Suchergebnisse

This study analyses how different types of system-level (or 'landscape') structural reforms in higher education have been designed and implemented in selected higher education systems. In the 12 case studies that form the core of the project, the researchers examine reforms aimed at:• Increasing horizontal differentiation between different types of higher education institutions (for example reforms to introduce or modify the role of universities of applied science);• Increasing vertical differentiation through increasing or decreasing positional or status differences between higher education institutions (for example, reforms aimed at concentrating research in a limited number of universities) and;• Changing institutional interrelationships between higher education institutions (for example, through mergers, the formation of associations of institutions).In each case, the researchers set out to understand the origins and objectives of the reforms examined, the why they were designed and implemented, the extent to which they achieved their objectives and the factors affecting success or failure. The overall objective is to provide policy makers at the European, national and institutional levels with policy relevant conclusions concerning the design, implementation and evaluation of structural reforms

This study analyses how different types of system-level (or 'landscape') structural reforms in higher education have been designed and implemented in selected higher education systems. In the 12 case studies that form the core of the project, the researchers examine reforms aimed at:• Increasing horizontal differentiation between different types of higher education institutions (for example reforms to introduce or modify the role of universities of applied science);• Increasing vertical differentiation through increasing or decreasing positional or status differences between higher education institutions (for example, reforms aimed at concentrating research in a limited number of universities) and;• Changing institutional interrelationships between higher education institutions (for example, through mergers, the formation of associations of institutions).In each case, the researchers set out to understand the origins and objectives of the reforms examined, the why they were designed and implemented, the extent to which they achieved their objectives and the factors affecting success or failure. The overall objective is to provide policy makers at the European, national and institutional levels with policy relevant conclusions concerning the design, implementation and evaluation of structural reforms

In this working paper we reflect upon performance agreements in higher education (HE): during the last decade, performance-based steering tools were introduced or reformed in almost every higher education system. They are regarded as a promising instrument to contribute to the achievement of high quality higher education, but in countries that have a longer history with performance agreements (such as many U.S. and German states, Austria, Finland and Denmark) sometimes significant changes have taken place between generations, and we want to understand why this is. With this working paper we highlight a number of key issues to be taken into account when the introduction or evaluation of performance agreements is being considered. We have gathered information (from laws, white papers, websites of governments and institutions, and expert interviews) on a range of higher education systems alongside a general literature review. We argue policy makers should not to copy 'blindly' the design and implementation of performance agreements from other countries, as their culture, political and legal system, policy style, size, HE system characteristics and strategic agendas are different. Nonetheless, experiences from elsewhere are an important source for inspiration and a valuable input

The idea of the research university as a key institution for social and economic development in knowledge-intensive societies has been adopted by the Ukrainian government after the fall of the communist regime. Establishing research universities is a long journey during which many things might happen. To understand this journey better in the case of Ukrainian research universities, we applied an analytical framework derived from the concept of travel and translation of ideas. This concept analyses reform through three types of editing rules: the rules of context, logic and formulation. These editing rules have guided our analysis of data gathered from policy documents complemented by face-to-face interviews. We conclude that the idea as introduced came to little, as the turbulent political context precluded long-term planning and universities were faced with conflicting policies.

This study analyses how different types of system-level (or 'landscape') structural reforms in higher education have been designed and implemented in selected higher education systems. In the 12 case studies that form the core of the project, the researchers examine reforms aimed at: - Increasing horizontal differentiation between different types of higher education institutions (for example reforms to introduce or modify the role of universities of applied science); - Increasing vertical differentiation through increasing or decreasing positional or status differences between higher education institutions (for example, reforms aimed at concentrating research in a limited number of universities) and; - Changing institutional interrelationships between higher education institutions (for example, through mergers, the formation of associations of institutions). In each case, the researchers set out to understand the origins and objectives of the reforms examined, the why they were designed and implemented, the extent to which they achieved their objectives and the factors affecting success or failure. The overall objective is to provide policy makers at the European, national and institutional levels with policy relevant conclusions concerning the design, implementation and evaluation of structural reforms

What are world wide the main trends that will or should have an impact on the future of academia? What is expected from academia by different stakeholders in the years to come? These and related questions are addressed in CHEPS¿s report ¿Academia in the 21st century. An analysis of trends and perspectives in higher education and research¿. The report is the outcome of a challenging project commissioned by the Advisory Council for Science and Technology Policy (Dutch abbreviation AWT). In the report the following seven trends in higher education have been analysed: 1) the development of information and communication technologies, 2) the marketisation in higher education and science, including the changing roles of governments, 3) globalisation, internationalisation and regionalisation, 4) and advancing network society (e.g. rise of consortia, strategic alliances, etc.), 5) an advancing knowledge society, 6) socio-cultural trends, and 7) demographical trends. In the concluding chapter general observations and reflections have been put forward. They concern the issues of differentiation at the system and organisational level, excellence and diversity, and the role of universities in a knowledge society.