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The teaching of statistics in the U.S. and Japanese universities is briefly reviewed. It is found that H. Hotelling's articles and subsequent relevant publications on the teaching of statistics have contributed to a considerable extent to the establishment of excellent departments of statistics in U.S. universities and colleges. Today the U.S. may be proud of many well-staffed and well-organized departments of theoretical and applied statistics with excellent undergraduate and graduate programs. On the contrary, no Japanese universities have an independent department of statistics at present, and the teaching of statistics has been spread among a heterogeneous group of departments of application. This was mainly due to the Japanese government regulation concerning the establishment of a university. However, it has recently been revised so that an independent department of statistics may be started in a Japanese university with undergraduate and graduate programs. It is hoped that discussions will be started among those concerned on the question of organization of the teaching of statistics in Japanese universities as soon as possible.

Abstract

Objective: Performance measurement and reporting leading to greater transparency and accountability of universities have become a challenging issue. Increasingly, universities have been required to provide performance indicators—empirical evidence of their value creation — to the different group of stakeholders. One of the approaches that may be applied by universities is the Balanced Scorecard (BSC). The objective of this paper is to indicate the BSC as a useful tool for the evaluation of the universities' performance.

Methodology: This study is based on the following research methods: descriptive, deductive, and the literature review. It refers also to case studies that are quoted in the context of their practical BSC application experience and it presents the pioneer approach of California University in BSC adoption. The rationale of this paper follows the principal-agent theory that is a foundation of the accountability concept. It refers also to the new managerialism, new public management, and entrepreneurial university.

Findings: Based on the literature review concerning the analysis of the examples of universities implementing BSC, this paper argues that BSC provides a framework for the performance measurement that allows for the increased transparency and accountability of these institutions.

Value added: The pioneer BSC framework presented in this paper can be used as the basis for the development of general performance measurement in universities.

Recommendations: It is recommended that the universities that want to boost their transparency and be accountable for their outcomes apply and develop the BSC framework to which we refer to in this paper.

A model for organisational development activity in universities of
other third level educational institutions is proposed. The model places
internal university organisational development within the context of a
strategic planning process and relies on change agents influencing this
development. The article develops a model on the basis of three case
histories of organisational development in universities, namely those at
Carnegie‐Mellon University, Dublin City University and the University of
Quebec.

This article sets out the principles that should govern university funding, outlines the extent to which current funding arrangements meet these principles, and examines alternative funding models that would encourage flexibility and diversity in universities.

The procedural concept of university democracy as relying on an existing customary or written law that guarantees a real, forthright, integral system of power and counter-power that can ensure the widest participation for all stakeholders in the management of university affairs, and in the management of the symbiotic relationship between the university and its social environment, was adopted for this study. In an attempt to measure the presence of democracy in the discourses, practices, courses and education curricula of 36 Arab universities in 18 Arab countries, the study was based on the findings of a survey collected on the discourses of the universities in question. Analytical material that detailed and documented examples of each of the 'connotations on democracy' was scrutinized. Conclusions show the 'weakness' to 'no presence' of democracy in some Arab universities' curricula, programmes and courses. This may not be the result of a premeditated planning strategy, but rather one that is undoubtedly absent on coordination between the discourse of university leaders and the spread of the democracy in its meaning, behaviour and ethics within college life activities and course contents. In addition, there are forces that hinder democratic practice within the very university institutions that host democratic practice incentives. Analysis of both internal and external environments indicates an emphasis on the negative and stringent resistance to evolution by a large proportion of teachers, along with resistance to change in leaders.

Nowadays, many successful examples prove that universities have a significant role in the enhancement of different regions. The competitiveness of regions is affected and altered by globalization and other background processes that serve as arrangers of regional structure and for this reason they deserve attention. The modern economic development demands that due to the increased engagement towards the society and economy, the traditional activities of the universities should be diversified. To be able to optimally exploit their potential regarding economic development, the presence of an outstanding educational culture it is necessary but not sufficient. It is also necessary to maintain high standards in quality regarding research activities and to promote the utilization of results in the local economy. Beyond the well-known typology of the first, second and third generation of universities that describe the above mentioned processes, the concept of the "fourth generation" of universities emerged in international literature that depicts interesting facts that are worth considering regarding the economic development activities of universities. The goal of this study is to review and systematize the active and passive activities of universities that enhance the competitiveness of a given region. We process the available ideas regarding the presence of "fourth generation" universities and we attempt to integrate these into the scientifically accounted framework of university generations.

Significant resistance to private universities in Argentina has resulted in a small, but strong participation of this sector in higher education. Core debates about private actors in education have evolved from vigorous opposition to more nuanced discussion about their fundamental role. However, the more prestigious and larger public sector still enjoys much governmental support in terms of finance and regulations, which has led the private sector to rely mostly on tuition revenue.

This article reports a survey of academic vice-presidents and deans of Canadian universities which was undertaken in 1991. The focal topic was reform (defined as significant change), and perceptions of reform occurring over the past three years were derived by means of a questionnaire. Many changes were reported, giving the impression of highly responsive institutions, but these reforms were seen to be modest rather than bold in nature and reactive rather than pro-active. The major environmental influence impelling change was the level of funding. The reforms perceived to be most frequent and significant were mandate changes arising from strategic planning, responses to funding constraints, curriculum expansion, coping with increased student numbers, changes in administrative structure especially at the vice-presidency, and more democratic decision-making. Respondents were generally supportive of the goals which were perceived to lie behind the reforms but were not convinced that significant progress towards goals was actually being achieved. A comparison with reform in other parts of the world revealed that Canadian universities follow the decentralized ad hoc pattern found in federal nations, but there is reason to hope that strategic planning will produce a clearer sense of direction than has been typical elsewhere. The report concludes that the claim that universities are not responsive to changing societal needs is unwarranted, but that more significant lasting reforms are needed. ; Cet article rapporte les résultats d'une enquête effectuée en 1991 auprès de vice-recteurs et de doyens d'universités canadiennes. Le but de cette enquête était d'évaluer les changements importants s'étant opérés dans les établissements durant les trois dernières années ainsi que les perceptions qu 'en avaient les répondant(e)s à l'enquête. Les personnes interrogées ont fait part d'un grand nombre de cas donnant l'impression que les établissements s'adaptaient résolument au changement. Mais après analyse, il appert que les changements identifiés sont plus modestes que décisifs et de nature davantage réactive que pro-active. L'élément déterminant ayant déclenché la plupart des actions entreprises se rapportait au financement des établissements. Les changements les plus fréquents et importants observés touchaient les mandats découlant de la planification stratégique, des coupures budgétaires, des croissances de clientèle étudiantes, des changements dans les structures administratives, particulièrement au niveau de la vice-présidence, ou des processus plus démocratiques de prise de décision. Les personnes interrogées appuyaient, de façon générale, les objectifs poursuivis mais ne croyaient pas que des changements en profondeur s'étaient opérés par rapport à ces objectifs. Une comparaison avec d'autres systèmes d'éducation ailleurs dans le monde révèle que les universités canadiennes présentent des modes de gestion décentralisée et ad hoc semblables à ceux observés ailleurs dans les nations constituées en fédération, mais qu'il y a lieu d'espérer que la planification stratégique amènera les établissements à mieux clarifier leurs orientations. Cette étude conclut que les universités tentent réellement de répondre aux attentes de leur milieux, mais que des changements plus substantiels sont nécessaires.

"From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this 'zeitgeist' of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa.
This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new.
This book is certainly different from previous publications in several respects. First, it is the only book to include an analysis of eight African universities based on the full 15 years of empirical data collected by the project. Second, previous books and reports were published mid-project. This book has benefited from an extended gestation period allowing the authors and contributors to reflect on the project without the distractions associated with managing and participating in a large-scale project. For the first time, some of those who have been involved in Herana since its inception have had the opportunity to at least make an attempt to see part of the wood for the trees.
Different does not necessarily mean new. An emphasis on the 'newness' of the data and perspectives presented in this book is important because it shows that it is more than a historical record of a donor-funded project. Rather, each chapter in this book brings, to a lesser or greater extent, something new to our understanding of universities, research and development in Africa."

Engagement is the vogue of relevant scholars into the twenty-first century. Yet there are concerns that scholarly objectivity requires detachment from society. The American experience with scholarly engagement comes from Land-Grant universities and extension. The Land-Grant principle emerged from the mandate to the Land-Grant colleges to improve the nation's agriculture. Agricultural science has been hugely productive because of the Land-Grant principle. The principle is general to all scholarship. The Land-Grant principle gives both intellectual and political power to engagement. Scholarship is made better substantially through the test of workability, a dimension of scholarly objectivity. The scholar is also made more skillful. The engagement making possible the test of workability makes the scholarship more relevant. Institutionalized access to the workable, relevant knowledge for those who need it generates substantial political power. At a time when universities, particularly public research universities, are seeking public support for more than their teaching, the strategies suggested by the Land-Grant principle are instructive.