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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.

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.

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.

Discusses the history of German universities and notes different effects on their development. Suggests there are no rival models for organised forms of knowledge, and as a result of the long, uninterrupted tradition, the German university of the Nineteenth century was the model for many other countries. (JLN)