identities of academic entrepreneurs. In L. Leišytė, & U. Wilkesmann (Eds.), Organizing academic work in higher education: Teaching, learning, and identities (pp. 223–242). Abingdon: Routledge.

Leišytė, L. (2016). Bridging the duality between universities and the academic profession: A tale of protected spaces, strategic gaming, and institutional entrepreneurs. In L. Leišytė, & U. Wilkesmann (Eds.), Organizing academic work in higher education: Teaching, learning, and identities (pp. 55–67). Abingdon: Routledge.

Leišytė, L., & Wilkesmann, U. (2016). Organizing academic work in higher education: Teaching, learning, and identities – An introduction. In L. Leišytė, & U. Wilkesmann (Eds.), Organizing academic work in higher education: Teaching, learning, and identities (pp. 1–10). Abingdon: Routledge.

Leišytė, L. (2016). Veränderungen im wissenschaftlichen Arbeiten: Schlussfolgerungen für akademische und organisationale Rollen. In M. Heiner, B. Baumert, S. Dany, T. Haertel, M. Quellmelz, & C. Terkowsky (Eds.), Was ist „Gute Lehre“?: Perspektiven der Hochschuldidaktik (pp. 151–168). (Blickpunkt Hochschuldidaktik, No. 129). Bielefeld : Bertelsmann.

May, D., Hosch-Dayican, B., Leišytė, L., Lensing, K., Sigl, L., & Terkowsky, C. (2016). Entrepreneurship and gender in higher engineering education in Germany. In S. Frerich et al. (Eds.), Engineering Education 4.0 (pp. 957–967). Cham: Springer. https://doi.org/10.1007/978-3-319-46916-4_78

Logermann, F., & Leišytė, L. (2015). Students as stakeholders in the policy context of the European standards and guidelines for quality assurance in higher education institutions. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott (Eds.), The European higher education area: Between critical reflections and future policies (pp. 685–701). Cham: Springer. https://doi.org/10.1007/978-3-319-20877-0_43

Leišytė, L. (2015). Changing academic identities in the context of a managerial university – Bridging the duality between professions and organizations: Evidence from the U.S. and Europe. In W. K. Cummings, & U. Teichler (Eds.), The relevance of academic work in comparative perspective (pp. 59–73). Dordrecht: Springer International Publishing.

Leišytė, L., & Westerheijden, D. (2014). Stakeholders and quality assurance in higher education. In H. Eggins, Heather (Ed.), Drivers and Barriers to Achieving Quality in Higher Education (pp. 83–98). Rotterdam: Sense Publishers.

Leišytė, L., & Dee, J. (2012). Understanding academic work in a changing institutional environment: Faculty autonomy, productivity and identity in Europe and the United States. In J. C. Smart, & M. Paulsen (Eds.), Higher education: Handbook of theory and research 27 (pp. 123–206). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-2950-6_3

Leišytė, L., & Enders, J. (2011). The strategic responses of English and Dutch university life scientists to the changes in their institutional environments. In J. Enders, H. de Boer, & D. Westerheijden (Eds.), Reform of higher education in Europe (pp. 143–157). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6091-555-0_9

de Boer, H. F., Enders, J., & Leišytė, L. (2010). Public sector reform in Dutch higher education: the organizational transformation of the university. In Studies in educational leadership (S. 46–60). Shanghai Educational Publishing House.

Kehm, B., & Leišytė, L. (2010). Effects of new governance on research in humanities: The example of medieval history. In D. Jansen (Ed.), Governance and performance in the German public research sector: Disciplinary differences (pp. 73–90). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9139-0_4

Leišytė, L., Enders, J., & de Boer, H. (2010). Mediating problem choice: Academic researchers’ responses to changes in their institutional environment. In R. Whitley, L. Engwall, & J. Gläser (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation (pp. 266–290). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199590193.003.0009

Leišytė, L. (2009). Academic output preferences in the context of changing higher education and research governance arrangements. In P. Clancy, & D. D. Dill (Eds.), The research mission of the university: Policy reforms and institutional response (pp. 133–152). Rotterdam: Sense Publishers. https://doi.org/10.1163/9789460910135_008

Leišytė, L., Enders, J., & de Boer, H. (2009). Balancing different audiences: Experiences of Dutch academics. In A. Brew, & L. Lucas (Eds.), Academic research and researchers: Policy and practice (pp. 117–130). Maidenhead: Society for Research into Higher Education; Open University Press.

Enders, J., de Boer, H., & Leišytė, L. (2009). New public management and the academic profession: The rationalisation of academic work revisited. In J. Enders, & E. de Weert (Eds.), The changing face of academic life: Analytical and comparative perspectives (pp. 36–57). Basingstoke: Palgrave MacMillian. https://doi.org/10.1057/9780230242166_3

Leišytė, L. (2008). The effects of new public management on research practices in English and Dutch universities. In H. Vessuri, & U. Teichler (Eds.), Universities as centres of research and knowledge creation: An endangered species? (pp. 189–200). Rotterdam: Sense Publishers.

Enders, J., de Boer, H., & Leišytė, L. (2008). On striking the right notes: Shifts in governance and the organisational transformation of universities. In A. Amaral, J. Bleiklie, & C. Musselin (Eds.), From governance to identity: A Festschrift for Mary Henkel (pp. 113–129). (Higher Education Dynamics, Vol. 24). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-8994-7_9

de Boer, H., Leišytė, L., & Enders, J. (2006). The Netherlands – ‘Steering from a distance’. In B. M. Kehm, & U. Lanzendorf (Eds.), Reforming university governance: Changing conditions for research in four European countries (pp. 59–96). Bonn: Lemmens.

Leišytė, L., de Boer, H., & Enders, J. (2006). England – The prototype of the ‘evaluative state’. In B. M. Kehm, & U. Lanzendorf (Eds.), Reforming university governance: Changing conditions for research in four European countries (pp. 21–57). Bonn: Lemmens.