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Book Chapters

Forthcoming

Leišytė, L. (forthcoming). Per­for­mance management under surveillance capitalism in higher education.  In C. Sarrico, M. J. Rosa, & T. Carvalho (Eds.), Research Handbook on Managing Academics. Cheltenham: Edward Elgar.

Flander, A., Kočar, S., Ćulum Ilić, B., Leišytė, L., Pekşen, S., & Rončević, N. (forthcoming). 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 – Festschrift for Pavel Zgaga. Springer.

2021

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

2020

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

2019

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

2018

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 [E-Book, 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 [E-Book, 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

2017

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

2016

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

2015

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.

2014

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.

2012

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

2011

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

2010

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

2009

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

2008

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

2006

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.

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.

Location & approach

The campus of TU Dort­mund University is located close to interstate junction Dort­mund West, where the Sauerlandlinie A 45 (Frankfurt-Dort­mund) crosses the Ruhrschnellweg B 1 / A 40. The best interstate exit to take from A 45 is "Dort­mund-Eichlinghofen" (closer to Campus Süd), and from B 1 / A 40 "Dort­mund-Dorstfeld" (closer to Campus Nord). Signs for the uni­ver­si­ty are located at both exits. Also, there is a new exit before you pass over the B 1-bridge leading into Dort­mund.

To get from Campus Nord to Campus Süd by car, there is the connection via Vogelpothsweg/Baroper Straße. We recommend you leave your car on one of the parking lots at Campus Nord and use the H-Bahn (suspended monorail system), which conveniently connects the two campuses.

 

TU Dort­mund University has its own train station ("Dort­mund Uni­ver­si­tät"). From there, suburban trains (S-Bahn) leave for Dort­mund main station ("Dort­mund Hauptbahnhof") and Düsseldorf main station via the "Düsseldorf Airport Train Station" (take S-Bahn number 1, which leaves every 15 or 30 minutes). The uni­ver­si­ty is easily reached from Bochum, Essen, Mülheim an der Ruhr and Duisburg.

You can also take the bus or subway train from Dort­mund city to the uni­ver­si­ty: From Dort­mund main station, you can take any train bound for the Station "Stadtgarten", usually lines U41, U45, U 47 and U49. At "Stadtgarten" you switch trains and get on line U42 towards "Hombruch". Look out for the Station "An der Palmweide". From the bus stop just across the road, busses bound for TU Dort­mund University leave every ten minutes (445, 447 and 462). Another option is to take the subway routes U41, U45, U47 and U49 from Dort­mund main station to the stop "Dort­mund Kampstraße". From there, take U43 or U44 to the stop "Dort­mund Wittener Straße". Switch to bus line 447 and get off at "Dort­mund Uni­ver­si­tät S".

 

The H-Bahn is one of the hallmarks of TU Dort­mund University. There are two stations on Campus Nord. One ("Dort­mund Uni­ver­si­tät S") is directly located at the suburban train stop, which connects the uni­ver­si­ty directly with the city of Dort­mund and the rest of the Ruhr Area. Also from this station, there are connections to the "Technologiepark" and (via Campus Süd) Eichlinghofen. The other station is located at the dining hall at Campus Nord and offers a direct connection to Campus Süd every five minutes.

 

The AirportExpress is a fast and convenient means of transport from Dort­mund Airport (DTM) to Dort­mund Central Station, taking you there in little more than 20 minutes. From Dort­mund Central Station, you can continue to the uni­ver­si­ty campus by interurban railway (S-Bahn). A larger range of in­ter­na­tio­nal flight connections is offered at Düsseldorf Airport (DUS), which is about 60 kilometres away and can be directly reached by S-Bahn from the uni­ver­si­ty station.

 

Interactive map

The facilities of TU Dortmund University are spread over two campuses, the larger Campus North and the smaller Campus South. Additionally, some areas of the university are located in the adjacent "Technologiepark".

Campus Lageplan Zum Lageplan