Book Chapters
Forthcoming
Leišytė, L., Dee, J. R., & van der Meulen, B. J. R. (2023, forthcoming). Conceptualizing higher education transformation. In L. Leišytė, J. R. Dee, & B. J. R. van der Meulen (Eds.), Research handbook on the transformation of higher education. Edward Elgar Publishing.
2022
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
2021
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
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.
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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".
