Suchergebnisse

Abstract The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specific professions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute effectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an 'institutional experiment' at the EUR and a concerted and strategic effort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities.

Are we nearing the end of a worldwide era of university expansion and influence – and, if so, why? The two books under consideration suggest very different answers to these questions. David John Frank and John W. Meyer's The University and the Global Knowledge Society anticipates continued expansion and influence as university enrollments grow throughout the world and as the university's knowledge practices rationalize ever more remote areas of human cultural life. John Douglass's Neo-Nationalism and Universities raises the specter instead of a university sector controlled by illiberal politicians who are intent on restricting the freedom of professors and students and on directing university teaching and research in ways that align with their regimes' interests. In this essay I argue that Frank and Meyer are right, for the most part, about the continuing expansion and influence of universities and that Douglass and his collaborators are right to worry about the future. But neither of the books focuses on one of the major threats to academe: universities may be in nearly as much danger from internal failings and a weakening market position as they are from external political control. Highly selective colleges and research universities remain vital instruments of national economic and social progress but the value added of less selective institutions is becoming questionable to many prospective students, even those who live in countries at the center of the liberal world order.

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.

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.