Higher education governance reforms in Europe are gaining increased attention from HE scholars. Past three decades witnessed reforms of higher education governance in almost all countries in Europe. The topics of HE autonomy, funding, and performance are increasingly gaining ground on the policy makers agendas. The governments are trying to find new ways to steer higher education institutions in order to increase their efficiency and effectiveness and create contribution to national economies. The focus of this thesis is on the relationships between the state and higher education institutions, as well as between different bodies inside the higher education institutions themselves. In other words, the research focus is on internal and external governance. Combination of exploratory and descriptive multiple case study was selected as a research strategy for the purpose of this dissertation. Five European countries have been chosen as case studies: Austria, Finland, North Rhine-Westphalia (Germany), the Netherlands and Slovenia. Their experience with governance reforms is then applied in Serbian context in the form of recommendations for Serbian policy makers. Semi structured interviews with HE experts and other stakeholders have been used for data collection, and governance equalizer and multi-faceted model of organizational change for data analysis. This research produced a number of important findings. First, in the case of five European case studies, there were many changes in both external and internal governance. The governments of these countries decided to steer higher education from a distance, granting higher education institutions higher institutional autonomy. At the same time accountability requirements increased in form of performance based budgeting, introduction of external stakeholders to governing bodies of higher education institutions, reporting, quality assurance, and evaluation and accreditation procedures. Also, the governments emphasized greater role of markets in higher education and foster universities to compete for additional funds, students and staff. In terms of internal governance, higher education institutions have been strengthened as organizations. The role of Rectors and Deans increased, while collegial bodies lost their power and now have mainly advisory role. When it comes to Serbian context, many problems have been identified and some solutions for the new higher education reform was suggested. The main recommendations are for the government to increase its interest and role in higher education on one hand, and to integrate public universities on the other. That will open more space for funding reforms, increased autonomy for higher education institutions, institutional management reform and better efficiency and effectiveness.
The differences and similarities among the three Scandinavian countries, Denmark, Norway, and Sweden have been discussed by social scientists on several occasions. Focusing on higher education (HE) governance systems, this paper raises three questions. (1) What are the differences and similarities among the three countries? (2) How can the similarities and differences be explained? (3) Are the similarities strong enough to justify the common label of a Scandinavian model of HE governance? The three HE governance systems are briefly described and compared. They are then analyzed as, respectively, outcomes of partisan politics or politico‐administrative regimes. The paper argues that similarities such as publicness, massive investments, and emphasis on access are best explained in terms of partisan politics, while the variation in governance arrangements can best be explained by path dependencies following choices made at critical junctures within similar politico‐administrative regimes.
The West Virginia Board of Regents, age 20, statewide governing board for higher education, died June 30, 1989 as a result of legislative termination. Like so many of its progenitors, the Board, an abstraction without constituencies or political proponents, was quietly written out of the State Code. There were no eulogies. In a retrospective search for the cause of death, the enactment, implementation, and termination of the Board were analyzed. The dynamics of the political processes through which the structure of higher education governance was modified during its two decades were documented. The political legacy and challenging cultural bequests of the Board were profiled. A political epitaph for the Regents included the following inscriptions. The governance structure of higher education in the great state of West Virginia is what the governor, the legislature, the campus presidents, and their creation(s), the board(s), perceive it to be. In its finest hours, structuring can be a political coalition, a partnership, dedicated to the public interest, striving for quality, access and excellence. In its darkest days, Structure can become a political target, an object of control, a source of rivalry and competition. Restructuring is a ritual within a highly individualistic political culture which reveres higher education as an instrument of government. Restructuring is invoked when one or more of the partners is shunned or shunted and, as a result publicly reveals that structuring is a political process. Then, structure must be sacrificed to restore trust, to revive public confidence in those entrusted with governance. Restructuring produces a new governance structure and reestablishes a process of structuring. ; Ed. D.
State governance of colleges and universities is an indicator of the states relationship with key stakeholders, such as business leaders, elected officials, policy makers, and local residents. Accordingly, a states college governance structure shapes two-year public colleges institutional priorities and how these vital institutions respond to local workforce needs. Around the country, an important function of two-year colleges is to provide training and skills for regional workforces that align to local business and industry needs. This brief examines the origins of two-year colleges and compares Nevadas college outcomes with those of similar states through. ; The Lincy Institute Policy Brief Education Series
The paper contributes to the existing literature on reactions to economic shocks by adding a specific comparative focus on core welfare sectors within the Nordic region. Comparing crisis reactions across two countries using a framework of "cost saving", "reorganisation" and "programme" logic reveals patterns and constraints in different institutional settings. The paper concludes that Denmark and Norway initially tried to shelter the health care and higher education sectors, but they have moved on to more radical strategic responses as the crisis has persisted. Many similarities in the crisis reactions are apparent across the two countries and sectors, but important differences are also clear that may be ascribed to the specific institutional contexts.
This volume examines the development of research and higher education governance in the EU with in-depth case studies covering the key policies and institutions involved in the construction of a Europe of Knowledge.
In higher education, reforms have long been driven by the theory that system performance depends on governance design; yet it remains far from clear which arrangements can actually deliver results, as shown in the analysis of various streams of research devoted to assessing performance in higher education. We reason that such a question can be better answered if research aims for a mechanistic explanation and operationalizes it to avoid the shortcomings of both 'variable-oriented' and 'case-oriented' strategies. We therefore develop a 'diversity-oriented' mechanistic framework that explains differences in performance by differences in policy tool mixes, which we define as governance regimes. This set of policy tools is meant as a configuration of properties of delivery vehicles, decision-making design, and accountability design. Such an explanatory focus has many advantages: policy tools are manipulable, as they depend on political and administrative decisions; moreover, they are efficient causes, as they trigger mechanisms at the individual level that directly account for both individual and institutional behavior and, hence, performance. Tool-based explanations therefore can more easily allow for policy learning and transfer than can 'remote' constitutional, historical, or cultural accounts.
This article comparatively examines the higher education reform pathways of France and Italy. Using a scheme of empirical indicators, I focus on the divergent and convergent developments in these two countries, which played a pioneering role in the Europeanization of higher education. While France has consistently moved closer to a market-oriented model, legacies of academic self-rule were initially strengthened in Italy, before recent reforms aimed to crack down on academic power abuses. To explain these policy pathways, I pursue a dual theoretical argument by linking institutional isomorphism with historical institutionalism. Points for practitioners The article examines the changing structures of higher education management and administration in France and Italy. It focuses on the new roles attributed to the state, university leaders and external stakeholders, and addresses whether both systems have converged on a market-oriented paradigm. I explain how and why various new competitive steering instruments were introduced. The analysis should be of interest to both scholars and practitioners due to its focus on new power arrangements in quality assurance, university administration and research governance.
Abstract The findings of this study may contribute to the government's efforts to tackle the terrorist movement in Indonesia. Education, until today, is believed to be one of the methods to conduct knowledge transformation. However, in the implementation of education, accessibility sometimes becomes one of the obstacles. Hence, this paper described several matters concerning the extension of access to education. This matter required a political policy concerning the availability of educational facilities. Set in West Papua Province, this study described higher education strengthening individual capacity. When an individual is capable and being empowered, it means that not only his/her family who enjoy that ability, but also the society and the nation will enjoy the advance and competitiveness of human resource excellence. This qualitative study also showed through data collection in descriptive way from observation during how limitations can be sources of strength. So the limitations need not be regarded as obstacles, but should even be opportunities to do innovations. The study also concluded how an unorganized higher education can have an impact on the economy that will hamper the journey to seize the opportunity to know. Finally, with the reconstruction of various resources, universities can remain the best means of providing energy to serve civilization. Keywords: Higher Education, Access, and Resources Abstrak Temuan penelitian ini berkontribusi terhadap upaya pemerintah dalam menanggulangi gerakan teroris di Indonesia. Pendidikan hingga hari ini diyakini sebagai sebuah metode untuk melakukan transformasi pengetahuan. Namun demikian, pada tataran implementasi, aksestabilitas pendidikan merupakan sebuah permasalahan tersendiri. Untuk itu, tulisan ini memberikan beberapa hal terkait dengan perluasan aksestabilitas pendidikan. Upaya perluasan harus ditopang oleh kebijakan politis terkait dengan ketersediaan fasilitas pendidikan. Studi yang dilakukan di Provinsi Papua Barat mendeskripsikan perguruan tinggi yang tengah memperkuat kapasitas individu civitas akademikanya. Manakala individu terberdayakan, tidak hanya keluarganya, tetapi masyarakat dan negaranya akan merasakan dampak positifnya. Penelitian kualitatif ini menggunakan data deskriptif dan observasi, penelitian juga menunjukkan bahwa keterbatasan aksestabilitas pendidikan adalah sumber kekuatan. Keterbatasan tersebut tidak pantas dipandang penghalang, melainkan sebagai tantangan untuk melakukan inovasi. Studi ini juga menyimpulkan bahwa sebuah perguruan tinggi yang kurang terorganisir memberikan dampak ekonomi yang menghalangi kesempatan untuk mendapatkan pengetahuan. Akhirnya, melalui rekonstruksi terhadap ragam sumber daya yang tersedia, perguruan tinggi diyakini tetap merupakan wahana penyedia energi positif bagi perkembangan peradaban. Kata kunci: perguruan tinggi, akses, dan sumber daya ; Abstract The findings of this study may contribute to the government's efforts to tackle the terrorist movement in Indonesia. Education, until today, is believed to be one of the methods to conduct knowledge transformation. However, in the implementation of education, accessibility sometimes becomes one of the obstacles. Hence, this paper described several matters concerning the extension of access to education. This matter required a political policy concerning the availability of educational facilities. Set in West Papua Province, this study described higher education strengthening individual capacity. When an individual is capable and being empowered, it means that not only his/her family who enjoy that ability, but also the society and the nation will enjoy the advance and competitiveness of human resource excellence. This qualitative study also showed through data collection in descriptive way from observation during how limitations can be sources of strength. So the limitations need not be regarded as obstacles, but should even be opportunities to do innovations. The study also concluded how an unorganized higher education can have an impact on the economy that will hamper the journey to seize the opportunity to know. Finally, with the reconstruction of various resources, universities can remain the best means of providing energy to serve civilization. Keywords: Higher Education, Access, and Resources Abstrak Temuan penelitian ini berkontribusi terhadap upaya pemerintah dalam menanggulangi gerakan teroris di Indonesia. Pendidikan hingga hari ini diyakini sebagai sebuah metode untuk melakukan transformasi pengetahuan. Namun demikian, pada tataran implementasi, aksestabilitas pendidikan merupakan sebuah permasalahan tersendiri. Untuk itu, tulisan ini memberikan beberapa hal terkait dengan perluasan aksestabilitas pendidikan. Upaya perluasan harus ditopang oleh kebijakan politis terkait dengan ketersediaan fasilitas pendidikan. Studi yang dilakukan di Provinsi Papua Barat mendeskripsikan perguruan tinggi yang tengah memperkuat kapasitas individu civitas akademikanya. Manakala individu terberdayakan, tidak hanya keluarganya, tetapi masyarakat dan negaranya akan merasakan dampak positifnya. Penelitian kualitatif ini menggunakan data deskriptif dan observasi, penelitian juga menunjukkan bahwa keterbatasan aksestabilitas pendidikan adalah sumber kekuatan. Keterbatasan tersebut tidak pantas dipandang penghalang, melainkan sebagai tantangan untuk melakukan inovasi. Studi ini juga menyimpulkan bahwa sebuah perguruan tinggi yang kurang terorganisir memberikan dampak ekonomi yang menghalangi kesempatan untuk mendapatkan pengetahuan. Akhirnya, melalui rekonstruksi terhadap ragam sumber daya yang tersedia, perguruan tinggi diyakini tetap merupakan wahana penyedia energi positif bagi perkembangan peradaban. Kata kunci: perguruan tinggi, akses, dan sumber daya
