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In the last decade, published data on the performance of Latin American students have concerned educators and researchers, making critical reading or advanced reading comprehension, one of the priorities of Higher education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analysed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through SurveyMonkey. For this, it has the participation of 182 teachers and 2,775 students. The validation of the implemented instruments is provided, starting from an EFA and providing a CFA. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for literacy across curriculum instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.

Purpose The “Norwegian model” has become widely used for assessment and resource allocation purposes. This paper investigates why this model has becomes so widespread and influential. Approach A theoretical background is outlined in which the reduction of “uncertainty” is highlighted as a key feature of performance measurement systems. These theories are then drawn upon when revisiting previous studies of the Norwegian model, its use, and reactions to it, in Sweden. Findings The empirical examples, which concern more formal use on the level of universities as well as responses from individual researchers, shows how particular parts—especially the “publication indicator”—are employed in Swedish academia. The discussion posits that the attractiveness of the Norwegian model largely can be explained by its ability to reduce complexity and uncertainty, even in fields where traditional bibliometric measurement is less applicable. Research limitations The findings presented should be regarded as examples that can be used for discussion, but one should be careful to interpret these as representative for broader sentiments and trends. Implications The sheer popularity of the Norwegian model, leading to its application in contexts for which it was not designed, can be seen as a major challenge for the future. Originality This paper offers a novel perspective on the Norwegian model by focusing on its general “appeal”, rather than on its design, use or (mis)-use.

Universities can contribute to the solutions of major challenges of the 21st century such as increasing environmental and socio-economic crises, inequalities of income and wealth and political instabilities by integrating the concept of sustainable development (SD) in research, organization, and by educating future decision makers. For instance, by integrating sustainability into the organization, universities can lead by example. Furthermore, through the curriculum, future decision makers can learn the competences needed to solve ecological, social, and economic problems in societies. However, despite their possible importance, universities in Germany fall behind internationally in implementing sustainable strategies. Therefore this paper presents/introduces an approach to how universities can implement the holistic concept of SD that considers all three dimensions (economic, ecological, and social) relating to their main functions of research and education in addition to their organization. Additionally this paper analyzes the current state of implementing sustainability strategies at universities, and how the success of these implementation efforts can be evaluated and be fostered further. We find that assessment systems enable universities to systematically use their potential for action for SD by initiating, evaluating, and accelerating the sustainability process. This also applies in the case of German universities, where the implementation of SD is still in the early stages.

International credit-based urban sustainability standards have generally been compared according to the components that they assess, rather than their fundamental structures, the methodologies of their application and their commercial or open-source status. This has tended to reinforce assumptions that a form of pre-determined checklist is the most appropriate solution for a wide range of circumstances. A deeper understanding of some of these standards, generated through applied research by Place Research Lab at the University of East London, reveals the alternative potential for adaptable frameworks that are more sensitive and appropriate to the particular priorities of different places.