Notwithstanding the wide consensus that English-medium instruction (EMI) in European higher education has grown explosively since the turn of the century (Wächter, B., and Maiworm, F. 2014. English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens), there has been little research which addresses issues related to operationalizing EMI, nor has a pan-European update on EMI figures been given since 2013. This study fills these gaps by (1) applying a measurement validity process (Adcock and Collier 2001) to operationalizing and measuring EMI and (2) applying the resultant framework to up-to-date figures on the state-of-play of EMI in European higher education in the academic year 2023/2024. A total of 24,043 ETPs were identified in 2023/24, compared to 8,089 in 2013, showing approximately three-fold growth over the decade. Geographically, our modern data shows that EMI is practiced more widely in 2023/2024, no longer as concentrated in Northern Europe. EMI is mostly practiced at the master’s level; and the most popular disciplines are ‘business and management’, ‘engineering and technology’ and ‘computer science and IT’. We discuss the theoretical and methodological implications for future research operationalizing and measuring EMI growth.

中文翻译：

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欧洲高等教育的英语授课教学：2023/2024 年的测量有效性和现状


尽管人们普遍认为，自世纪之交以来，欧洲高等教育中的英语授课教学 （EMI） 呈爆炸式增长（Wächter， B. 和 Maiworm， F. 2014.欧洲高等教育的英语授课课程：2014 年的发展状况。Bonn： Lemmens），但很少有研究解决与实施 EMI 相关的问题，自 2013 年以来也没有提供过泛欧洲的 EMI 数据更新。本研究通过以下方法填补了这些空白：（1） 应用测量有效性过程（Adcock 和 Collier 2001）来实施和测量 EMI，以及 （2） 将所得框架应用于 2023/2024 学年欧洲高等教育中 EMI 状况的最新数据。2023/24 年度共确定了 24,043 个 ETP，而 2013 年为 8,089 个，十年来增长了大约三倍。从地理上看，我们的现代数据显示，EMI 将在 2023/2024 年得到更广泛的实施，不再集中在北欧。EMI 主要在硕士阶段进行练习;最受欢迎的学科是“商业和管理”、“工程与技术”和“计算机科学与 IT”。我们讨论了对未来实施和测量 EMI 增长的研究的理论和方法影响。