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Gliederung: 1. Comparative Higher Education Policy Studies 2. Alternative Models of Governmental Steering in Higher Education 3. Comparing Cost per Student and Cost per Graduate 4. Stakeholders in Quality 5. A Resource Dependence Perspective on Mergers 6. Access- policies and Mass Higher Education 7. Assessing Efficiency in British, Dutch and German Universities 8. Comparing Governance Structures of Higher Education Institutions 9. Comparing Governmental Influence on Curriculum Innovations 10. Comparing Completion Rates in Higher Education. (PHF/uebern.)

The article addresses the issue of change in the government-university relationships. As has become increasingly clear for both analysts of higher education policy and for administrators in higher education institutions, a fundamental shift in the relationship between national governments and higher education institutions is taking place in many Western European countries. In some countries, these changes are occurring at greater speed than in others, but movement to what has been labelled "state supervision" is quite dominant. The first part of the article analyses the rationale for this change at system level by tracing its historical imperatives; after which it discusses the concept of the supervisory governance model. The second part focuses in particular on one of the key of this objective and what doing so implies for the role and function of higher education institutions. By focussing on the specific issue of diversity, the authors intend to demonstrate the dynamic relationship between governments and higher education institutions that is implied in the supervisory model. ; Artykuł jest poświęcony zmianom w stosunkach między rządem i uniwersytetem. Zarówno dla analizujących politykę wobec szkolnictwa wyższego, jak i dla zarządzających szkołami wyższymi coraz bardziej oczywisty staje się fakt, że w wielu państwach Europy Zachodniej dokonują się zasadnicze zmiany w relacjach między państwem a instytucjami szkolnictwa wyższego. W niektórych krajach zmiany te zachodzą szybciej niż w pozostałych, lecz powszechna jest tendencja do przeobrażania stanu nazwanego "regulacją państwową" . W pierwszej części artykułu autorzy zajmują się systemowymi determinantami tych zmian, eksponując czynniki historyczne, oraz sposobem tworzenia państwowej regulacji. W drugiej części koncentrują się na jednym z kluczowych celów polityki w stosunku do szkół wyższych, to jest na problemie różnorodności i instrumentach realizacji strategii regulacji, a także na skutkach, jakie one wywierają w sferze misji oraz zadań szkół wyższych. Koncentrując się na problemie różnorodności, autorzy starają się pokazać zmiany zachodzące - pod wpływem modelu regulacji - w stosunkach między państwem a szkołami wyższymi.

Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. Time and again the modern state stumbles over the academic system (Clark 1983: 137)

There is a good deal of consensus that institutional diversity in higher education is a good thing. Simply put, systems with more diverse institutions perform better than systems with less diverse institutions. Yet the overall diversity of Australia's higher education system remains unclear. Significant questions and opportunities remain unresolved. How diverse are Australia's institutions today? How can stakeholders— particularly institutions and policymakers—understand and manage this diversity? In this project the LH Martin Institute and Australian Council for Educational Research (ACER) seek to shift discussion of diversity to a more considered level. We don't promise neat solutions, but our analysis moves beyond extant sectoral partitionings and contingent policy interventions to expose emerging dynamics and prospects for institutions, and hence for the system as a whole. We have produced evidence-based profiles for Australian universities below that mirror those being rolled out globally—namely U-Map and U-Multirank. Each institution profiles contains five dimensions: Teaching and Learning, Student Profile, Research Involvement, Knowledge Exchange, and International Orientation. Each dimension contains a suite of data-driven indicators. The research briefing below further contextualises the profiles by considering extensions to the indicator mix, to the population of institutions and level of analysis, and next steps that can be taken to further the transparency of the Australian university and, ultimately, tertiary education sector. Our ultimate aim is to seed a new formative and evidence-based discussion that will enhance national policy and each institution's strategy.