The paper takes a resolutely historical and political perspective in analysing the rise of the Evaluative State in its European setting. He traces the development of four versions of the Evaluative State from its origins in the mid to late Eighties in terms of two stages: first, its operational purpose, second, its subsequent re-definition of ownership and role in steering higher education policy. Focusing primarily on the three pioneering systems - France, the United Kingdom, the Netherlands and later Portugal, the author argues that the present dynamic of the Evaluative State marks a major step in the history of higher education policy. If today the Evaluative State acts as the prime instrument of economic Liberalism as the common basis of European higher education policy, its purpose in the original setting of Nation-State was very different. Such differences are examined, and the impact of the Evaluative State weighed up in its various forms. Keywords: evaluative State; higher education policy; system steering; policy control and the nation-state.
The paper presents the complex analysis of the problem of "vocationalization" process of colleges and the analysis of the results of the process acceleration with regard to universities, observed in numerous countries. The question is examined with regard to West European countries, however some references concerning the first steps on this road made by the countries of the Eastern and Central Europe are also contained in the final section of the article. The "vocationalization" , according to the author is the long lasting phenomenon and comprises the significant historical dimension. This process should not be neglected, even if not respected by the academicians. The "vocationalization" played and will continue to play the most significant role in the process of the university adjustment to the environment, no matter whether it reflects the ideology opposite to the "academicism" or .scholasticism" or the rational policy of governments. Three stages of the adjustment and assimilation process, and finally, returning to the appropriate character of Academy: the ideological debate, the institutional differentiation and the differentiation on the ground of education cycles, are distinguished. Have the applicability and usefulness to be accomplished at the expense of fundamentals and disinterested? And because, as pronounced by the author, everything indicates that this is the concept supported by the authorities, one may wait for the results of the divergence between the utilitarian, supported by governments and demand of the students, who are continuously inclined to focus on the values and culture. ; Opracowanie zawiera wnikliwą analizę problemu "uzawodowienia" studiów wyższych oraz skutków obserwowanych w wielu krajach prób przyspieszenia tego procesu w odniesieniu do uniwersytetów. Problem, rozważany na przykładzie państw Europy Zachodniej, w końcowych partiach tekstu znajduje również odniesienia do pierwszych kroków podejmowanych na tej drodze w Europie Środkowo-Wschodniej. Uzawodowienie - pisze Autor-jest zjawiskiem długotrwałym i ma znaczący wymiar historyczny. Trudno pomijać ten fakt, nawet jeśli nie zawsze sprzyja mu środowisko akademickie. I niezależnie od tego, czy wyraża ideologię przeciwstawną do "akademizmu" lub "scholastycyzmu" , czy też jest wyrazem racjonalnej polityki rządów - odgrywało i nadal będzie pełnić najważniejszą rolę w procesie dostosowywania się uniwersytetu do otoczenia. W tym procesie dostosowywania się, asymilacji i - w końcu - powrotu do stanu typowego dla akademii, Autor wyróżnia i omawia trzy stadia: debatę nad ideologią, zróżnicowanie instytucjonalne oraz różnicowanie poprzez cykle kształcenia. Czy dążenie do tego co stosowane i użyteczne musi odbywać się kosztem tego co podstawowe i bezinteresowne? Ponieważ - jak stwierdza Autor - wszystko wskazuje na to, że taki właśnie punkt widzenia popierają władze, wypada czekać na skutki rozdwojenia między tym co utylitarne i wspierane przez rząd a popytem ze strony studentów, ciągle skłonnych kierować się ku temu co dotyczy wartości i kultury.
The article analyses in detail the immediate and more remote economic, political and social consequences of globalisation and the emergence of the global civilisation as well as the influence of these processes on changes of the role, importance and nature of the activities of universities. The author points out a number of perils which as a rule are overlooked in discussions of globalisation, such as widening economic differences and a further polarisation into poor and rich countries and threats to the development of democracy and civic rights on the scale of the global civilisation. Difficulties appearing on the scale of individual countries may be impossible to overcome within the framework of supranational, global institutions. The gradual process of globalisation, which is accompanied by spread of the doctrine of economic neoliberalism, has become the reason for changes and reforms of higher education systems of many countries, reforms which were not always successful. As an outcome of the emergence of the global civilisation and new requirements in respect to qualifications, the concept of the functioning of the university and its social role may also change. ; W artykule przeanalizowano szczegółowo bezpośrednie i dalsze konsekwencje ekonomiczne, polityczne i społeczne powstawania cywilizacji globalnej oraz wpływ tych procesów na zmiany roli, znaczenia i charakteru działania uniwersytetów. Autor zwraca uwagę na wiele zagrożeń, które są zazwyczaj pomijane w dyskusji o globalizacji, takich jak pogłębianie się różnic ekonomicznych i dalsza polaryzacja na kraje biedne i bogate czy zagrożenia dla rozwoju procesów demokratycznych i praw obywatelskich w skali cywilizacji globalnej. Trudności występujące w skali poszczególnych państw mogą być nie do pokonania w ramach instytucji ponadpaństwowych, globalnych. Stopniowo postępujący proces globalizacji, któremu towarzyszy rozwój doktryny neoliberalizmu ekonomicznego, stał się powodem - nie zawsze udanych - reform i przeobrażeń systemów szkolnictwa wyższego wielu krajów. W wyniku tworzenia się cywilizacji globalnej i nowych wymagań w zakresie kwalifikacji zmianie ulega także koncepcja funkcjonowania uniwersytetu i jego roli społecznej.
The evolution of higher education in Europe within the setting of the decade 1985 to 1995 is examined. The article focuses on three dimensions which have served to mould the pattern of higher education during these ten years. These aspects are the quickening pace of international exchange and its implications for the exporting of higher education models; the drive towards delegating responsibility away from central administration down to the regional level of government and, finally, the issue of the accompanying shift in political values and political theory which is involved in reassessing the role of the State in higher education
How do the constituencies in higher education re-interpret Bologna's function with regard to the European Higher Education Area? This research examines how institutional actors re-construct the policy framework in the light of their own institutional agendas. Drawing on empirical data from a survey of Academics, Students and Administrators in seven universities in Germany, Italy, Norway and Portugal, the analysis focuses on the processes of mediation within national and European policy depending on the location of institutional actors. It dissects the tensions between macro political processes and the role status and function of the different constituencies and sheds new light on the role played by the Academic, Administrative and Student Estates in re-interpreting the Bologna Declaration whilst adopting the reforms it introduces. ; De qué forma las partes constituyentes de las instituciones de enseñanza superior reinterpretan la función de Bolonia desde el punto de vista de la construcción del Espacio Europeo de Educación Superior?. Esta investigación examina como los actores institucionales reconstruyen el marco político a la luz de sus agendas institucionales. Tomando como base los datos cuantitativos referentes a una encuesta a los profesores, a los estudiantes y al personal de administración y servicios este artículo se focaliza en el proceso de mediación. Examina el modo como los actores institucionales perciben Bolonia estando al mismo tiempo en el núcleo de la dinámica política del proceso de Bolonia. Este trabajo analiza las tensiones entre los procesos macro-políticos y el papel y la situación de las distintas partes que constituyen las instituciones de enseñanza superior, iluminando el papel desempeñado a nivel institucional por los actores institucionales reinterpretando la Declaración de Bolonia a medida que se adoptan las reformas que ésta preconiza. ; Como é que as partes constituintes das instituições de ensino superior reinterpretam a função de Bolonha tendo em vista a construção da Área Europeia de Ensino Superior? Esta investigação examina o modo como os atores institucionais reconstroem o enquadramento político à luz das suas agendas institucionais. Com base em dados quantitativos relativos a um inquérito por questionário direcionado a académicos, estudantes e pessoal técnico e administrativo este artigo foca-se no processo de mediação. Examina o modo como os atores institucionais percecionam Bolonha na medida em que estão no cerne da dinâmica politica do processo de Bolonha. Este trabalho analisa as tensões entre os processos macro políticos e o papel e o estatuto das diferentes partes constituintes das instituições de ensino superior, iluminando o papel desempenhado pelo nível institucional pelos atores institucionais reinterpretando a Declaração de Bolonha à medida que são adotadas as reformas por ela preconizadas.
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.
