Template-type: ReDIF-Article 1.0 Author-Name: Daniel W. Lang Title: There Are Mergers, and There Are Mergers: The Forms of Inter-institutional Combination Abstract: Mergers have for many years been a fact of life in the for-profit private sector. Recently they have become more common in the public sector and in the not-for-profit private sector. Estimates place the number of mergers among colleges and universities in the last decade at approximately 500. Why do colleges and universities merge? When they use the term "merger" what do they understand it to mean? How is a merger alike or different from other forms of inter-institutional combination. This study addresses those questions by examining the factors that motivate merger, and by determining the extent to which these factors are unique to merger or motivate other forms of inter-institutional co-operation as well. To do this, the study develops a taxonomy of inter-institutional combination, and of the factors that induce institutional behaviour towards co-operation. Journal: Higher Education Management and Policy Year: 2002 Pages: 11-50 Volume: 14 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K6TR3 Template-type: ReDIF-Article 1.0 Author-Name: Joshua K.H. Mok Author-Name: Eric H.C. Lo Title: Marketisation and the Changing Governance in Higher Education: A Comparative Study Abstract: Recent comparative education policy studies discover that even though there seems to have been similar trends in higher education reforms in East Asian societies, the recently initiated higher education reforms have really had diverse agendas. Thus, the considerable convergence of policy rhetoric and general policy objectives may not satis-factorily explain the complicated process of changes and the dynamic interactions between global-regional-local forces that shape education policy-making in individual countries. The present paper reflects upon the impact of the global marketization forces on higher education policy, with particular reference to how the higher education sector in Hong Kong and Taiwan has transformed under the global tide of marektization. The core of this paper is to examine the ways and strategies that the governments of Hong Kong and Taiwan have adopted to reform their higher education systems in response to the changing local socio-economic-political context and regional-global environments, with a particular focus on provision, financing and regulation. Journal: Higher Education Management and Policy Year: 2002 Pages: 51-82 Volume: 14 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K6SS6 Template-type: ReDIF-Article 1.0 Author-Name: Masateru Baba Title: The Rationale Behind Public Funding of Private Universities in Japan Abstract: The aim of this study is to examine the rationale for, and methods of, funding private universities with public money in Japan. In the mid-1970s, the National Parliament passed the first law in its history that permitted the allocation of taxpayers’ money to private colleges and universities. Lawmakers justified this action on the premise that over 75% of Japanese students were attending private institutions and that these institutions were facing great financial difficulties. However, the passing of the law created a whole new series of controversies and arguments among scholars and edu-cators with regard to the mechanisms of funding, accountability, and autonomy of higher education institutions that received taxpayer money. Journal: Higher Education Management and Policy Year: 2002 Pages: 83-93 Volume: 14 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K6SQ1 Template-type: ReDIF-Article 1.0 Author-Name: Claude Échevin Author-Name: Daniel Ray Title: Measuring Internationalisation in Educational Institutions: Case Study: French Management Schools Abstract: This article suggests some simple, low-cost methods that may help directors of higher education facilities to visualise their school’s position on the international market. The approach draws on examples from some fifty management schools throughout France. Journal: Higher Education Management and Policy Year: 2002 Pages: 95-108 Volume: 14 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K6SNN Template-type: ReDIF-Article 1.0 Author-Name: Evgeni Kniazev Title: Coping with the New Challenges in Managing a Russian University Abstract: All over the world governments withdraw from full funding of their universities. Nowhere this world-wide trend is illustrated more sharply than in Russia. The share of higher education in the gross domestic product has declined drastically. This has led to a dramatic reduction of the higher education budget in real terms. A consequence is the growing share of non-governmental money in the yearly budgets of the higher education sector. The basic sources for this new funding are national, international and private. They come as well from foundations as from multinationals. Their distribution over the institutions and, within the institutions, over the different departments seems extremely unequal. Therefore old academic traditions only survive in fewer and fewer schools and, within these schools, in fewer and fewer centres of excellence. For a great number of institutions the basic educational subsidy does not permit a decent remuneration of their academic staff. This forces a majority of them to look for a second and even a third job outside the university. This again weakens the institution and leads to a widening range of quality of institutions and, within each of them, of departments and centres. At the same time the field is wide open for the development of private schools, which often only select types of educational activities which are remunerative in the market... Journal: Higher Education Management and Policy Year: 2002 Pages: 109-126 Volume: 14 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K6SMW Template-type: ReDIF-Article 1.0 Author-Name: David Palfreyman Title: Book Review Abstract: The material for this review article can usefully be divided into two areas: firstly, two books on access; and, secondly, four on governance and management. Journal: Higher Education Management and Policy Year: 2002 Pages: 127-133 Volume: 14 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K6SLS Template-type: ReDIF-Article 1.0 Author-Name: Peter van Tilburg Title: Engine of change or adherence to trends? An inventory of views Abstract: The purpose of this article is to assess the interaction between higher education and societal development. The question addressed is whether higher education engineers societal change or adjusts to global requirements. The answer is both. However, the impact of higher education is not easy to measure. It depends on the interventions undertaken by the stakeholders: the university, government, private sector, and civil society. These interventions may have contradictory effects. Education based on students’ desires can create highly skilled people who may not be required by society. The societal requirements of government, the private sector, or civil society may conflict. These conflicting requirements particularly can become conspicuous when higher education institutions perform in a global network. Journal: Higher Education Management and Policy Year: 2003 Pages: 9-26 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3QMN Template-type: ReDIF-Article 1.0 Author-Name: Andrea Schenker-Wicki Title: Accreditation and Quality Assurance: The Swiss Model Abstract: Accreditation and quality assurance at universities have gained new meaning in Switzerland – as in other European nations – through the concurrent increase in autonomy, new educational institutions offering international courses and the implementation of the Bologna Declaration. With respect to these developments the Swiss government together with the university cantons agreed to jointly establish an Accreditation and Quality Assurance Board which would be responsible not only for accreditation questions, but also for quality assurance and quality promotion at the universities. The discussions surrounding the creation of an institution, which critically examines quality in the area of higher education, provoked a controversial debate in Switzerland. However, after several months of intensive discussions between universities and political bodies (government and administration) the different points of view eventually led to a model that today enjoys the broad support of all of the parties involved. This model has the following advantages: It focuses not only on accreditation i.e. fulfilling of minimum standards, but also on implementation of quality assurance mechanisms to guarantee sustainable quality development at universities and it provides accreditation for institutions as well as programs. Journal: Higher Education Management and Policy Year: 2003 Pages: 27-38 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3QBQ Template-type: ReDIF-Article 1.0 Author-Name: Tom Smith Author-Name: Celia Whitchurch Title: The Future of the Tripartite Mission: Re-examining the Relationship Linking Universities, Medical Schools and Health Systems Abstract: Despite variation across national contexts, university-clinical partners in any country have similar aims. These are to deliver world-class research, education and health care services, and there are similar tensions.. Health and higher education partners face two central paradoxes: that they are interdependent (require each other to discharge their mission) and independent (managed according to different priorities). Also, partners struggle to balance the demands of two masters (health and education) whose priorities are difficult to square. Traditional ways of organising partnerships are challenged everywhere by the global change in clinical provision, education and research. Despite pressures on its organisational form, the tripartite mission remains a vital pursuit. The way it is achieved needs to be re-examined. Introducing evidence-based practice and service innovation, translating research into practice, managing a growing knowledge base, and developing new forms of working each require a tripartite approach. Partnerships are not necessarily focused on synergy between missions, meaning the integration of component parts to produce an effect that is greater than the sum of its parts. This report draws on discussions with leaders of organisations at the interface of health and university sectors on the current and future direction of relationships between service, research and education. It outlines some challenges for those managing the tripartite mission and suggestions for ways to approach these. Journal: Higher Education Management and Policy Year: 2003 Pages: 39-52 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3Q8V Template-type: ReDIF-Article 1.0 Author-Name: Grant Harman Title: Academic Leaders or Corporate Managers: Deans and Heads in Australian Higher Education 1977 to 1997 Abstract: This article explores the changing roles and personal characteristics of deans of faculties and heads of academic departments in Australian higher education institutions over a twenty-year period from 1977 to 1997. While deans and heads continued to be academics with superior qualifications and impressive research achievements, the gap between the research records of deans/heads and other academics narrowed between 1977 and 1997 but the gap between deans/heads and professors widened. Deans/heads in 1997 were somewhat less likely than in 1977 to have been professors or associate professors. Work patterns of deans/heads and other academics remained remarkably stable between 1977 and 1997, except that for both works hours per week increased. However, interest by both deans/heads and other academics in administration and committee work declined sharply between 1977 and 1997. Journal: Higher Education Management and Policy Year: 2003 Pages: 53-70 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3Q7H Template-type: ReDIF-Article 1.0 Author-Name: Josef Rosenberg Title: Transformation of Universities in the Czech Republic: Experiences of the University of West Bohemia in Pilsen Abstract: The position of Czech universities at the beginning of the last decade of the 20th century is briefly described and specific features are emphasized. The academic staff was faced with new challenges as new developments in Czech society took place. Participation in different international programmes and opportunities to obtain relevant information about trends in higher education in Europe and the world have been of crucial importance. This assistance together with changes in home legislation has accelerated the transformation process in Czech higher education. The main part of this paper is an attempt to summarize the response of the University of West Bohemia in Pilsen (UWB) to the outside world as shown in its development plan. Using UWB as an example of a medium-sized university, the paper describes the process of analysing this university’s potential and its external environment, which led to the formulation of the university’s development plan. In implementing this plan the main aim is to change the attitudes of the staff (both academic and non-academic). Positive results and barriers yet to be overcome are presented. Journal: Higher Education Management and Policy Year: 2003 Pages: 71-85 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3Q6G Template-type: ReDIF-Article 1.0 Author-Name: Paul Temple Title: Reform in a Fragmented System: Higher Education in Bosnia-Herzegovina Abstract: The 1992-95 war in Bosnia-Herzegovina created deep ethnic divisions in alreadyfragmented university structures, where individual faculties possessed considerable academic and financial independence. The faculties, in turn, in the Humboldtian tradition, were composed of semi-autonomous "chairs" and institutes. This level of the organisation had gained added autonomy in the Communist period from the distinctive Yugoslav "self-management" principle, intended to empower operating units. This fragmentation at institutional level is compounded in present-day Bosnia-Herzegovina by the absence of any effective national-level planning and control of higher education. Post-war reform efforts by international agencies have addressed some of the problems of this fragmented structure. But they have not taken sufficient account of the differences between the academic principles on which the universities of Bosnia-Herzegovina are founded and those of the Anglo-American tradition, from which models of managerial reform are typically taken. Through a better understanding of the universities’ long-established organisational frameworks, it may be possible for aid projects to help achieve enhanced institutional managerial effectiveness and to reverse some of the more damaging effects of multi-level fragmentation. Journal: Higher Education Management and Policy Year: 2003 Pages: 87-98 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3Q5C Template-type: ReDIF-Article 1.0 Author-Name: David Palfreyman Title: Book review Abstract: As the Welsh Assembly follows Scotland in reinstating (to some degree) student means-tested grants, it is timely to consider Nicholas Barr, The Welfare State as Piggy Bank. Barr looks at social insurance and pensions before tackling education, where he argues for State provision in relation to schools but Market provision for tertiary education: students are "impressively well-informed – a savvy, streetwise consumer group" and hence "students are more capable than central planners of making choices that conform with their own needs and those of the economy"... Journal: Higher Education Management and Policy Year: 2003 Pages: 99-105 Volume: 14 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2K3Q40 Template-type: ReDIF-Article 1.0 Author-Name: Kurt Larsen Author-Name: Stéphan Vincent-Lancrin Title: International Trade in Educational Services: Good or Bad? Abstract: International trade in post-secondary educational services has grown substantially over the past decade. Traditionally it takes the form of international student/teacher mobility but also, and increasingly, foreign investment by educational institutions or e-learning services. These developments in international trade in post-secondary educational services, which have come to the fore with the inclusion of educational services in the World Trade Organisation’s negotiations on the General Agreement on Trade in Services, are causing great concern in the teaching and student community. This paper analyses the challenges and opportunities that international trade in educational services represents for higher education systems in industrialised and developing countries, and shows the importance of international quality assurance in education. Breaking with studies that view the international education market as homogeneous, the paper argues that traditional higher education will be less affected by these developments than the lifelonglearning sector, and that trade in such services will expand more in the developing countries than in the industrialised world. Journal: Higher Education Management and Policy Year: 2002 Pages: 9-45 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P8W Template-type: ReDIF-Article 1.0 Author-Name: Pierre Sauvé Title: Trade, Education and the GATS: What's in, What's out, What's All the Fuss about? Abstract: This paper addresses some of the public policy controversies surrounding the treatment of education services under the World Trade Organisation’s General Agreement on Trade in Services (GATS). The rapid rise in cross-border trade and investment in education services observed in recent years has given new prominence to the role the GATS might play as a force for progressive liberalisation in the sector. The paper provides a synthetic description of the core features of the GATS, highlighting in particular how the four modes of supplying services subject to the Agreement’s disciplines relate to trade in education services. The paper recalls the policy flexibility WTO members retain under the GATS as regards the nature, extent and pace of possible progressive liberalisation. It describes a number of key misunderstandings and fallacies that have tended to cloud a rational discussion of the possible effects of the GATS on trade in education services. The paper also depicts the key elements found in the negotiating proposals on education services put forward to date by the governments of Australia, New Zealand, Japan and the United States, recalling their circumscribed nature and the acute awareness WTO members are showing about the policy sensitivities arising in the sector. The paper concludes with a discussion of the limited role the GATS can be expected to play as a force for change in the education field. The paper argues that many of the impediments that stand in the way of greater cross-border exchanges of education services may be more appropriately pursued outside a trade policy setting. Journal: Higher Education Management and Policy Year: 2002 Pages: 47-76 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P7J Template-type: ReDIF-Article 1.0 Author-Name: Andris Barblan Title: The International Provision of Higher Education: Do Universities Need GATS? Abstract: The provision of higher education in the world is governed by two approaches represented by the UNESCO, on one side, by the WTO, on the other. The members of both organisations are the same governments but the two work on divergent assumptions as far as the development of a world system of higher education is concerned. At UNESCO, actors join a system of common references in order to set up a series of co-operative agreements and ventures – which can be reversible, as participants remain very much in control of their level of commitment to a wider global community. At WTO, on the contrary, actors merge their references by accepting an automatic development of internationalisation that becomes irreversible as the countries accept multilateral concessions from each other. Governments agreed to enter the field of service deregulation in the Millenium Round by signing the General Agreement on Trade in Services, the GATS, in 1995. This represented a totally new area for all people concerned, be they in the Ministries of Trade, Tourism, Health of Education. Indeed, can the rules developed for goods apply to services – as if services were equal to goods? Can value be defined along the same lines for a material product and a virtual good like a service, in education for instance? Is not a service market much more supply-driven than a market of goods – thus requiring different modalities of international co-operation? That is the whole point of the debate concerning the commitment to GATS made by several countries exporting education and it explains the claim for caution made last year by higher education associations of the United States, Canada and Europe. This should not hinder the use of UNESCO conventions to reach similar results, or to use convention to move on to agreements at a later stage, when trust and confidence are shared by all partners. Journal: Higher Education Management and Policy Year: 2002 Pages: 77-92 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P5C Template-type: ReDIF-Article 1.0 Author-Name: Dirk Van Damme Title: Trends and models in international quality assurance in higher education in relation to trade in education Abstract: Trade in higher education in its many diverse forms transcends and challenges the national regulatory frameworks in higher education, including national quality assurance and accreditation systems. New kinds of international quality assurance and accreditation are seen as the crucial elements of regulation in a more and more trade oriented international higher education market. In this paper four models of development of international quality assurance are analysed: 1) Strengthening the capacities of national quality assurance and accreditation systems; 2) Promoting cross-border quality assurance and the mutual recognition of quality assurance and accreditation; 3) Developing meta-accreditation of quality assurance and accreditation agencies on an international and global level; and 4) Establishing international quality assurance and accreditation schemes. Current developments and strategies in international quality assurance are situated within these four models and discussed with reference to the trade in education issue. Journal: Higher Education Management and Policy Year: 2002 Pages: 93-136 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P40 Template-type: ReDIF-Article 1.0 Author-Name: Mary Henkel Title: Academic Identity in Transformation?: The Case of the United Kingdom Abstract: This paper draws on two empirical studies to consider the impacts of policy change on academic identities in the United Kingdom. It thus offers a limited examination of claims that social, political and economic transformations at the end of the 20th century have undermined the structures and relationships, within which academic identities have been sustained, particularly those of the discipline and the higher education institution. Its main conclusions are that academic identities remained surprisingly stable in the period under study, although the longer-term outlook remains uncertain. Journal: Higher Education Management and Policy Year: 2002 Pages: 137-147 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P30 Template-type: ReDIF-Article 1.0 Author-Name: Blandine Laperche Title: The Four Key Factors for Commercialising Research: The Case of a Young University in a Region in Crisis Abstract: In France, as in all industrial countries, the government is seeking to promote more extensive ties between universities and enterprises in order to stimulate creativity and growth. But can this be achieved through legislation alone? The various cases studied herein show that the successful commercialisation of public research is the result of the application of an "organic paradigm" consisting of the four closely interacting factors of legislation, the economic environment and entrepreneurship, technical progress and university strategy. We have applied this method to the specific case of a young French university (Université du Littoral Côte d’Opale) and have shown that what is lacking is the close interaction between academic research and a wealthy local economy, which hinders transfers of the scientific resources of public research to the business world. Journal: Higher Education Management and Policy Year: 2002 Pages: 149-175 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P26 Template-type: ReDIF-Article 1.0 Author-Name: Ulrich Teichler Title: Diversification of higher education and the profile of the individual institution Abstract: National systems of higher education became more diversified in the process of expansion. They vary substantially, however, according to the extent of diversity. Also, the major dimensions of diversification tend to play different roles: types of institutions, types of programmes, levels of programmes and degrees, and variations in reputation and prestige within formally equal institutions and programmes. Theories provide various explanations regarding the dynamics of diversification and the role the different dimensions play. Actually, some countries reduced the role of diversification according to institutional types in the 1990s, while others established new types. The "Bologna Process" underscores a growing role of levels of programmes and degrees in most European countries. It remains to be seen what impact these changes have on the stratification of the higher education systems and with respect to the encouragement or discouragement of individual institutions to develop specific profiles and thus to contribute to horizontal diversity. Journal: Higher Education Management and Policy Year: 2002 Pages: 177-188 Volume: 14 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2K3P0T Template-type: ReDIF-Article 1.0 Author-Name: Howard Newby Title: The management of change in higher education Abstract: This paper is the text of the opening speech which the author delivered at the 2002 IMHE General Conference on the theme of "Incentives and Accountability: Instruments of Change in Higher Education" which was held at OECD headquarters in Paris on 16-18 September 2002. Journal: Higher Education Management and Policy Year: 2003 Pages: 9-22 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K279N Template-type: ReDIF-Article 1.0 Author-Name: Bernard Belloc Title: Incentives and Accountability: Instruments of change Abstract: Observers have frequently pointed to a lack of openness in French universities and university institutions, but I may say that for several years now French universities, and more generally the entire higher education system in France, have been engaged in efforts to make the process more open in all respects. The institutions of French higher education are moving towards increasing autonomy. I shall seek, in this article, to show that the French system is equipped with a number of incentive mechanisms. These are both collective, institutions having the opportunity to generate their own resources, and also individual, taking the form of personal bonuses. In the same way, universities are subject to much more frequent monitoring than is thought, which could lead to elements of a system of evaluation. But the oversight that the French Government has over public higher education and research institutions is both excessive and inadequate: it is finicky and poorly targeted and therefore badly organised and ineffective from the point of view of meeting society’s legitimate expectations. The idea I should like to promote is in fact quite simple: it is by making institutions more accountable by actually increasing their autonomy that we shall promote incentive systems both for individuals and for institutions and that we shall impose an effective method of evaluation – the only ways of ensuring real change at the heart of our system of higher education and research. Incentive systems are needed to motivate people, institutions need increased autonomy if their action is to be more effective and a real system of evaluation is needed to ensure management and decision-making accountability for partners and to assess the ability of institutions to achieve the strategic objectives they have set themselves Journal: Higher Education Management and Policy Year: 2003 Pages: 23-41 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K278V Template-type: ReDIF-Article 1.0 Author-Name: Wrana Maria Panizzi Title: Public Universities: A Benchmark for Higher Education in Brazil Abstract: Over the past few years, the debate on the future of higher education in Brazil has been by and large split into two camps. One side stresses the urgent need to broaden the system, to allow a growing number of Brazilians to gain qualifications and enter an increasingly competitive and international labour market as skilled workers. This is the view behind the significant expansion of private higher education in Brazil over the past decade. The other side does not disregard the problems of public higher education, or the demands of thousands of young people deprived of a university education, but holds that the expansion of higher education should be based on the conclusions of the 1998 World Conference on Higher Education in Paris. Rather than setting public against private education, this approach envisages the growth of the system as a whole, on the premise that education is a strategic asset for national development, a universal right and one of the duties of any State. Journal: Higher Education Management and Policy Year: 2003 Pages: 43-56 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K277H Template-type: ReDIF-Article 1.0 Author-Name: Seppo Hölttä Author-Name: Eila Rekilä Title: Ministerial Steering and Institutional Responses: Recent Developments of the Finnish Higher Education System Abstract: As part of the public sector reform, Finland reformulated its higher education policy in the late 1980s. It also included a profound reform of the government policy implementation instruments within the university system. As a result, a steering model based on the regulation of results instead of inputs was built up, and the autonomy of traditionally heavily regulated universities was increased. The planning and budgeting dialogue between the Ministry of Education and universities was simplified, and the system of performance negotiations and agreements was established. Also, a funding formula, based first on institutional goals agreed upon in the performance agreements, and later, to an increasing degree, on outputs, was established. The new steering model was implemented in the situation, which was characterised by comprehensive linking of Finnish higher education policy to economic and industrial development policies and the information society policy, in particular. The universities have been faced with a challenge of improving their management capacity to be effective in their responses to the new governmental steering and to the changing policy environment, in general. The paper is based in two ongoing empirical studies by the authors, one about the change of the governmental steering instruments from the mid-80s to the present time and the other about the institutional reactions to the present steering-by-results model. The theoretical basis for the paper is provided by the theories of institutional governance. Journal: Higher Education Management and Policy Year: 2003 Pages: 57-70 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K275B Template-type: ReDIF-Article 1.0 Author-Name: Hans-Ulrich Küpper Title: Management mechanisms and financing of higher education in Germany Abstract: The higher education sector has to face competition much in the same way as other economic entities do. Much has been done to introduce reforms making use of economic terms and concepts. This paper will highlight the manner in which different models for financing higher education can contribute to the management of higher education. The general higher education framework in Germany -- which differs from that in other countries -- has to be taken into account. Amongst these differences are notably: -- the absence of fees as an instrument for the financing and management of higher education; -- the fact that only a restricted number of students are selected by institutions of higher education. Where student numbers for subjects in great demand are too high, applicants are distributed amongst various universities by a central office. This paper is divided into four part: (1) an analysis of the German higher education system,: (2) an examination of different management methods relating to a new system of distributing students amongst the different types of institutions (ordinary universities and universities of applied sciences -- Fachhochschulen). A discussion of the management of student distribution within a given university follows. (3) In this context, it is recommended to introduce a market-oriented system of tuition fees instead of making provisions for student admission on the basis of available capacity, curricular standards (CNW) and centralized procedures of the distribution of students; (4) conclusions are drawn from these reforms in order to develop systems for performance analysis (management accounting and control). Journal: Higher Education Management and Policy Year: 2003 Pages: 71-89 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K2748 Template-type: ReDIF-Article 1.0 Author-Name: John Taylor Title: Sticks and Carrots: The Effectiveness of Government Policy on Higher Education in England since 1979 Abstract: This article will look at some of the key objectives of Government policy in the UK over the last 20 years, including increasing efficiency and accountability, expansion of student numbers, selectivity in research funding, regionalisation, widening participation, wealth creation and increasing contributions to the quality of life, and at the various measures used to implement such policy. It will contrast the use of "sticks" (i.e. incentives to deliver desired outcomes), and will consider which have been more successful in achieving the goals of Government policy. The article will also address the implications of such tools of policy on the freedom and autonomy of individual institutions and on diversity within the higher education system. It will consider the role of Government policy in shaping higher education, as compared with other forces for change, including shifting patterns of student demand, rapid developments in technology and methods of learning, new patterns of research and innovation, and the internationalisation of higher education. Journal: Higher Education Management and Policy Year: 2003 Pages: 91-103 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K2736 Template-type: ReDIF-Article 1.0 Author-Name: Philippe Larédo Title: University Research Activities: On-going Transformations and New Challenges Abstract: In times when excellence is at the top of the research  agenda of all research and innovation policies, especially in Europe, research universities are the implicit reference model of most policy makers and most public debates. However, the implications, that is a major geographical concentration of public means and the existence of a dual system of training, are rarely highlighted; it is on the contrary, often when there are references to "cohesion". This paper suggests that, although this trend is clearly visible, the situation is more complex. In particular, the analysis overlooks another central role of universities: they have also become the main proximity knowledge provider. Both trends combine and result in radical transformation of university organisation – the separation of teaching departments from research structures, may these be called groups, units, centres, institutes or laboratories. This leads to question whether their present organisation is relevant to the socio-economic environment: I argue that the very fast increase of not-for-profit associations/foundations closely linked to universities are a lasting and promising feature of the university-society connection. These changes call for more study of university governance, certainly a pressing issue in countries like France. Journal: Higher Education Management and Policy Year: 2003 Pages: 105-123 Volume: 15 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2K2723 Template-type: ReDIF-Article 1.0 Author-Name: Akiyoshi Yonezawa Title: Making “World-class Universities”: Japan's Experiment Abstract: The realization of world-class universities is a dream of every researcher and national government. However, making them and maintaining their status is difficult even in highly developed industrial countries. Consequently, national governments tend to concentrate financial investment in their top universities, usually with the support of leading members of the academic community. It is not clear that such sponsored development of a limited number of universities is truly the most efficient approach to enhancing the quality of research and development in any one country. Similar to the effect of Korea’s BK21 scheme, dispute among researchers was widespread when the Japanese government endeavoured to select around 30 “top” universities. In order to provide sustainable incentives, foster accountability and promote competition among institutions, national policies must aim for the enrichment of “flagship universities” while continuing to support the knowledge infrastructure for “ordinary” ones. This article analyses Japanese “World-Class Universities” policies from the perspectives of both researchers and the national government. This topic is treated as an issue facing most OECD countries. Journal: Higher Education Management and Policy Year: 2003 Pages: 9-23 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ1G0 Template-type: ReDIF-Article 1.0 Author-Name: John Kleeman Title: Steerage of Research in Universities by National Policy Instruments Abstract: In June 1999 the Australian Government signalled, with the publication of a Green Paper, its intention to reform research and the training of research students in universities. After a period of public and institutional comment and debate, the reforms eventuated and the new policies result in performance based funding for research and research training, which is separated from the base of funding of coursework teaching. The new funding mechanisms can shift core government research resources across universities.Within universities, funding inputs from government need to be directed internally to research-active areas with large numbers of research students and substantial external grants, which contribute most strongly to the performance indicators that bring in the funding. This train of funding from government through to internal resource allocation can be modelled and the results imply potentially permanent changes in the character of universities, by changing the way academic work is funded and accounted for.Funding models can leave teaching-active sections, if they have few research students and little external grant funding, without the means to support even basic levels of research and scholarship. This threatens the standard and nature of university teaching, which by its nature should take place within a culture of sustained scholarship and creation of new knowledge through research.The paper discusses these issues, in the context of models for funding of research, and the responses by university managers and grass-roots academics to the challenges of adapting to the new policy and funding framework. Journal: Higher Education Management and Policy Year: 2003 Pages: 25-41 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ1D4 Template-type: ReDIF-Article 1.0 Author-Name: Paul G. Hare Title: The United Kingdom's Research Assessment Exercise: Impact on Institutions, Departments, Individuals Abstract: UK universities are publicly funded to carry out teaching and research. Since the mid-1980s, the bulk of the research stream of institutional grants has been allocated on the basis of periodic research assessment exercises, the most recent of which was completed in 2001. The results of RAE2001 will influence institutional grants from 2002-03 onwards. This article explains the RAE system, discusses its advantages and drawbacks, outlines a framework within which it can be analysed, and examines some of the available evidence about the impact of the RAE. The article then concludes that the RAE system as presently operated has outlived its usefulness, and that it should be replaced by an allocation method based on the volume of research grants and contracts attracted to an institution. A short postscript updates the article to take into account the White Paper on higher education that was published in the United Kingdom in January 2003. Journal: Higher Education Management and Policy Year: 2003 Pages: 43-62 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ1BR Template-type: ReDIF-Article 1.0 Author-Name: Gero Federkeil Title: The Lack of a National Policy Regime of Quality Assurance in Germany – Implications and Alternatives Abstract: Due to its federal order and unlike countries as the Netherlands and the United Kingdom, Germany has no national policy regime of quality assurance in higher education. There are several instruments aiming at defining minimum standards or assessing quality in some way, but none is targeted at quality assurance on a national level. State approval of courses and universities is within the responsibility of the individual states (“Länder”) and follows more or less formal criteria. Evaluation is carried out either by single universities or on a regional level (e.g. in the “Nordverbund”). As a consequence their results did not get much public attention. Accreditation is still in its infancy and restricted to the newly introduced Bachelor and Master courses. The only nation-wide instruments of comparison in higher education are rankings that are carried out by private institutions. The implications of this lack of a national policy regime are discussed with respect to both national policies of quality assurance and rankings. Key methodological standards for rankings which they have to meet in order to fulfil their function, are outlined. Journal: Higher Education Management and Policy Year: 2003 Pages: 63-71 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ19P Template-type: ReDIF-Article 1.0 Author-Name: José-Ginés Mora Author-Name: Javier Vidal Title: Evaluating Teaching and Research Activities Finding the Right Balance Abstract: Since 1990, research and teaching activities of academic staff in Spanish universities have been periodically assessed. There are national, regional and institutional assessments. Each evaluation is organized in a different way and the organisation itself reflects the importance given to each activity. In most cases, positive assessment are linked to a salary increase and other perk benefits. In this article, we analyse the evaluation system of teaching and research activities and how they could be, in fact, orienting to promote research activities and, as a consequence, to devaluate teaching activities. Journal: Higher Education Management and Policy Year: 2003 Pages: 73-81 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ18W Template-type: ReDIF-Article 1.0 Author-Name: Andrew Codling Author-Name: Lynn V. Meek Title: The Impact of the State on Institutional Differentiation in New Zealand Abstract: The New Zealand higher education system is a small but complex arrangement of colleges, polytechnics, institutes of technology and universities that on the surface appears to display admirable diversity for a system that serves around four million people. However, while major legislation introduced in 1990 formalised four distinct types of public tertiary institution, in practical terms, the last 12 years have been characterised by the progressive convergence of institutional types.Through a brief historical review and the analysis of institutional mission and values statements, and published performance indicators, this article explores and illustrates different perspectives of diversity amongst New Zealand higher education institutions which have converged over the last 12 years. This convergence occurred during an extended period of deregulation in which the market has acted as a surrogate for overt government policy in shaping the direction of the system and the institutions within it. Even recent formal government policy supporting the development of strong and distinct institutional identities and greater differentiation amongst tertiary institutions has been thwarted by the same government’s intervention to prevent system change by limiting the number of universities in the country. Journal: Higher Education Management and Policy Year: 2003 Pages: 83-98 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ17J Template-type: ReDIF-Article 1.0 Author-Name: Fumi Kitagawa Title: New Mechanisms of Incentives and Accountability for Higher Education Institutions: Linking the Regional, National and Global Dimensions Abstract: This article aims to examine the new mechanisms of accountability and incentives for higher education institutions (HEIs) that are emerging at regional level in relation to the development of knowledge-based economies and new structures of governance. A new landscape of higher education emerging in a particular region in the United Kingdom will be analysed, and the influence of multiple levels of public policy instruments will be considered, including national and European policy initiatives as well as the influence of the globalisation of the economy. The seeks a new conceptualisation of “accountability” in a decentralised national framework in light of the formation of “localised learning systems” in the global learning society. The different roles and functions ascribed to universities at various geographical levels, namely, local, regional, national and international, are becoming highly complex, and universities will need to share more effectively some of their key functions with other institutions in society. Incentive mechanisms are needed to create links between “entrepreneurial universities” and other stakeholders in society within a strategic framework. Journal: Higher Education Management and Policy Year: 2003 Pages: 99-116 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ15C Template-type: ReDIF-Article 1.0 Author-Name: Jeroen Huisman Author-Name: Oscar van Heffen Title: A Power Perspective on Programme Reduction Abstract: In the beginning of the 1990s, Dutch government and representatives of employers’ organisations have urged the higher professional education sector (HBO) to restructure the supply of the programmes in the sub-sectors of HBO. The sub-sectors were challenged to cut back the number of study programmes to increase the efficiency of the supply. A theoretical framework based on resource dependence and network analysis is proposed to explain why different sub-sectors have reacted differently to the pressure to reduce the pressure. An empirical analysis is carried out for foursub-sectors: agriculture, economics, engineering and the socialcultural sector. The hypotheses could only partly be confirmed, but the simultaneous effect of government dependence, labour market dependence and sub-sector heterogeneity can be shown. Given the restricted number of cases, suggestions for further research are formulated. At the same time, it is implied to complement the chosen quantitative macro-approach with micro-analyses (case studies) on the emergence and disappearance of study programmes. Journal: Higher Education Management and Policy Year: 2003 Pages: 117-133 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ140 Template-type: ReDIF-Article 1.0 Author-Name: Stéphanie Mignot-Gérard Title: “Leadership” and “Governance” in the Analysis of University Organisations: Two Concepts in Need of De-construction Abstract: This paper is a critical review of the Anglo-Saxon literature since the 1960s on university leadership and governance. The critique draws on a substantial amount of empirical work on operating procedures and governance in French universities. The intention is to show that the issue of university leadership has been analysed using too personalised, disembodied or normative an approach, and that the analysis of university governance has been too piecemeal. The alternative proposed here is a new definition of university governance to reflect its many facets, namely conflict/ co-operation between leaders, the interdependence of the many collegial bodies involved in decision-making, and the relations between leaders and representative bodies. Journal: Higher Education Management and Policy Year: 2003 Pages: 135-163 Volume: 15 Issue: 2 Handle: RePEc:oec:edukaa:5LMQCR2JJ138 Template-type: ReDIF-Article 1.0 Author-Name: Christine Musselin Title: Internal Versus External Labour Markets Abstract: Using the now classic distinction drawn by P.B. Doeringer and M.J. Piore between internal and external labour markets, this article endeavours to characterise university labour markets and recent developments affecting them in three countries, namely France, Germany and the United States. It is based on a qualitative empirical survey covering all three countries and a total of 21 universities. We can thus identify and compare various ways of fostering commitment, loyalty and motivation among academic staff in each case. We show that the selection tools specific to external markets vary from one country to another (“recruitment pools” versus “up or out”) and use different modes of regulation. We also show that the equilibrium between internal and external markets in each country is, like the instruments used, closely linked to the conceptions prevailing within the academic profession. Consequently, the recognition system cannot be changed merely by changing the rules, since standards and relations within the profession will also be affected... Journal: Higher Education Management and Policy Year: 2003 Pages: 9-23 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMWF Template-type: ReDIF-Article 1.0 Author-Name: Mireille Mathieu Title: An Integrated Approach to Academic Reinforcement Systems Abstract: Over the last few years, university professors’ careers have undergone a change approaching a true revolution: a major diversification in career models, from fundamental research to professional innovation to knowledge transfer; increased use of computerised tools and the Internet in both teaching and research; the all but mandatory requirement to form research teams and networks, often multidisciplinary in nature; the growth in partnerships with industry for both training and research; and ever more complex and demanding regulations governing intellectual property. We also see more competition, often ferocious, among universities and between academe and private companies to attract the most promising candidates. In this context, it has become more vital than ever before for universities to put in place reinforcement systems that are both fair and capable of motivating excellence and of attracting and retaining the best people. In past decades, the traditional reinforcers were the merit pay system and tenure, not counting other incentives used on a random and situational basis, generally in the absence of well-established rules. The current context demands a richer, more complex, more transparent and more diversified reinforcement system that will integrate a set of incentives that are more closely tied to current academic needs and faculty members’ quality of life. This article, which is based on the experiences and thought process of the Faculty of Arts and Sciences at Université de Montréal and on the orientations of a number of North American universities, illustrates an integrated approach to academic reinforcement systems, from hiring to retirement, and a merit pay model adapted to the university of the 21st century. The need to review promotion criteria and standards is particularly emphasised... Journal: Higher Education Management and Policy Year: 2003 Pages: 25-40 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMTK Template-type: ReDIF-Article 1.0 Author-Name: Ruth Dunkin Title: Motivating Knowledge Workers: Lessons to and from the Corporate Sector Abstract: There is pressure on Australian universities to adopt organisational structures, job design, remuneration and performance management systems based on corporate sector best practice. However, these systems and practices are often at least 20 years old and are based on command-control bureaucracies that dominated the manufacturing and service industries. They are not only alien to universities but are increasingly seen as inappropriate to knowledge-based professional organisations in the corporate sector because the underlying assumptions about what motivates people are at odds with what research shows motivates professional “knowledge-workers”. This research identifies sources of motivation that resonate with what has underpinned traditional university remuneration, promotion and performance schemes. However this does not mean that there is no need for change to those traditional schemes. As academic work becomes more complex and the academic labour market more differentiated, there is a need to recognise this greater diversity within extended promotional and reward schemes... Journal: Higher Education Management and Policy Year: 2003 Pages: 41-49 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMS6 Template-type: ReDIF-Article 1.0 Author-Name: Chris Duke Title: Changing Identity in an Ambiguous Environment A Work in Progress Report Abstract: National planners struggle to formulate policies which will enable mass higher and universal tertiary education systems to meet diverse needs for lifelong learning in a knowledge society. Institutional leaders experience ambiguity and stress in seeking an identity appropriate to their particular university in a contradictory policy environment which gives mixed messages. With high levels of stress, multiple conflicting demands and scarce resources, there is a natural but short-sighted tendency to manage more tightly and prescriptively as a way of trying to ensure productivity and accountability. This analysis from a large, broad-based and deliberately innovative Australian university examines these tensions. The new RMIT leadership has set out by transparent and participatory means to diagnose its environment, restate its mission and strengthen internal and external partnership to do its work. Networking and engagement are essential for a knowledgemaking and knowledge-using institution to learn and contribute effectively. However, contradiction and uncertainty in the policy environment, which reflect wider societal ambiguities, make this a daunting task... Journal: Higher Education Management and Policy Year: 2003 Pages: 51-67 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMR4 Template-type: ReDIF-Article 1.0 Author-Name: Larry L. Leslie Title: Motivating Individuals: Incentives, Staff Reactions, and Institutional Effects Abstract: The article studies relationships between changes in institutional funding patterns and staff incentives. Although specific internal university incentives were not considered in any detail in Academic Capitalism, it is believed that the alterations in HEI funding patterns instituted by governments described therein almost certainly created organisational dynamics that resulted in more specific incentives being created or expanded within HEIs, and that these incentives had a direct impact on academic staff. This led the author and PhD students to try to establish whether there were in fact causal relationships among the changes in institutional funding patterns and the activities within HEIs. They conducted econometric analyses to study how involvement in grant and contract work impacted the time allocations and productivity of individual academic staff members. The author concludes that declining revenue shares from government block grants is having major impacts on HEIs, but that the magnitude and nature of these impacts, is enormously varied, not only across HEIs but within as well. Within institutions, effects of shifting revenue structures depend upon many factors, including the extent to which and the manner by which the institution transmits environmental pressures to internal units and individual staff members... Journal: Higher Education Management and Policy Year: 2003 Pages: 69-88 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMQ1 Template-type: ReDIF-Article 1.0 Author-Name: George Gordon Title: University Roles and Career Paths: Trends, Scenarios and Motivational Challenges Abstract: The substantial pressures upon higher education systems and institutions are impacting upon individual roles and career paths. Yet recent research on academic identities (Henkel, 2000) suggests the responses are largely adaptive and evolutionary. This article starts by briefly revisiting some of the key aspects of the study by Kogan, Moses and El-Khawas (1994), and the paper by Gordon (1997), before turning to a short discussion of the principal trends which have affected the scene subsequently. It then explores three scenarios in terms of roles and career paths: evolution, selective restructuring, and step-change restructuring. The possible characteristics and implications for various stakeholders of each are considered, as is the connection to current trends, and indicators of change. The paper concludes with suggestions as to how institutions and systems might strategically plan for, and manage, changes in roles and career paths in order to ensure that individuals are motivated and perceive the changes positively and creatively... Journal: Higher Education Management and Policy Year: 2003 Pages: 89-103 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMNN Template-type: ReDIF-Article 1.0 Author-Name: Grant Harman Title: Australian Academics and Prospective Academics: Adjustment to a More Commercial Environment Abstract: In many respects, adjustment to the new commercial environment has been painful and damaging to the academic profession in Australia. The profession is now more fragmented and has lost political influence and standing. Academic salaries have failed to keep pace with professional salaries and many academics are highly critical of changes in government higher education policy, reduced government financial support for universities and structural and management changes within their institutions. Many feel a strong sense of frustration, disillusionment and anger. However, not all adjustments have been negative. Australian academics today are better-qualified, work harder and are more productive in research than they were in the 1970s. They continue to be deeply interested in key academic roles and many still find their jobs satisfying. Many have made successful transitions to involvement in research links with industry and other entrepreneurial activities, without jeopardising their academic integrity. But the views of PhD students give cause for concern, especially dissatisfaction about course experience, uncertainty about future careers and highly negative views of both universities and academic employment... Journal: Higher Education Management and Policy Year: 2003 Pages: 105-122 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMLS Template-type: ReDIF-Article 1.0 Author-Name: Maree Conway Author-Name: Ian Dobson Title: Fear and Loathing in University Staffing: The Case of Australian Academic and General Staff Abstract: Academic staff and the academic research, teaching and scholarship they undertake are quite properly the prime focus in universities. However, in the modern university, these functions could not be carried out without the input of general (AKA “nonacademic”) staff. Staff who are not members of academe represent about 50% of all staff, and as a group are treated with antipathy by many academics. The terms “governance” and “administration” are misunderstood by many academics and used interchangeably when it suits them. This paper considers the binary divide between “academic” and “non-academic” staff, and considers the importance of terminology in ensuring that the total university can operate as efficiently as possible... Journal: Higher Education Management and Policy Year: 2003 Pages: 123-133 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMKF Template-type: ReDIF-Article 1.0 Author-Name: Janet Hanson Title: Encouraging Lecturers to Engage with New Technologies in Learning and Teaching in a Vocational University: The Role of Recognition and Reward Abstract: Bournemouth University faces the same challenges as many other universities. These arise from the sector-wide agendas, such as widening participation, regional partnerships and international collaboration, in addition to increasing research activity and managing with reduced funding. A key priority within Bournemouth’s Learning and Teaching Strategy is to use learning technologies to address these challenges. Several incentives are being used to encourage lecturers to adopt online learning. These have as their common focus the need to value teaching activity on an equal footing with research. The strategies used include funding for learning and teaching projects, a Learning and Teaching Fellowship Scheme, the creation of a Centre for Academic Practice to focus on pedagogic research, payment for membership of the Institute for Learning and Teaching in Higher Education, and a staff development programme for Programme Leaders. These initiatives are possible because the University has take a strategic approach to using government funds for learning and teaching and human resources development (HRD) policies. However, putting in place such incentives is only worthwhile if they work, and research suggests that successful and widespread implementation of online learning depends on a number of factors (Johnston and McCormack, 1996; Steel and Hudson, 2001; Somekh, 1998; Spotts, 1999). This article presents findings from research in progress by the author which is investigating factors affecting the adoption of online learning by lecturers at Bournemouth and their motivation to change their teaching methods. The methodology used is action research and the article ends by briefly illustrating some of the issues faced by the researcher conducting research in her own organisation... Journal: Higher Education Management and Policy Year: 2003 Pages: 135-149 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMJC Template-type: ReDIF-Article 1.0 Author-Name: Ian M. Evans Author-Name: Luanna H. Meyer Title: Motivating the Professoriate: Why Sticks and Carrots are only for Donkeys Abstract: Government decreases in funding to universities accompanied by increased accountability measures for both teaching and research have resulted in tertiary management structures consistent with these developments. Universities have historically relied upon the active and collegial participation of their academic staff to achieve the goals and aspirations that have driven the sector for generations. This paper utilises psychological motivation theory and research to examine developments designed by management to promote faculty productivity. We challenge the naive implementation of change strategies that do not appear to be based on theory and/or research. Strategies are proposed for monitoring such changes in policy and practice within well-established social science paradigms to ensure achievement of desired ends rather than undesirable negative effects upon the university’s capacity to fulfil its role in the creation and transmission of new knowledge... Journal: Higher Education Management and Policy Year: 2003 Pages: 151-167 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMHK Template-type: ReDIF-Article 1.0 Author-Name: Luo Siming Title: Degree System in Mainland China: Development and Implications Abstract: The main objective of our study is to briefly review the development of the degree system in mainland China. Detailed information has been found by studying historical documents. The degree system in mainland China has witnessed rapid development and great changes in the last two decades, notably the introduction of professional degrees. Meanwhile, problems remain such as the imbalance of degree rank structure and poor recognition of the status and importance of professional degrees exist. Socioeconomic factors leading to the changes are analyzed and the reasons and implications are discussed. The study reveals that certain types of economy produce certain kinds of education system, regardless of ideology... Journal: Higher Education Management and Policy Year: 2003 Pages: 169-180 Volume: 15 Issue: 3 Handle: RePEc:oec:edukaa:5LMQCR2JGMG6 Template-type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Title: Growing Research: Challenges for Latedevelopers and Newcomers Abstract: Across OECD countries, governments, policy makers and university managers are examining the future of higher education and questioning the role of educational research. These discussions are taking place against the backdrop that knowledge production and the contribution of higher education to the economy and the prestige and standing of nations is rapidly transforming the once benign higher education system into a competitive market place. Moreover, many governments believe the existing system of funding and/or organisation is no longer sustainable. Should research funding be spread equitably across many institutions or should only a few concentrate on research and the rest focus on teaching and training? If massification was a major force on higher education in OECD countries in the latter half of the 20th century, then competition driven in part by institutional research capacity is playing a similar role in the early 21st century. These forces are influencing in a very directive way how individual institutions are organising and managing themselves. This article looks at the specific challenges faced by new and emerging higher education institutions of growing research from a “fragile base”. In the process, their experiences raise wider questions for both higher education institutions and governments... Journal: Higher Education Management and Policy Year: 2004 Pages: 119-140 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDL27 Template-type: ReDIF-Article 1.0 Author-Name: John Daniel Title: Incentives and Accountability: Instruments of Change in Higher Education Abstract: Thank you for inviting me to make some concluding remarks at this important conference. My brief is to reflect on the themes of the conference and to bring forth insights of how these ideas play out in different settings. In his instructions to me Richard Yelland, Head of Programme, added that after two days of concentrated discussions on the challenges facing the managers and leaders of higher education institutions, participants would be looking forward to a provocative address on incentives and accountability in higher education... Journal: Higher Education Management and Policy Year: 2004 Pages: 9-18 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDLS3 Template-type: ReDIF-Article 1.0 Author-Name: Rudolf Neuhauser Title: Institutional Autonomy Versus Government Control The New University Act in Austria Abstract: Following prolonged discussion, the Austrian government has passed a new University Act which will provide universities with a semiautonomous status. The reform is the most incisive change of the university system for the past 150 years and has been preceded by an equally momentous change in the status of the teaching faculty and staff, all future appointments no longer providing civil servant status any more. Major points in discussions between the Rectors Conference, the organizations representing the professoriate and staff, and the Ministry have been the balance of power between the institutions, representatives from outside, and the Ministry, as well as the amount of control to be exercised by the Ministry. In the view of the institutions, the legislation is heavily weighted towards the latter leaving too little room for initiatives from the faculties and participation in the central steering groups.... Journal: Higher Education Management and Policy Year: 2004 Pages: 19-26 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDLQ7 Template-type: ReDIF-Article 1.0 Author-Name: N. V. Varghese Title: Incentives and Institutional Changes in Higher Education Abstract: Educational systems worldwide still continue to rely heavily on public sources of funding. Nearly 80% of the expenditure on higher education comes from public sources in OECD countries; the share is even larger in developing countries. There is a concerted effort in many countries to reduce the reliance on state funding and move towards market-friendly reforms. This involves adjustment in the macro-policy framework to induce change at the institutional level. Institutional changes could be brought about either by relying on “mandates” or on “rewards”. Mandates demand a particular form of institutional behaviour that is accompanied by the threat of punishment for a failure to comply. Rewards, on the other hand, provide incentive and motivation to change. Both rewards and incentives become effective when public policy provides a choice in behavioural changes at the institutional level. The motivation for a change of behaviour will depend on the level of performance that conditions a reward on the one hand and on the expectation for obtaining a reward, on completion of the task, on the other. In general, mandates are more easily complied with when institutions are struggling to survive, whereas incentives and rewards are preferable when institutions are striving to revive and grow. Incentives and reward systems are relied upon in many countries to induce changes in higher education. This paper will focus on the potential of effecting institutional changes through incentives... Journal: Higher Education Management and Policy Year: 2004 Pages: 27-39 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDLNV Template-type: ReDIF-Article 1.0 Author-Name: Michael Conlon Title: Performance Indicators: Accountable to Whom? Abstract: In this paper the author examines the implementation of key performance indicators in Canadian post-secondary education institutions. More specifically he charts their implementation from the perspective of students and the effect they have on the quality and delivery of education. Key performance indicators (KPI) in Canada are administered by the ten provincial governments. In each of the jurisdictions in which they have been introduced KPIs have tied various forms of institutional performance to core funding and capital funding allocation.The paper offers a comparative analysis of how certain criteria are promoted by the establishment of KPIs. It examines the introduction of KPIs in three provinces: Ontario, Alberta, and British Columbia. In each case the complex set of politics and institutional relations at stake in the establishment of KPIs are examined. A comparative examination of each case provides signposts for best practices as well as instructive lessons in where and how quickly the very definition of accountability becomes a highly politicised term of contention. Finally, the paper makes proactive policy suggestions, from the standpoint of students, about the criteria that should be used in the establishment of KPIs. At all points the paper (re) inserts the perspective of students into the ongoing dialogue about accountability and the changing identity of higher education.... Journal: Higher Education Management and Policy Year: 2004 Pages: 41-48 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDLMS Template-type: ReDIF-Article 1.0 Author-Name: Christian Allies Author-Name: Michel Troquet Title: Universality or Specialisation? Abstract: Trade globalisation is beginning to affect universities worldwide. In response to this outside pressure, institutions have become more geared to gaining international repute through research than to maintaining their reputation at home for the quality of their teaching. As a result of this focus on research, French universities, for example, are losing ground to other kinds of higher education institutions. One of the main reasons is that research encourages specialisation, whereas the market increasingly requires multi-disciplinary and cross-cutting skills. In order to explore how society’s contradictory demands can be met, two opposing models will be presented, one that seeks to preserve the universalist role of universities and another that would prompt higher education institutions to become increasingly specialised in pursuit of research excellence. Between these two extremes, there is perhaps a middle way that is difficult to follow, but that is exceptionally enriching for the university community, provided that university management is rethought. The primary mistake that can be made in any process of change is to seek to merge the role of individuals with that of institutions. Although universities can continue to pull together all the various threads that contribute to economic development, individuals cannot be expected to have the same multi-faceted profile. This means that the quality of tomorrow’s universities will depend on the quality of interpersonal relationships and how they are managed.... Journal: Higher Education Management and Policy Year: 2004 Pages: 49-64 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDLLP Template-type: ReDIF-Article 1.0 Author-Name: Brian D. Denman Title: Gestalt Revisited: Spin-offs and Assessment in International University Co-operation Abstract: International university co-operation is in a constant state of metamorphosis. Its future rests upon extraneous forces such as globalization and internationalization and also upon those who make policy decisions. Many international university organizations are auditing their programs and initiatives to such a degree that the cost effectiveness of such quality control measures are put into question. Institutional leaders are often forced to contend with low morale, trying their best to bolster a sense of hope, meaning and potential to international initiatives that are more likely to be financially sound than altruistic. Although current data suggest that bottom-top approaches to international co-operation are more likely to withstand the changes of time, it is often left to top-bottom directives to set a course for action. Drawing upon a specific and recently updated research study, this paper examines salient programs and initiatives that would otherwise not exist had it not been for certain policy makers who have actively advocated and promoted international university co-operation. It is in this vein that Wertheimer’s Gestalt approach is re-examined.... Journal: Higher Education Management and Policy Year: 2004 Pages: 65-82 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDL6K Template-type: ReDIF-Article 1.0 Author-Name: Georgy Petrov Author-Name: Paul Temple Title: Corruption in Higher Education: Some Findings from the States of the Former Soviet Union Abstract: Many observers have noted that corruption in higher education is widespread in the states of the former Soviet Union. Little empirical evidence is available, however. This article examines some theoretical approaches to the study of corruption, and presents empirical data on corruption in higher education from Russia and Azerbaijan, collected by the authors, in the light of these theoretical positions. While both states examined here have a common political heritage, higher education corruption appears to be of a diverging character in the two states. We suggest that social capital offers a helpful theory in understanding the varying levels of corruption encountered in the two states. Social capital theory also perhaps suggests that significant reductions in the extent of corruption will not be achieved by purely technical means (such as changes in organisational arrangements), but require a broader approach to achieve a strengthened civil society.... Journal: Higher Education Management and Policy Year: 2004 Pages: 83-99 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDL5G Template-type: ReDIF-Article 1.0 Author-Name: Bob Osborne Author-Name: Ian Shuttleworth Title: Widening Access to Higher Education in the UK: Questioning the Geographic Approach Abstract: This paper examines the development of policies designed to widen access to higher education policy in the United Kingdom. These policies have evolved in the context of the devolution of political authority to the Scottish Parliament and Assemblies in Wales and Northern Ireland, which has resulted in some policy variation. The paper examines the “post-code premium” paid by the funding authorities to universities based on the students from poorer areas. By using Northern Ireland data the paper demonstrates the major problems to this approach arising from the “ecological fallacy”. The paper concludes by expressing surprise that policy developed with little apparent awareness of these problems.... Journal: Higher Education Management and Policy Year: 2004 Pages: 101-118 Volume: 16 Issue: 1 Handle: RePEc:oec:edukaa:5LMQCR2JDL43 Template-type: ReDIF-Article 1.0 Author-Name: Maurice Kogan Title: Teaching and Research: Some Framework Issues Abstract: This paper assesses some of the framework issues, of policy and provision, which affect the connections between teaching and research in higher education. The presumption of an essential linkage between research and teaching has in recent years been eroded by the sheer quantities of the system. In spite of the enduring appeal of the Humboldtian model, it was not always assumed in the UK and is not assumed in many other systems. The arguments for and against the connection are noted and assessed. The arguments in favour are mainly in terms of the advantages to research; and arguments from teaching are more ... Journal: Higher Education Management and Policy Year: 2004 Pages: 9-18 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XZTWTB Template-type: ReDIF-Article 1.0 Author-Name: Mary Henkel Title: Teaching and Research: The Idea of a Nexus Abstract: The article explores whether the idea of a nexus between research and teaching is still influential, what meanings are attached to it and within what concepts of higher education. It draws on research into the perceptions of two groups of actors, academics and students, and some recent scholarly analyses of the issues. It argues that the idea of the nexus is still important to academics and a range of students. It is embedded in a world in which academic definitions of knowledge and higher education remain largely dominant. The recent writings examined are attempts to tighten the conceptual connections between teaching and research ... Journal: Higher Education Management and Policy Year: 2004 Pages: 19-30 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XV68XN Template-type: ReDIF-Article 1.0 Author-Name: Olivier Debande Author-Name: Eugenia Kazamaki Ottersten Title: Information and Communication Technologies: A Tool Empoweringand Developing the Horizon of the Learner Abstract: In this article, we focus on the implementation and development of ICT in the education sector, challenging and developing the traditional learning environment whilst introducing new educational tools including e-learning. The paper investigates ICT as a tool empowering and developing learners lifelong learning opportunities. It defines a model of ICT development and identifies three core development stages through which basic skills, ICT skills, and lifelong learning skills are acquired. The paper further gives a description of the ICT impact on labour and education markets, the current state of development of ICT at school in EU and the needs for further investment in this area. The findings of this paper suggest that such investment is likely to have positive effects when geared towards blended learning approaches built on comprehensive policy ... Journal: Higher Education Management and Policy Year: 2004 Pages: 31-61 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XRP3D2 Template-type: ReDIF-Article 1.0 Author-Name: Tom Smith Author-Name: Stephen Davies Title: Managing University Clinical Partnership: Learning from International Experience Abstract: Dialogue between the leaders of academic clinical organisations in different countries has revealed that the core elements of the partnership between universities and health care systems are remarkably consistent across national boundaries. There is now an impetus to move beyond analysis of common challenges and towards strategies for success that draw on international experience. This paper summarises some of the conclusions that emerged when leaders of teaching hospitals, health care systems, health professional schools and universities met to learn from international experience and to identify strategies for success. The conclusion reached is that these organisations must articulate their unique role in national health systems, communicate their ... Journal: Higher Education Management and Policy Year: 2004 Pages: 63-71 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XLZCMT Template-type: ReDIF-Article 1.0 Author-Name: William G. Tierney Title: Systemic Responsiveness in Tertiary Education: An Agenda for Reform Abstract: Over the last several years the author conducted 126 interviews and held four focus groups with academic staff, administrators and others associated with Australian universities, about the problems and challenges they believed faced the system of tertiary education. Widespread concern and pessimism pervaded the interviews about the future of tertiary education in Australia. Approximately three quarters of the interviewees said that the system was worse, or certainly no better, today than a decade ago; a similar number held out little hope that the system would improve, if not deteriorate further, in a decade. In this article the author outlines what he sees as systemic barriers to change and then offers suggestions for ... Journal: Higher Education Management and Policy Year: 2004 Pages: 73-93 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XJ6P37 Template-type: ReDIF-Article 1.0 Author-Name: Michelle Gauthier Title: Incentives and Accountability: The Canadian Context Abstract: Since 1997, the Canadian federal government has introduced a variety of new incentives to enhance significantly the funding of university research in this country. While these funding initiatives have been welcomed by Canadian universities, they are accompanied by a heightened emphasis on accountability which dictates new eligibility conditions for universities’ access to these funds. Given that research and innovation have become more central and significant spending categories for the federal public purse, universities in Canada are increasingly subject to public scrutiny, due to concerns for public accountability and safety. The new programs often involve more strategic central co-ordination and consequently require that the university administration, and not just faculty, justify funding requests. Universities are also expected to demonstrate compliance with a growing array of federally codified guidelines and regulations. These federal expectations of accountability are multiplying as both the investment in research and the different types of funding ... Journal: Higher Education Management and Policy Year: 2004 Pages: 95-107 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XDLK5G Template-type: ReDIF-Article 1.0 Author-Name: Ceyhan Aldemir Author-Name: Yaprak Gülcan Title: Student Satisfaction in Higher Education: A Turkish Case Abstract: The aim of this paper is to determine the level and the factors for university students’ satisfaction with the institutions they are attending. Firstly, the concept of satisfaction will be defi ned. Secondly, a conceptual framework to demonstrate the relationship between the factors which lie behind university student satisfaction will be presented. Thirdly, the results and implications of a survey with which the authors tried to test the presupposed relationships within the boundaries of the conceptual framework will be given and discussed. The limitations of the research are also given. The results of the research show that, at least for some Turkish university students, the quality of education, instructors, textbooks and being female and informed ... Journal: Higher Education Management and Policy Year: 2004 Pages: 109-122 Volume: 16 Issue: 2 Handle: RePEc:oec:edukaa:5LMQ17XB3DHB Template-type: ReDIF-Article 1.0 Author-Name: John Aubrey Douglass Title: The Dynamics of Massification and Differentiation: A Comparative Look at Higher Education Systems in the United Kingdom and California Abstract: US higher education and distinct state systems such as in California offer comparative models for UK higher education. This essay provides a comparative analysis of US and UK higher education, followed by a description of the development, and contemporary structure of California’s system. California offers a broadly accessible network of colleges and universities that are highly differentiated, and that collectively offers multiple routes to a higher education program and degree. It has also proven highly efficient in costs to taxpayers and students. This model provides a lens for an evaluation of the strengths and weaknesses of UK higher education, and in particular the highly decentralised systems in England and Wales. But in looking to California for possible inspiration, a few words of caution are offered. California may provide ideas about differentiation, governance, access and cost containment. It does not, however, offer much in regard to the difficult process and politics of reorganising or modifying significantly developed higher education systems like that in the United Kingdom. Journal: Higher Education Management and Policy Year: 2005 Pages: 9-33 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZZ58RWF4 Template-type: ReDIF-Article 1.0 Author-Name: Sarah Batterbury Author-Name: Steve Hill Title: Assessing the Impact of Higher Education on Regional Development: Using a Realist Approach for Policy Enhancement Abstract: Higher Education is widely seen as a crucial ingredient in the regional economic development mix, and as fundamental to the development of the knowledge economy (Barclays, 2002). Indeed the Higher Education Funding Council for England has issued broad guidelines for benchmarking good practice in assessing regional development contribution of a higher education institution (HEFCE, 2002). However, there is a dichotomy between the view of higher education as an investment in regional development, and the common evaluative practice of simply assessing the cash-flow consequences of individual institutions. In contrast to the volume of standard impact assessments, there has been relatively little work that seeks to systematically evaluate the effect of higher education on regional development, or indeed to estimate either its net public purse impacts or its export value. This article draws on recent studies to seek to develop a realist evaluation framework that can provide the evidence-base to enhance both the higher education/regional development relationship, and policy making initiatives for the sector. Journal: Higher Education Management and Policy Year: 2005 Pages: 35-52 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZJGF86JG Template-type: ReDIF-Article 1.0 Author-Name: Fumi Kitagawa Title: Universities and Innovation in the Knowledge Economy: Cases from English Regions Abstract: The last decade has seen a growing increase in policy discourse in many countries on entrepreneurship and innovation with a prominent emphasis on the role to be played by universities. However, it is far from clear to what extent institutional behaviours are influenced by this enterprising policy discourse based on the broad assumption that “knowledge” is the most precious asset for economic growth in the knowledge economy. This article examines the links developing between the universities and innovation processes especially at the regional level as observed in the United Kingdom, highlighting interactions between public policy and institutional behaviour in a multi-level governance (MLG) structure of knowledge production. Different strategic processes of networking between universities and the links universities are developing with Regional Development Agencies (RDAs) and other partners in nine English regions are illustrated in light of recent government policies which influence the resources and strategies of universities. Universities need to be analysed as critical actors in regional development processes, and their wide range of activities and strategies at different geographical levels need to be strategically co-ordinated as part of a territorial development process within the globalising knowledge economy. Journal: Higher Education Management and Policy Year: 2005 Pages: 53-75 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZJD616TG Template-type: ReDIF-Article 1.0 Author-Name: Marylène Mille Title: The University, Knowledge Spillovers and Local Development: The Experience of a New University Abstract: Universities make an economic contribution to their host territory in two ways. Firstly, there is the direct impact of the initial investment and the effects of students and staff spending and universities’ operating expenditure on the surrounding economy. Secondly, universities are also public institutions that carry out missions of higher education, training and knowledge dissemination that contribute to the local accumulation of human capital, as well as missions of research and knowledge creation that promote technological progress in the host territory. However, this contribution has often been neglected in impact studies. The aim of this article will therefore be to investigate the impact that the creation of new universities has in terms of knowledge spillovers on the economic development of their host territory. Journal: Higher Education Management and Policy Year: 2005 Pages: 77-100 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZJD15B8S Template-type: ReDIF-Article 1.0 Author-Name: William Locke Title: Integrating Research and Teaching Strategies: Implications for Institutional Management and Leadership in the United Kingdom Abstract: The relationship between research and teaching has become a highly contested issue perhaps because evidence of synergy between them is modest and inconclusive. It could be argued that the separation of research and teaching is itself the result of policy and operational decisions made over some time to distinguish the way these activities are funded, managed, assessed and rewarded. Even if this were proven to be the case, however, this would not necessarily excuse higher education institutions (HEIs) from an obligation to maximise the beneficial relations between the two. This article explores whether institutions should attempt to do this and, for those that do, how this might be possible for institutional leaders and managers. It considers why the research-teaching link is problematic, the factors affecting whether positive links can be fostered and the implications for management and leadership in institutions and in academic departments. It argues that research, teaching and the relations between them are matters for strategic choices about the nature and future of an HEI and, ultimately, that views and actions on these matters reflect differing beliefs about the nature and purposes of Higher Education. Journal: Higher Education Management and Policy Year: 2005 Pages: 101-120 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZJCSZG6J Template-type: ReDIF-Article 1.0 Author-Name: Olalekan Arikewuyo Title: Democracy and University Education in Nigeria: Some Constitutional Considerations Abstract: This paper examines the implications of the fourth republican constitution on university education in Nigeria. Specifically, the paper discusses the educational provisions of the new democratic constitution in Nigeria and how they are likely to affect the planning and administration of university education in the post military era. The paper contends that the nascent democracy in Nigeria makes a democratic governance of universities in the country imperative. Journal: Higher Education Management and Policy Year: 2005 Pages: 121-133 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZJCM29MX Template-type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Title: Art Schools for Tomorrow: Challenges and Opportunities Abstract: Across the OECD, discussions are taking place amongst policymakers, educational managers and educationalists about the future of higher education. More and more is being demanded of higher education at a time when the funds available are shrinking and the costs are rising. Internationalisation and globalisation have transformed the once benign educational market place into a much more competitive environment today. These forces are influencing in a very directive way how individual institutions are organising and managing themselves. Art Schools are not immune from either these developments or challenges. While many have their origin as (and remain) small, independent, publicly (or privately) funded schools, others are entering into formal (and informal) collaborative arrangements sometimes resulting in merger with universities, while others are building upon their enduring “membership” of an interdisciplinary university. Nevertheless, they all share the need to respond to a common set of characteristics and emerging trends of our age, inter alia globalisation and internationalisation; changing demographics and enrolment patterns; technological revolution; stricter regulatory environment; new educational sites and formats; changing nature of the workplace. As HEIs are reorganising and restructuring themselves to meet new economic, political and fiscal priorities, the academy has also come under pressure. Based on a Keynote Address to the IMHE conference, “Managing Art Schools Today” (August 2003), this paper presents an overview of some issues impacting on art schools today and asks how they are responding and trying to shape their future. It will focus on some key management issues, e.g. research, curriculum and organisational models, and suggest some strategic choices. Journal: Higher Education Management and Policy Year: 2005 Pages: 135-152 Volume: 16 Issue: 3 Handle: RePEc:oec:edukaa:5LGXZJC5KB9W Template-type: ReDIF-Article 1.0 Author-Name: Michael Gibbons Title: Choice and Responsibility: Innovation in a New Context Abstract: In this keynote address to the 2004 IMHE General Conference in Paris, the author tried to lay out the profound changes that are taking place in society. These changes give rise to a new context in which institutions have to make decisions. Three principle elements characterise the new context: a rightward shift in political thinking, an intensification of competition, a more central role for knowledge in generating innovations. In terms of policy, universities are now encouraged to reduce their dependence on government funding, to regard themselves as providing a wider range of educational services, and to be global players in research. In this context, intensifying competition often operates according to static and dynamic modes simultaneously. Dynamic competition has given rise to a number of collaborative arrangements. And if universities are to prosper, they have little choice but to engage with others in developing and introducing new modes and models of teaching and research. Journal: Higher Education Management and Policy Year: 2005 Pages: 9-21 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGZ3557HD9P Template-type: ReDIF-Article 1.0 Author-Name: John Goddard Title: Institutional Management and Engagement with the Knowledge Society Abstract: The article will argue that external engagement with business and the community poses major challenges for the institutional management of Higher Education Institutions (HEIs). The world outside of academia, in business, central and local government, health, welfare and the cultural and community sectors increasingly expect an institutional as distinct from individual academic response to the challenges and opportunities for HEIs in their respective domains. Nowhere is this more apparent than at the city and regional scale where HEIs have the potential through their teaching and research to play a leading role in joining up the separate strands of development policy – such as innovation, skills, social inclusion – and providing a key link between the global and the local. But realising this external role requires strong institutional leadership and internal integration. The article addresses these issues by reference to policy and practice particularly in relation to knowledge exploitation in Finland and the United Kingdom. Journal: Higher Education Management and Policy Year: 2005 Pages: 23-44 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGZ354LV86F Template-type: ReDIF-Article 1.0 Author-Name: Fumi Kitagawa Title: Constructing Advantage in the Knowledge Society: Roles of Universities Reconsidered: The case of Japan Abstract: Based on an analysis of policy contexts in several OECD countries, this article examines the rapidly changing policy environment in Japan exemplified by the 2004 transformation of national universities into “incorporated” entities. The role of universities in the knowledge society is examined in light of the emergence of new research and learning systems, conditioned by forces of both globalisation and regionalisation. This historic legal change affects state-university relations in a number of distinctive ways. It is generally assumed that universities will find themselves in a more competitive environment accompanied by cuts in public funding and that there will, therefore, be a growing need to find external sources of funding as well as more efficient and responsive management approaches. The Japanese Government is further opening the higher education system to society and industry, which has resulted in new forms of competition and collaboration among local and global strategic partnerships. The impact of these new relationships can be perceived in four principal dimensions: economy, human resource, governance and community. Based on the conceptual notion of “constructed advantage”, this paper highlights spatial knowledge networking capabilities between institutions/agents at local, national and global levels. Universities are formulating new strategies in networking knowledge, whilst future state policy and evaluation mechanisms warrant close investigation. Journal: Higher Education Management and Policy Year: 2005 Pages: 45-62 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGPFMF725F8 Template-type: ReDIF-Article 1.0 Author-Name: John W. Houghton Title: Changing Research Practices and Research Infrastructure Development Abstract: This paper examines changing research practices in the digital environment and draws out implications for the development of research infrastructure. Reviews of the literature, quantitative indicators of research activities and our own field research in Australia suggest that there is a new mode of knowledge production emerging, changing research practices and bringing new information access and dissemination needs. Adjustments will be required to accommodate these changes, but new opportunities are emerging for more cost-effective and sustainable information access and dissemination. To realise these opportunities, however, it will be necessary to take an holistic approach and treat the creation, production and distribution of scholarly information, the management of information rights and access, systems of review and evaluation and the underlying infrastructure as parts of a single research infrastructure and scholarly communication system. Journal: Higher Education Management and Policy Year: 2005 Pages: 63-81 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGPFMDTZVG7 Template-type: ReDIF-Article 1.0 Author-Name: Esther I. Stiekema Title: Innovation in the Netherlands: Toward Guidelines for Knowledge Transfer Abstract: When the objectives of the Lisbon Convention were formulated in 2000, the Dutch Government decided that the Netherlands should give priority to achieving these objectives. In 2010 the Netherlands should be one of the most successful economies in Europe, which should itself be the most competitive knowledge-based economic region in the world.With these objectives in mind, a consortium consisting of the Dutch industry and universities (VNO-NCW and VSNU), the Royal Academy of Science, the Netherlands Organisation for Scientific Research (NWO) and the Organisation for Applied Research (TNO) encouraged the Government to install an Innovation Platform under the presidency of the Prime Minister. Although the Innovation Platform has had an impressive start, the approach aims mainly at long-term policy issues. In order to promote knowledge transfer between science and industry in the short term, more specific measures must be taken.The Confederation of Netherlands Industry and Employers (VNO-NCW) and the Association of Universities in the Netherlands (VSNU) are working together to formulate guidelines for collaborative projects. The aim of these guidelines is to promote understanding of the differences and similarities in the objectives of science and industry. Similarity in objectives is the starting point for clear principles on such issues as publication, scholarly integrity and financing. These guidelines are not meant as model contracts, but rather to point out important topics and considerations that should be taken into account in individual contracts. Journal: Higher Education Management and Policy Year: 2005 Pages: 83-92 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGPFMD2QC22 Template-type: ReDIF-Article 1.0 Author-Name: Hyun-Chong Lee Title: The Shift of the University Paradigm and Reform of the Korean University Systems Abstract: The 21st century society is characterised as a knowledge-based society, education mobility society, and cyber schooling society. This new paradigm of university enables us to restructure the university system in Korea. To establish an efficient and competitive education system, it is essential to change the current university system. Restructuring of universities should concentrate on reform of academic administration and of management system.  The strategy for management innovation can be summarised as finding the balance between 1) tradition and renovation 2) specialisation and diversification 3) quantity and quality development 4) domestic and international dimensions. Journal: Higher Education Management and Policy Year: 2005 Pages: 93-106 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGPFM9MTDS6 Template-type: ReDIF-Article 1.0 Author-Name: Helena Kantanen Title: Civic Mission and Social Responsibility: New Challenges for the Practice of Public Relations in Higher Education Abstract: What is the civic mission of the research university in a modern society? How does it challenge the Public Relations professionals of universities?The Finnish Higher Education Evaluation Council, a specialist organ of the Ministry of Education, has conducted several university evaluations with special emphasis on the regional role of Finnish universities. In February 2004, the Finnish university legislation was changed to include the civic mission as the third basic function of the universities, parallel to research and teaching. This change can be seen as both a challenge and a recognition of the PR professionals of Finnish universities. This article intends to clarify the concept of the civic mission, and to find eventual connections to and similarities with the concept of corporate social responsibility. Journal: Higher Education Management and Policy Year: 2005 Pages: 107-122 Volume: 17 Issue: 1 Handle: RePEc:oec:edukaa:5LGPFM4Z7WWG Template-type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Title: Institutional Mission vs Policy Constraint?: Unlocking Potential Abstract: The research-intensive and competitive knowledge society is putting HEIs (higher education institutions) under the spotlight. While many HEIs around the world do not proclaim or wish to be research-intensive institutions the majority desire to intensify their research activity because it is seen as a sine qua non of higher education. Accordingly, HEIs are busy making critical strategic choices concerning human resources, the research environment, the teaching-research nexus, organisational and management structure, and funding. Governments are also making choices, using policies and financial instruments to help shape institutional mission, priorities and HE systems. But if governments genuinely desire to widen access to the knowledge society and achieve a greater contribution from higher education to economic and social development more is required. This paper applies Porter’s diamond of competitive advantage to illustrate the complex relationship between institutional mission and policy constraints, proposing changes in strategy and policy to unlock potential. There are important lessons for both institutions and government. Journal: Higher Education Management and Policy Year: 2005 Pages: 43-60 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGMVKC98H24 Template-type: ReDIF-Article 1.0 Author-Name: Anne-Marie de Jonghe Title: Reorganising the Teaching-Research Tension Abstract: In this paper we examine the tensions resulting from the transformation processes going on in research and teaching, typical at traditional universities that have been actively developing their research mission. We will also look at universities that only recently decided to focus on research and wonder if they will be able to better manage or even avoid such tensions. More specifically, we will reflect on the possibility of unbundling the teaching and research missions and the resulting tasks of professors. A growing number of newcomers in higher education are taking up parts of the activities of traditional universities. How will they develop? What are the possible answers from traditional players? In addressing these questions, we will look at the value chain for each of the activities and see if and how reconfiguration can provide the answer. The analysis will enhance our understanding and provide inspiration for new management approaches. In traditional institutions, unbundling seems to have started at the structural level but support systems are lacking and at the individual level academics are still expected to engage in research and teaching besides many other tasks, such as administration and service to the community at large. We will discuss these issues in the context of the broader literature on the topic and draw conclusions that should be relevant for everyone in the higher education sector involved in managing tensions between research and teaching. Journal: Higher Education Management and Policy Year: 2005 Pages: 61-74 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGMQW15P2ZP Template-type: ReDIF-Article 1.0 Author-Name: Grant Harman Title: Political Instruments Employed by Governments to Enhance University Research and Knowledge Transfer Capacity Abstract: Governments of developed nations use a variety of policy instruments to enhance university research and knowledge transfer capabilities. These include advocacy, persuasion and information; consultation and committees of enquiry; creation of major research centres and commercialisation agencies, and investment in research infrastructure; grants, subsidies and other financial incentives; and legislation and regulation. Comparatively little is known, however, about which instruments work best and in what situations, and why some instruments are chosen over others. Little also is known about who the main beneficiaries are of different programs and to what extent program proliferation, often with numerous different agencies involved, leads to duplication and inefficiencies, and works against national R&D priority-setting efforts. Journal: Higher Education Management and Policy Year: 2005 Pages: 75-89 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGMJ0W0S8G4 Template-type: ReDIF-Article 1.0 Author-Name: H. G. Büttner Title: New IDEAs for Internationalisation within the Knowledge Society Abstract: In response to the Bologna declaration and the increasing competition in attracting the best students, four leading European technological universities (the IDEA League) established common educational quality management principles. Mutual recognition of degrees has been established with the key aim of enhancing student mobility as part of the curriculum. Students have the flexibility to move from one IDEA university to another after completing the first three years of study (bachelor level equivalence) in order to complete a master's degree at a partner university. Graduates will receive the degree of the hosting university, and will have a truly international qualification. Implementation of these quality management and mobility features has led to partnerships with international companies. The article will discuss the challenges in establishing this new model of collaboration facing the different national systems and cultural backgrounds of the four universities, situated in Germany, the Netherlands, Switzerland and the United Kingdom. By H.G. Büttner Journal: Higher Education Management and Policy Year: 2005 Pages: 91-103 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGLCQ7NT2G8 Template-type: ReDIF-Article 1.0 Author-Name: Jun Oba Title: The Incorporation of National Universities in Japan: Initial Reactions of the New National University Corporations Abstract: In April 2004, all national universities, which had previously been legally subordinate to MEXT (Ministry of Education, Sports and Culture), were given a legal personality and became “National University Corporations”. With this change, each national university now enjoys greater autonomy vis-à-vis the government in terms of how it uses its budget (block grants), personnel issues (recruitment, appointments, salaries, etc.), internal organisation, etc., although universities are still subject to government regulations in some areas, such as the size of enrolments and tuition fees. Now that national universities are no longer bound by the strict regulations imposed by the government, each of them should be able to develop its own individuality and specialise in certain fields. This document will mainly focus on examining the initial reactions of the newly created National University Corporations. On the basis of recent information on national universities (National University Corporations), we shall show how they have clarified their strategic objectives and plans, and also how they have changed their organisational structures and staffing so as to achieve these objectives and plans. Some universities encountered serious problems in preparing their incorporation, particularly with regard to decision making processes, the apportionment of powers between the president and departments, and staffing. We shall then analyse the problems stemming from the incorporation of universities, and conclude by presenting some of the major problems faced and the directions that may be taken by universities and the government in our knowledge-based society. Journal: Higher Education Management and Policy Year: 2005 Pages: 105-125 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGLCQ79M3S6 Template-type: ReDIF-Article 1.0 Author-Name: Maria Alice Lahorgue Title: Managing Relations with Industry: The Case of Brazilian Universities Abstract: For a long time, university-business relations were a matter of individual, informal and intermittent contacts. Once the innovation process picked up speed, businesses began asking more from universities (longer-term co-operative research, for example), and governments placed university-business interaction at the centre of their innovation strategies, with the universities having to organise interface structures as well as developing internal standards for the agendas of teachers-researchers, industrial property, etc. In Brazil, universities started to do this during the 1990s. The Brazilian experience shows that the success of interface structures depends not only on the national innovation policy but above all on the conditions specific to each establishment. This article discusses the results of three surveys conducted by the Universidade Federal do Rio Grande do Sul concerning the technology transfer and intellectual property offices of Brazilian universities, and is set out as follows: 1) the background to university-business relations in Brazil; 2) the characteristics, strong points and weaknesses of university offices, based on their development over the last decade; and 3) benchmarks for the development of internal strategies. Journal: Higher Education Management and Policy Year: 2005 Pages: 127-137 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGLCQ6FDD7J Template-type: ReDIF-Article 1.0 Author-Name: Brian D. Denman Title: What is a University in the 21st Century? Abstract: The term “university” has a longstanding history, yet its definition remains highly contentious at the turn of the century. According to conventional scholarship, the first university initially appeared as far back as the 12th century with the formation of the University of Paris and the University of Bologna (circa 1150 AD). Other scholars, however, contend that the university may have begun many centuries earlier, depending on the definition employed (Neave, 1999; Welch and Denman, 1997; Patterson, 1997). The intent of this article is to suggest a classification of universities for the 21st Century, with emphasis placed on the university's role in disseminating and advancing knowledge through scholarship and research. Drawing upon major historic events that have shaped universities in their various forms, this article discusses whether universities are designed to cater to market forces or are catalysts for change in an increasingly “knowledge-based” society. Journal: Higher Education Management and Policy Year: 2005 Pages: 9-28 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGPF6H3ZZMS Template-type: ReDIF-Article 1.0 Author-Name: Michael Harloe Author-Name: Beth Perry Title: Rethinking or Hollowing out the University?: External Engagement and Internal Transformation in the Knowledge Economy Abstract: The development of the knowledge economy is placing universities at the heart of economic and social development processes in relation to their teaching, research and outreach functions. This new engagement places pressure on universities to consider the need for internal transformations to make them “fit for purpose” to meet their new more “entrepreneurial” roles. A core concern here is how best to re-orientate or re-mould the university in such a way as to meet new challenges while guarding the “essence” of the academic enterprise which is embedded in a culture of collegiality that is now at risk but which remains an essential foundation for innovation in knowledge production and its transmission. Journal: Higher Education Management and Policy Year: 2005 Pages: 29-41 Volume: 17 Issue: 2 Handle: RePEc:oec:edukaa:5LGPF6GS437D Template-type: ReDIF-Article 1.0 Author-Name: Michael Shattock Title: European Universities for Entrepreneurship: Their Role in the Europe of Knowledge Abstract: This paper explores the theoretical foundations of the concept of entrepreneurialism in universities and the contribution it can make to the knowledge society. It reviews the concept as an economic phenomenon and draws a distinction between the use of the term in economics and its use in higher education and that in higher education it can be seen as a contested idea which can in some circumstances be destructive of academic values. On the other hand it can strengthen institutional autonomy and can be an enabling process which stimulates research and innovation. Barriers to entrepreneurialism at national and institutional levels are noted and the important area of risk. Two particular ideas are discussed, the concept of the academic entrepreneur and the relationship between the new emphasis on universities’ regional role and the nature of the entrepreneurial university. Journal: Higher Education Management and Policy Year: 2005 Pages: 13-25 Volume: 17 Issue: 3 Handle: RePEc:oec:edukaa:5LGL09MZVNXQ Template-type: ReDIF-Article 1.0 Author-Name: Steve Fuller Title: What makes Universities Unique?: Updating the Ideal for an Entrepreneurial Age Abstract: This paper defends the idea that universities manufacture knowledge as a public good through the “creative destruction” of social capital. The idea is presented as contemporary restatement of the Humboldtian ideal of the unity of research and teaching: Research “creates” (i.e. concentrates) social capital, which is then “destroyed” (i.e. distributed) through teaching. The defense is made against recent attacks to the integrity of the university as an institution associated with postmodernism and the so-called “new production of knowledge”, which would evaluate universities by client-led performance indicators. The emergence of such indicators is considered and critiqued, followed by some constructive suggestions for indicators specifically designed to measure qualities at which universities uniquely excel. Journal: Higher Education Management and Policy Year: 2005 Pages: 27-49 Volume: 17 Issue: 3 Handle: RePEc:oec:edukaa:5LGL09KHGTWH Template-type: ReDIF-Article 1.0 Author-Name: Ronald Barnett Title: Convergence in Higher Education: The Strange Case of “Entrepreneurialism” Abstract: Prima facie, in the context of higher education, “entrepreneurialism” offers an example of globalisation: the idea presages a sense of systems of higher education converging across the world. However, entrepreneurialism is not undifferentiated but is to be found in different modes. Various axes identified in the paper offer spectra of entrepreneurialism and two are picked out for close inspection: these are, on the one hand, hard-soft forms of entrepreneurialism; and, on the other hand, forms of entrepreneurialism that are set in the context of strong states or strong markets. Set against each other, these two axes produce a grid that depicts four forms of entrepreneurialism: civic; hesitant; unbridled; and curtailed. These forms of entrepreneurialism can be understood as making possible or limiting alternative modes of knowledge travel. Accordingly, it may be judged that, far from heralding convergence, entrepreneurialism turns out to be a metaphor for differences of academic identity and even of academic being. These differences are so profound that they point to value choices as to the desirable forms of academic life itself. Journal: Higher Education Management and Policy Year: 2005 Pages: 51-64 Volume: 17 Issue: 3 Handle: RePEc:oec:edukaa:5LGL09KBDDTC Template-type: ReDIF-Article 1.0 Author-Name: Fumi Kitagawa Title: Entrepreneurial Universities and the Development of Regional Societies: A Spatial View of the Europe of Knowledge Abstract: This article highlights a range of university entrepreneurship activities and regional engagement in relation to current governance and finance issues. A model for networking and developing partnership between universities and their region is presented, which reflects existing and emerging European level policy instruments. This model aims at finding the right balance between competition and collaboration and it takes into account the diversity and stratification of higher education and research systems in different countries. From a regional perspective, the most vital activity seems to be the flow of knowledge from universities to business and society, thereby linking global and local players. In order to achieve a better interaction between universities and industry, the various internal and external governance features have to be studied, as sometimes conflicting forces are at work. Universities will need to realise that different institutions can be complementary to one another. It is also important for them to consider how they can best respond to demands for sustainability and accountability of their own activities within a broader knowledge space. The networking and partnership model drafted here will need to be adapted to existing specific conditions and prevailing institutional and regional characteristics. This is necessary in order to successfully coordinate policy instruments to achieve desirable results. Only then can viable entrepreneurialism and innovation be fostered within individual HEIs, between them, and in their regions. Journal: Higher Education Management and Policy Year: 2005 Pages: 65-89 Volume: 17 Issue: 3 Handle: RePEc:oec:edukaa:5LGL2LPT2XD0 Template-type: ReDIF-Article 1.0 Author-Name: Risto Rinne Author-Name: Jenni Koivula Title: The Changing Place of the University and a Clash of Values: The Entrepreneurial University in the European Knowledge Society Abstract: This article reviews literature on changing environment and culture of European universities. First it considers: the pressures of globalisation and knowledge society on universities, the implication of emerging European higher education area, the demands confronting universities, the permeation of the public sector by market ideology and the restructuring the of relationship between universities and the state. Second, the article reviews developments at the university level: the meaning of the entrepreneurial culture, activities and structures specific to entrepreneurial universities as well as entrepreneurial university management. Finally, it addresses the issue of the contradictions between traditional academic values and the basic rules of the business world. Journal: Higher Education Management and Policy Year: 2005 Pages: 91-123 Volume: 17 Issue: 3 Handle: RePEc:oec:edukaa:5LGL09JS8H9R Template-type: ReDIF-Article 1.0 Author-Name: Gareth Williams Author-Name: Igor Kitaev Title: Overview of National Policy Contexts for Entrepreneurialism in Higher Education Institutions Abstract: This paper is based on seven national reports on national policies concerned with entrepreneurialism in universities as the context for a more detailed study of entrepreneurial behaviour in universities in the seven countries. It claims that the entrepreneurial university is a useful generic epithet to describe the manifold changes in mission, management and funding that many universities in Europe have experienced in the past two decades. The concept of university entrepreneurialism in most countries is linked to the “third mission” that is supplementing the long established teaching and academic research functions of universities and other higher education institutions. However, some governments are also concerned to encourage universities to embody the teaching of entrepreneurialism in at least some of their conventional courses. Five main drivers of entrepreneurial activities in the countries taking part in the “European Universities for Entrepreneurship: their role in the Europe of Knowledge”, (EUEREK) study are identified: ideology; expansion in the number of institutions; the knowledge society; globalisation; financial stringency. In some countries, especially in Eastern Europe there has been rapid growth in numbers of private higher education institutions. There are questions about whether this is an indication of entrepreneurialism, or of lack of entrepreneurial dynamism in the established public universities .The paper concludes with a preliminary review of managerial and governance changes in universities and colleges accompanying the growth of entrepreneurial and third mission activities. Journal: Higher Education Management and Policy Year: 2005 Pages: 125-141 Volume: 17 Issue: 3 Handle: RePEc:oec:edukaa:5LGL09JLGFF0 Template-type: ReDIF-Article 1.0 Author-Name: David Ward Author-Name: John Aubrey Douglass Title: Higher Education and the Spectre of Variable Fees: Public Policy and Institutional Responses in the United States and the United Kingdom Abstract: As part of a larger effort to fund public universities, variable fees at the graduate and undergraduate levels are a topic of discussion in the United States and increasingly throughout the European Union. This essay describes the relatively new shift to have students pay for a significant portion of their university education, emerging fee structures, and discusses the possible policy implications of variable fee structures. We argue that emerging cost-sharing fee policy in the United States and in England is being pursued incrementally, without an adequate conceptual model for long-term funding of universities and their possible impact on students and academic programs. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-28 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9X1V2DSR7J Template-type: ReDIF-Article 1.0 Author-Name: José-Ginés Mora Author-Name: Adela Garcia-Aracil Author-Name: José-Miguel Carot Author-Name: Luis E. Vila Title: Monetary Rewards and Competences of Young European Graduates Abstract: We use data from a sample of European higher education graduates at early stages of their working careers to provide evidence on the determinants of the human capital competences (talents, skills and capabilities) acquired by young graduates in Education and of those required by the jobs they perform. More than 36 000 graduates holding a first higher education degree were surveyed about four years after graduation (graduates from 1995 were surveyed in 1999). The data set used examines in detail a number of human capital competences of the graduates and their utilisation on the job, as well as the extent to which the graduates consider their position and tasks linked to their educational careers. Regarding the labour market, both human capital theory, from the supply side, and job competition theory, from the demand side, misses the definition of the links between the competences possessed by higher education graduates and those required by jobs. By looking at realised matches in the labour market, we try to identify those competences associated to graduates’ professional success, as well as their determinants and any possible surpluses and shortages of these key competences and their payoffs. Regression techniques are used to gain insight into the labour-market role of those competences generated or promoted through higher education. The following research questions are addressed: What competences are more demanded by jobs performed by young graduates? Do graduates’ competences match those required by their jobs? How are competences rewarded in the labour market? By José-Gines Mora, Adela Garcia-Aracil, José-Miguel Carot and Luis E. Vila Journal: Higher Education Management and Policy Year: 2006 Pages: 29-43 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9X1V21CPR1 Template-type: ReDIF-Article 1.0 Author-Name: Andrea Schenker-Wicki Author-Name: Mark Hurlimann Title: Performance Funding of Swiss Universities - Success or Failure?: An ex-Post Analysis Abstract: In the past decade, based on a change in paradigms in university policy, performance funding on a cantonal and central state level has been introduced in Switzerland: the universities have been granted higher autonomy, combined with global budgets and contract management by the responsible authorities (cantonal authorities). At the same time, the allocation of the central state subsidies, which is only of a secondary nature, has no longer been based on input but on the achievement of targets (new University Funding Law from the year 1999). The introduction of these new performance-oriented elements – higher autonomy combined with global budgets and contract management and target-oriented allocation of central state subsidies led to intensive, sometimes controversial debates in the different parliaments and media. This work examines whether - and to what extent - these new incentives have led to behavioral changes at the universities. To test this, the work has analysed the development of efficiency - as an input/output comparison in the university production process - and that of effectiveness - as the degree to which targets formulated in the University Funding Law are achieved. Journal: Higher Education Management and Policy Year: 2006 Pages: 45-61 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9X1V1LNHMN Template-type: ReDIF-Article 1.0 Author-Name: Ian Dobson Title: Broken Down by Sex and Age: Australian University Staffing Patterns 1994-2003 Abstract: This article examines trends in Australian university staffing through an analysis of ten years’ staff statistics, 1994-2003. An introduction which considers definitions, methodological issues, and overall changes in patterns of casualisation, sex and the distribution of academic and general (“non-academic”) staff categories is followed by an examination of changes in participation of university staff by sex and by age. Although most of the focus in the discourse about university staffing concerns academic staff, these staff comprise only 42% - 43% of total university staffing in Australia. Therefore it is relevant to investigate changes which have occurred in the majority group of university staff. The characteristics of academic and general staff are quite different, so each category has been considered separately. In particular the progress of women in senior academic posts and in university management is considered, as are patterns of aging, particularly in academic fields of education. Journal: Higher Education Management and Policy Year: 2006 Pages: 63-77 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9WSJD7Q9ZN Template-type: ReDIF-Article 1.0 Author-Name: Angel J. Calderon Author-Name: J. Tangas Title: Trade Liberalisation, Regional Agreements and Implications for Higher Education Abstract: According to the OECD, the value of global annual trade in 1999 in higher education has been estimated at USD 30 billion. Australia is a major participant in international education: it is the third-largest international student destination in the English-speaking world behind the United States and the United Kingdom. In recent times, the Australian government has been very active in establishing free trade agreement with key trading partners. This article will discuss developments in bilateral and multilateral agreements and their implications for higher education. It will also look at the state of play of the World Trade Organisation (WTO) negotiations towards the General Agreement on Trade in Services. It will be presented from the perspective of an institution actively involved in overseas student recruitment and offshore delivery of programs/services. Journal: Higher Education Management and Policy Year: 2006 Pages: 79-104 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9V99CJKX8Q Template-type: ReDIF-Article 1.0 Author-Name: Amélia Veiga Author-Name: Maria João Rosa Author-Name: Alberto Amaral Title: The Internationalisation of Portuguese Higher Education: How are Higher Education Institutions Facing this New Challenge? Abstract: Portuguese internationalisation policies essentially intend to promote an attitude favouring participation in internationalisation activities. However, as higher education institutions are autonomous, those policies aim at creating opportunities for development and management of these activities instead of imposing them. In this article we attempt to analyse Portuguese HEI responses to internationalisation. After reviewing briefly the recent changes in national and EU policies aiming at promotion of higher education internationalisation, we present the results of six organisational case studies, conducted with the goal of obtaining an answer to the question: how are Portuguese higher education institutions facing the internationalisation challenge? Based on the internationalisation profiles of the six institutions selected, we identify which factors foster and which factors impede the development of international activities at the organisational level in the Portuguese higher education system. Simultaneously we analyse the rationale explaining the different patterns of international activity between and within institutions. Journal: Higher Education Management and Policy Year: 2006 Pages: 105-120 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9T42VGD2KJ Template-type: ReDIF-Article 1.0 Author-Name: Kostas A. Lavdas Author-Name: Nikos E. Papadakis Author-Name: Marrianna Gidarakou Title: Policies and Networks in the Construction of the European Higher Education Area Abstract: Within the European Union, issues of comparability and compatibility regarding higher education policy are defined by new challenges, while interest politics increasingly affect the actions and the discursive practices that constitute both the new European Higher Education Policy Area and its relation to other crucial public policies (economic, social and labour policies). This article attempts a policy-impact analysis focusing on a) issues of interest politics, key-actors, interaction among supranational policy agendas and policy networks, b) issues of decentralisation, internationalisation and deregulation in higher education policy, with particular reference to the Bologna Follow-Up process, and c) educational reform processes organised as policy reform rituals. The main hypothesis of the study is that HEIs are perceived as key partners/providers and this perception transforms the role of the HEIs within the context of strategic partnership interests (at national, regional and institutional levels). Journal: Higher Education Management and Policy Year: 2006 Pages: 121-131 Volume: 18 Issue: 1 Handle: RePEc:oec:edukaa:5L9T42T06J33 Template-type: ReDIF-Article 1.0 Author-Name: Futao Huang Title: Incorporation and University Governance: A Comparative Perspective from China and Japan Abstract: This article is mainly concerned with the impact of incorporation on changes in public sector higher education in both China and Japan since the 1990s. The article deals with the context and the major policies and processes concerning incorporation of the public sector in the two countries. It then examines influences exerted by incorporation on patterns of governance in the public sectors of China and Japan by focusing on changes in the relationship between government and individual corporations and institutional leaderships and governance structure. Based on a discussion of similarities and differences in incorporation of the public sectors in the two Asian countries and other major OECD countries, and also between China and Japan, the article concludes by identifying a comparative perspective of two models of incorporation. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-15 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9R96VZQWG0 Template-type: ReDIF-Article 1.0 Author-Name: Jeroen Huisman Author-Name: Rajani Naidoo Title: The Professional Doctorate: From Anglo-Saxon to European Challenges Abstract: This paper addresses the debate on the third cycle of European higher education. Currently, much attention is paid to improving the structure and quality of doctorate education in the European context of the Bologna process and the Lisbon objectives. However, alternatives to the traditional doctorate are hardly addressed in the policy documents of governments and other agencies. The promise of one of these alternatives – the professional doctorate – is discussed. Without suggesting this alternative to be the ultimate solution to problems in the third cycle, the paper argues that a dual policy strategy seems appropriate: improving the traditional doctorate and allowing alternatives to flourish. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-13 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9Q1PTJF1G8 Template-type: ReDIF-Article 1.0 Author-Name: Andrew Casson Title: Widening Access through Partnerships with Working Life Abstract: Dalarna University has doubled its student numbers during the past five years, and now has the highest proportion of students from non-academic backgrounds of Swedish universities (37%). The province of Dalarna combines steel and paper industry in a number of relatively small towns with large areas of sparsely populated countryside. By tradition, people in Darlarna have one of the country’s lowest rates of university-level education and the establishment of the university in 1977 did little to change this situation. This was true up until the late 1990s, when the University began to set up a number of steering councils together with representatives of different areas of working life. The external representatives chair the councils and have in practice a considerable amount of influence on two undergraduate programmes. The first of these, which was established together with the education authorities in the region, has for example had a major impact on the structure of teacher education, on the types and rates of in-service learning and on the development of the schools themselves, combining research and practice. The Council for Educational Development was followed by similar bodies for the social services, for healthcare and for industry. The article discusses the opportunities and hazards involved in a university establishing this type of body. The article also discusses the collaborative establishment of Learning Centres in the fifteen municipalities of the province and how these have contributed to major increases in tertiary participation, particularly in rural areas. Both these types of development make new demands of staff and university administration. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-12 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9PSCRWTKBR Template-type: ReDIF-Article 1.0 Author-Name: Michael Conlon Title: The Politics of Access: Measuring the Social Returns on Post-Secondary Education Abstract: This article examines the most recent data on the cost and financing of a post-secondary education. It also examines the burgeoning debate in Canada about the relationship between tuition fees and access to post-secondary education. In recent years longitudinal data collection has improved and there is now a relatively wide body of research tracking the effect of higher tuition fees and student debt in Canada. After outlining this data landscape, the author interrogates the question of equity and access in light of what we now know. Recent discussions about access have focused on the constrained finances of national governments and the funding shortages experienced by universities. The outcome of these discussions has, more often than not, been the downloading of costs to students and their families.  That shift in the financing of an education from the state to the individual begs a series of questions about equity and access. Questions such as: Is the shift to individualized financing inevitable? If not, what are the politics of this shift? What is an acceptable level of student debt? At what point does debt become a prohibitive factor for low income families? Do “innovative” policy ideas like a graduate tax or savings schemes really cushion the blow of fee hikes? Is increased financial assistance (i.e. loans) an equitable answer? To what degree do other intersecting social and economic factors affect access? How does the prospect of increased debt and fees depress the participation rate of those already lacking social and financial capital?  Though it offers few definitive answers to these questions, hopefully the article will contribute to highlight some new dilemmas that are decidedly missing from the largely econometric analysis of fiscal reforms in higher education. Although the data are primarily Canadian, the article also makes the case that many of these dilemmas are at forefront of recent developments in European higher education policy. In particular, the recent and heated debate about “top up” fees in Britain closely mirrors the ongoing national debate in Canada about equity, access and the cost of post-secondary education. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-9 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9NB1BBQQMS Template-type: ReDIF-Article 1.0 Author-Name: Vibeke Opheim Author-Name: Håvard Helland Title: Evaluation of the Competence Reform in Norway: Access to Higher Education Based on Non-formal Learning Abstract: From the start of the 2001-2002 academic year, people who had not completed secondary school were able to enter higher education based on documented non-formal learning, realkompetanse. Based on interviews with key personnel at selected universities and university colleges, and on quantitative data from the applicant register, this article presents results from an evaluation of this reform in Norwegian higher education. The evaluation indicates that the reform, by and large, works according to the lawmakers’ intentions in providing a second chance for learners not usually linked with higher education. Still, findings suggest considerable variations in how the universities and university colleges have adjusted to the reform. Geographical location and supply of students are factors contributing to the institutions attitude to the reform. University colleges in rural areas with a low number of applicants, in general, react more positively to the reform and it seems to be easier for applicants to be assessed as qualified for studies, in such institutions. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-15 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9N94B9PCXN Template-type: ReDIF-Article 1.0 Author-Name: Fred Evers Author-Name: John Livernois Author-Name: Maureen Mancuso Title: Where are the Boys? Gender Imbalance in Higher Education Abstract: The gender breakdown in higher education in Canada and other western countries has switched from an imbalance in favour of men to an imbalance in favour of women over the last two decades. Programs to attract women into higher education have worked very well. At the University of Guelph for example, 70% of the students are women. Should educators be concerned about this phenomenon? Are there short- and long-term negative effects of gender imbalance? If so, what can and should educators do about the imbalance? Should programs to attract men into higher education be implemented? What accessibility steps can be taken to create a gender balance in higher education? This article explores the changes in the gender profile at universities and colleges in Canada, the United States, and other countries. Potential economic, social, and political causes and effects of gender imbalance are proposed. Accessibility techniques that could be used to create gender balance in university and college programs are explored. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-13 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9KFM9J9TMS Template-type: ReDIF-Article 1.0 Author-Name: John Taylor Title: Managing the Unmanageable: The Management of Research in Research-Intensive Universities Abstract: All around the world, the importance of research undertaken within universities and other institutions of higher education is widely recognised by governments, industries and diverse stakeholders. Indeed, it is likely that the contribution of higher education in the generation of new ideas and knowledge, and as an economic driver, has never been higher. At the same time, universities face a rapidly changing environment shaped by pressure on funding, an emphasis on quality assurance and the increasing impact of globalisation, marketisation and new technology. Such pressures for change have placed a particular emphasis on the need for effective management of higher education institutions. This article aims to bring together these two themes, looking at the management of research universities. What are the key management characteristics of some of the world’s leading research-intensive universities? Are there particular models of internal organisation, leadership, resource allocation and human resource management that lend themselves to the successful encouragement of research? Further, how do these approaches relate to some of the inherent difficulties in the management of research? Journal: Higher Education Management and Policy Year: 2006 Pages: 1-25 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9SRKLT68S3 Template-type: ReDIF-Article 1.0 Author-Name: Aiyi Wang Author-Name: Gilsun Song Author-Name: Feiyu Kang Title: Promoting a Lifelong Learning Society in China: The Attempts by Tsinghua University Abstract: Contemporary society has evolved into a knowledge-based society. With more and more challenges and uncertainties, a traditional, once-and-for-all education could never satisfy people’s demand for upgrading their knowledge and skills in order to adapt to the rapidly changing environment. Lifelong learning has become an effective and necessary way to cope with these problems. With this background, China has come to realise the great significance of lifelong learning and has firmly embarked on the mission to create a lifelong learning society. However, because of the uneven development between different areas within China, the uneven distribution of learning resources has been one of the greatest obstacles to the realisation of a learning society in China. As a top university located in the cultural and educational centre of China, Tsinghua University has taken on a multi-dimensional role in the process of eliminating regional imbalance and promoting China’s lifelong learning society. It will also advocate, disseminate, impart thrust, and provide. For years it has placed much emphasis on providing education/training services for the common people by opening its door to society. Moreover, since 2003, Tsinghua University has subscribed to a national programme “Constructing the theory and practices of lifelong learning system in China” which is sponsored by the China Ministry of Education. As part of the programme, Tsinghua University has initiated four pilot learning projects covering four mainstream sections of Chinese society, namely learning city, learning countryside, learning community and learning army. Based on the studies carried out by Tsinghua University, this article describes the implementation and effects of these four pilot projects, which can also be seen as a vivid snapshot of the construction of lifelong learning society in China. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-16 Volume: 18 Issue: 2 Handle: RePEc:oec:edukaa:5L9RF9RQ60Q7 Template-type: ReDIF-Article 1.0 Author-Name: Vincent Carpentier Title: Funding in Higher Education and Economic Growth in France and the United Kingdom, 1921-2003 Abstract: The UK 2004 Higher Education Act generated important debates about the relationships between higher education (HE), economic growth and social progress. The range of positions expressed in relation to the increase of annual tuition fees raises crucial questions about the public and private funding of higher education and its individual and social economic benefits. Such controversies have a strong resonance in France where discussion about HE underfunding has already emerged. This article seeks to inform these current debates by combining economic and historical perspectives within a quantitative approach. The analysis of new historical series on funding and development of UK universities since the 1920s and the comparison with similar data for France has put into evidence a long-term link between HE funding and economic fluctuations. In both countries, the expansion in university resources was not linear and may be related to the impact of long economic cycles on public funding. Moreover, in the UK case, private funding periodically increased in order to replace diminishing public funding, rather than taking the form of additional resources. In consequence, private funds did not provide an overall rise in the universities’ income. The considerable fluctuations of funding, combined with a more consistent growth of enrolment, led to a recurrent mismatch between resources for and access to higher education. This can explain the wide fluctuations of resources per student over the period and the current underfunding situation. Such historical trends question whether, in the future, increased fees will be a substitute for public spending. Or will variable fees be combined with even greater increases in public funding as part of a national project to support HE students from all social backgrounds and to boost expenditure per student? Journal: Higher Education Management and Policy Year: 2006 Pages: 1-22 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9LQ1S8765G Template-type: ReDIF-Article 1.0 Author-Name: Andrew Codling Author-Name: Lynn V. Meek Title: Twelve Propositions on Diversity in Higher Education Abstract: This paper explores the relationship between the diversity within a higher education system and five key factors, namely: the environment, policy intervention, funding, competition and co-operation, and ranking. The exploration is based on the extent to which higher education systems, particularly those of Australia and New Zealand, have accommodated distinctive forms of higher education institutions characterised by the older traditional university at one extreme, and the newer university of technology at the other. Twelve interdependent propositions on diversity are proposed and discussed. These propositions indicate the ways in which each of the five key factors may influence institutional diversity or convergence. In the majority of circumstances, the convergent tendencies of institutions will predominate unless very specific environmental and economic conditions prevail, and/or specific directed policy is implemented. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-24 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9KHG458XZS Template-type: ReDIF-Article 1.0 Author-Name: Julia Antonia Eastman Title: Revenue Generation and Organisational Change in Higher Education: Insights from Canada Abstract: This paper reports on a study of four major Canadian universities’ strategies for generating revenue in the face of prolonged cutbacks. The universities are placed on a continuum of higher education funding, institutional types and organisational attributes. The study produced new hypotheses about how universities’ organisational attributes change as a result of the need to generate revenue. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-27 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9KBFC7PW6H Template-type: ReDIF-Article 1.0 Author-Name: Allan N. Gjerding Author-Name: Celeste P. M. Wilderom Author-Name: Shona P. B. Cameron Author-Name: Adam Taylor Author-Name: Klaus-Joachim Scheunert Title: Twenty Practices of an Entrepreneurial University Abstract: The idea of an entrepreneurial university caught on fast after the American sociologist Burton R. Clark published his books on entrepreneurship in universities (Creating Entrepreneurial Universities, 1998; Sustaining Changes in Universities, 2004). Inspired by the alluring of the notion of an entrepreneurial university, and by decreasing levels of state funding for universities, we undertook a study on four very active ECIU universities (ECIU = European Consortium of Innovative Universities, www.eciu.org). To evaluate and quantify their level of entrepreneurship, we extracted from Burton Clark’s case studies twenty organisational practices against which a University’s entrepreneurship can be measured. These twenty practices or factors in effect formed the basis for an entrepreneurship audit. During a series of interviews, the extent to which the universities are seen as entrepreneurial by the interviewees was surveyed. We showed that the practices have been implemented only to various degrees and rather unsystematically. There are important differences among the universities, to some extent depending on the level of ambition that each university has regarding each practice. There are also important similarities; especially that entrepreneurship within universities has to be welcomed and facilitated top-down, but organically occurs and develops bottom-up. Implementing entrepreneurship at universities is thus about stimulating a culture of organic intrapreneurship and we provide practical recommendations and further research options to that effect. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-28 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9K4XJRG640 Template-type: ReDIF-Article 1.0 Author-Name: Rosalind M. O. Pritchard Title: British and German Education Students in a Shifting Scenario Abstract: An empirical study was undertaken of students in the United Kingdom and Germany in order to investigate whether their attitudes were moving away from traditional patterns towards those that might be expected in more marketised higher education systems. The British students were found to be more instrumental and materialistic in relation to their future career and earning prospects. They stressed the intellectual dimension of higher education, whereas the Germans tended to stress personal development, and were keener on socially useful work. However, the United Kingdom students cared much more about human relationships within their higher education institutions, and rated them much more positively. Despite fears that market-oriented knowledge concepts lead to theory-aversion, the United Kingdom students displayed more intellectual enthusiasm and expressed more interest in future graduate study and research. It is speculated that the underlying concept of knowledge may be different in the United Kingdom. The British students were more aware of quality assurance measures within their institutions and more satisfied with their courses than their German counterparts. By contrast, the British staff were in important respects less satisfied in their work than the German staff, so the satisfaction of the students seems to be achieved at their expense. By Rosalind M.O. Pritchard Journal: Higher Education Management and Policy Year: 2006 Pages: 1-23 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9HTLH5D6MX Template-type: ReDIF-Article 1.0 Author-Name: Michael Connolly Author-Name: Norah Jones Author-Name: David Turner Title: E-learning: A fresh Look Abstract: In this paper the authors describe the outline of an analysis of disruptive technologies presented by Christensen in his book, The Innovator’s Dilemma. They go on to argue that the analysis can be applied to the practice of e-learning as it has been developed in higher education in the United Kingdom, and possibly elsewhere. They suggest that current moves away from fully developed e-learning and towards “blended learning” can be understood in terms of Christensen’s analysis, and that the move may be an indication that large, established organisations have difficulty in adjusting to disruptive technologies. They conclude that much research needs to be done in the area of e-learning, especially small scale studies of how e-learning can be used away from the established culture of formal education. This is an approach to market research that is also contained in Christensen’s analysis. In summary, they argue that Christensen’s analysis offers some important insights into the process of adopting e-learning solutions in higher education, and also suggests some fruitful directions for future research. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-12 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9HMN9HW225 Template-type: ReDIF-Article 1.0 Author-Name: Masahiro Tanaka Title: The Strategic Purposes and Significant Effects of Quality Assurance in German Higher Education: A Comparative Perspective Abstract: This paper attempts to explain how the German higher education system strategically used quality assurance, through the new system of accreditation, to offer globally recognisable degrees such as the Bachelor's (Bakkalaureaus) and Master's (Magister) degrees. We also discuss the types of effects that this strategy has produced on the current structure of the German higher education system. In order to strengthen this discussion, the fundamental impacts of quality-related funding on the system's structure are scrutinised. Journal: Higher Education Management and Policy Year: 2006 Pages: 1-17 Volume: 18 Issue: 3 Handle: RePEc:oec:edukaa:5L9GCPS8WVR1 Template-type: ReDIF-Article 1.0 Author-Name: Bjørn Stensaker Title: The Relationship Between Branding and Organisational Change Abstract: Increased national and international competition within higher education has triggered an interest in branding within the sector. Higher education institutions are, as a consequence, currently re-examining their profile and image. This article addresses the problems higher education institutions face in this process, and points to the benefits and dangers of branding as a strategy for survival in the higher education market. The aim of the article is to investigate the potential relationship between branding and organisational change. Drawing on recent insight into organisational theory, we discuss how branding, a process of linking organisational identity and the external image of a given organisation, can enhance institutional development and stimulate organisational change. We conclude that while a branding process with these characteristics is necessarily incremental and on-going, it can also maintain the social responsibility of higher education even in a period when the sector is becoming an industry. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-17 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L9G4TLG2SKH Template-type: ReDIF-Article 1.0 Author-Name: Simon Marginson Title: Globalisation, the “Idea of a University” and its Ethical Regimes Abstract: This paper sketches the impact of globalisation and internationalisation on the terrain of values and ethics in higher education. The first part of the paper discusses values and ethics in higher education in relation to the "Idea of a University", and identifies the ethical regimes essential to the functioning of HEIs as knowledge-forming organisations. The second part draws out implications of globalisation. Globalisation together with the strengthening of executive steering are associated with the partial "disembedding" of higher education institutions from their national governments, along with a pluralisation both of their spheres of operation and the range of private goods and public goods they produce and of the public they serve. This raises new questions about the governance and management of the values and ethical regimes associated with global goods, e.g. the obligations of communicability, mutuality, academic freedom, the protection of persons in higher education suggested by cross-border relationships, and the modes whereby these values and ethics are promoted. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-15 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L9DVW3TGCMT Template-type: ReDIF-Article 1.0 Author-Name: Futao Huang Title: Internationalisation of Higher Education in the Era of Globalisation: What have been its Implications in China and Japan? Abstract: This article describes the internationalisation of higher education in the era of globalisation in China and Japan. It presents the following issues: the relationship between internationalisation and globalisation; major characteristics of the internationalisation of higher education; a comparison between China and Japan; and the results of globalisation based on case studies from the two countries. The article concludes that globalisation has led to changes in the internationalisation of higher education in China and Japan, but not changed the most essential part of internationalisation of higher education in either country. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-15 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L9DNGW27CD2 Template-type: ReDIF-Article 1.0 Author-Name: Alberto Amaral Author-Name: António Magalhães Title: Market Competition, Public Good and Institutional Governance: Analyses of Portugal's Experience Abstract: The emergence of the market as a regulatory tool for the public sector and the promotion of competition among institutions are based upon the idea that they promote institutions’ responsiveness to society and a more efficient use of public funds. However, autonomous institutions forced to compete under market-like conditions may follow strategies aiming at “their own good”, especially when facing stringent financial conditions. This does not guarantee that the institutions’ strategic objectives will coincide or converge with the “public good” or with the government’s objectives. This opens the way for state intervention. In Portugal, the combined effect of the rapid expansion of the higher education system and the country’s decreasing birth rate has resulted in a situation where institutions compete strongly to attract students. This paper analyses the effect of this competition on the behaviour of both public and private institutions. It focuses on institutional policies for offering new study programmes and promoting the access of new students. It compares the behaviour of the public and private sectors to assess how far strong competition promotes similar attitudes from both sub-sectors, thus resulting in relaxing or even ignoring the pursuit of public good. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-14 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L4TRZF5W128 Template-type: ReDIF-Article 1.0 Author-Name: Peter D. Eckel Title: Redefining Competition Constructively: The Challenges of Privatisation, Competition and Market-based State Policy in the United States Abstract: In the United States, the relationship between state governments and public colleges and universities is being redefined with new notions of autonomy and accountability, and with funding policies that are highly market-driven (often referred to as “privatisation”) as the centrepieces. Situations and institutional strategies unthinkable only a few years ago are becoming increasingly commonplace. For instance, a few business and law schools at public institutions are moving toward privatisation, distancing themselves from both the states and their parent universities. While American higher education has traditionally been competitive and market driven, emerging state market-based policies, which will clearly benefit some types of institutions over others, are further intensifying the competition with a variety of effects at the institutional and sector levels. Entrepreneurial or commercial activities may provide the additional resources individual institutions need to fulfil their public purpose. However, when all institutions pursue the same set of competitive strategies, no one gains an advantage. Institutions run harder to stay in place. The cumulative effect of competition may also work against important social objectives such as affordability and access. This paper explores the challenges that the current competitive environment creates for institutional leaders in the United States. It acknowledges that the competitive environment will not abate and suggests that by competing in different ways, over different objectives, with different purposes, US higher education might better meet its social objectives of increased access, lower cost and enhanced quality. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-17 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L4TRZDK7NHB Template-type: ReDIF-Article 1.0 Author-Name: John Aubrey Douglass Title: The Entrepreneurial State and Research Universities in the United States: Policy and New State-based Initiatives Abstract: The convergence of United States federal science and economic policy that began in earnest under the Reagan administration formed the First Stage in an emerging post-Cold War drive toward technological innovation. A frenzy of new state-based initiatives now forms the Second Stage, further promoting universities as decisive tools for economic competitiveness. This paper outlines the characteristics of this Second Stage. Among the author’s conclusions are the following: high tech (HT) economic activity is already relatively widespread among the various states; leading HT states rely heavily on their university sectors and a highly educated workforce, yet are increasingly importing talent and neglecting investment in the education and skills of their native population; the long-term commitment of states to financially support the frenzy of HT initiatives is unclear; and state initiatives are rationalised by lawmakers as filling a need not currently met by the private sector or universities and, in part, by a sense of competition between states, with only a minor concern with global competition, thus far. As this paper explores, the politics of HT, including the focus on university-industry collaboration and neo-conservative religious/moral controversies over stem cell research, are a significant factor for understanding how and why most states are pursuing the Second Stage. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-37 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L4TKK7G34XT Template-type: ReDIF-Article 1.0 Author-Name: Paul Clark Title: The Commercialisation of University Research and Economic Productivity Abstract: This article focuses on the relationship between university research (in this case science research) and national economic productivity, particularly in the context of the emerging knowledge economy. It addresses the question of whether university research output should be treated as a public good or a private good, in economic terms, and analyses this question using the tool of game theory. The analysis also draws out the implications both for universities and for governments of treating science as one type of good instead of another. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-12 Volume: 19 Issue: 1 Handle: RePEc:oec:edukaa:5L4S6TTLL440 Template-type: ReDIF-Article 1.0 Author-Name: Jamil Salmi Author-Name: Alenoush Saroyan Title: League Tables as Policy Instruments: Uses and Misuses Abstract: This article examines the role and usefulness of league tables that are increasingly used to measure and compare the performance of tertiary education institutions. The article begins with a general overview and a typology of league tables. It continues with a discussion of the controversies they have generated, including the basis and the range of criticism they have invited, the merit of indicators they use as measures of quality, and the potential conditions that place universities at an advantage or a disadvantage in ranking exercises. The paper ends with a discussion of implications of league tables for national policies and institutional practices both in the developing world and in industrial countries. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-38 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4QDWZL7CQ1 Template-type: ReDIF-Article 1.0 Author-Name: Hamish Coates Title: Universities on the Catwalk: Models for Performance Ranking in Australia Abstract: National and international rankings of institutional performance are playing a growing role in contemporary higher education. It is critical that researchers develop pragmatic, educationally sensitive and methodologically informed approaches for managing this aspect of higher education. This paper compares three approaches for modelling key indicators which underpin a national evaluation of university education in Australia: rankings of aggregate institutional performance; comparisons of institutional change over time; and performance variations within fields of education. The results show that simple institution-level aggregations are misleading, and that contemporary analytical methods must be used to account for the influence of fields of education. More broadly, the findings expose the need for a more robust methodological development of university rankings. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-17 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4P19WBZ3JK Template-type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Title: The Impact of League Tables and Ranking Systems on Higher Education Decision Making Abstract: As the battle for “world class excellence” accelerates, competition for students, faculty, finance and researchers between higher education institutions, nationally and internationally, has intensified. In this environment, the results of formally and relatively benign benchmarking exercises have taken on increased prominence and importance elevating the popularity and notoriety of league tables and ranking systems. To date, critical attention has focused on assessing the methodology behind these different systems and asking whether the resultant tables provide reliable information or denote quality. In contrast, this paper examines what impact, if any, league tables and ranking systems are having on higher education institution decision making. Drawing on a comprehensive survey of higher education leaders and senior managers worldwide, the paper aims to better understand the influences on strategic and operational decision making and choices, and institutional reputation and prestige. The study raises important challenges for both institutional leaders and governments. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-24 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4NRJRLFHJK Template-type: ReDIF-Article 1.0 Author-Name: Philip G. Altbach Title: Peripheries and Centres: Research Universities in Developing Countries Abstract: The research university is a central institution of the 21st century – providing access to global science, producing basic and applied research, and educating key leaders for academe and society. Worldwide, there are very few research universities – they are expensive to develop and support, and the pressures of massification have placed priorities elsewhere. For developing countries, research universities are especially rare, and yet they are especially important as key ingredients for economic and social progress. This article argues for the importance of research universities in developing countries and points out some of the challenges that such institutions face. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-24 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4MF9PHJK9Q Template-type: ReDIF-Article 1.0 Author-Name: George Gordon Author-Name: Celia Whitchurch Title: Managing Human Resources in Higher Education: The Implications of a Diversifying Workforce Abstract: Human resource capacity has become a critical issue for contemporary universities as a result of increasing pressures from governments and global markets. As a consequence, particularly where the institution is the employer, changes are occurring in the expectations of staff and institutions about employment terms and conditions, as well as the broader aspects of working life, and this is affecting academic and professional identities. Even under different regimes, for instance, in Europe, with the government in effect as the employer, institutions are giving greater attention to ways in which they might respond to these developments. This paper considers key issues and challenges in human resource management in higher education, and some of the implications of these changes. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-21 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4L5BBBD0JJ Template-type: ReDIF-Article 1.0 Author-Name: David Ward Title: Academic Values, Institutional Management and Public Policies Abstract: The impacts of market-related policies and revenues on higher education are not uniform but globalisation has opened most institutions to new pressures. The public funding models developed 50 years ago underestimated the full cost of mass higher education as an entitlement while the sheer scale of resources needed to sustain a comprehensive research university demand a more nuanced balance of research and teaching for most institutions. These same pressures threaten equitable access if rising tuition fees are not fully matched by adequate need-based financial aid while in the absence of tuition pressures, unfunded increases in student participation undermines the quality of higher education. In this environment, justifications of increased funding are often based on utilitarian goals affecting the motives of research and scholarship and distorting the balance of curricular developments. In contrast, the increased range of revenue streams has created opportunities for more creative and less regulated institutional priorities. The potential impacts of private interests on higher education are well recognised but a politically vulnerable and often singular dependency on state funding is also capable of deflecting academic values. As institutions of higher education clarify their values to cope with global pressures to provide mass higher education and to meet the needs of the knowledge economy, they must also serve as places of imagination, innovation, disputation, scepticism and questioning. Those values are also critical as leaders in higher education attempt to confront themselves with the changes that they themselves need to make to their institutions. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-12 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4S1TVKBN6C Template-type: ReDIF-Article 1.0 Author-Name: David Watson Title: The University and Its Communities Abstract: This article analyses the engagement of universities with the community in three domains: the consequences of the university simply “being there”, contractual and other partnerships, and the relationship between the institution and its members. The consequences are then explored for the values espoused and practiced by the universities, including the possibility of their codification into a set of “ten commandments”. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-9 Volume: 19 Issue: 2 Handle: RePEc:oec:edukaa:5L4QP4T320ZX Template-type: ReDIF-Article 1.0 Author-Name: Julia Antonia Eastman Title: Revenue Generation and Its Consequences for Academic Capital, Values and Autonomy: Insights from Canada Abstract: The greatest challenge for institutions of higher education in most OECD countries since the 1970s has arguably been to cope with reduced public support. Many institutions responded to reductions in funding, first, by cutting costs and lobbying governments to reverse cutbacks, and then – when it became clear that funding levels would not be restored – by seeking out new sources of revenue. Some institutions decentralised resource allocation in order to encourage units to generate non-government revenue. Recent research into the revenue generation strategies of Canadian universities suggests, drawing upon the work of Pierre Bourdieu, that such measures, while potentially effective in stimulating resource acquisition – and beneficial in other important respects – change internal values and conditions in ways that may ultimately undermine universities’ autonomy, public credibility and capacity to create knowledge. Can leaders and managers enable their institutions to secure vital revenue, without diluting the values and conditions that have made universities unique and valuable to society? Can decision makers in government foster entrepreneurialism and responsiveness on the part of higher education institutions without compromising their raison d’être? This paper sheds light upon these questions. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-17 Volume: 19 Issue: 3 Handle: RePEc:oec:edukaa:5L4L0B6R7BKG Template-type: ReDIF-Article 1.0 Author-Name: Eric Baier Author-Name: Laure Dupraz Title: Individual and Institutional Liability of Researchers in the Case of Scientific Fraud: Values and Ethics Abstract: How have university institutions generally tackled the fight against scientific fraud? We intend to throw light on the very process of public disclosure of scientific fraud, as it has transformed in the last 30 years within the framework of scientific research institutions. By focusing our analysis on the “denunciation process”, we intend to refer to the dual issue of the researcher’s individual liability on the one hand and the institutional liability of the structures on the other. Passing from the individual stage, which involves criteria such as the truth of the research, to an institutional stage, which involves common ethical references, the analysis will highlight that the issue of research integrity (the accuracy of an assumption made by the researcher and its actual object) has been replaced by an ethical value more widely shared by the international scientific community. Chapter 3 below will demonstrate that this ethical value can be defined either as “confidence in science as a whole” or “the duty of objectivity relative to freedom of research”. The disclosure of scientific fraud is not only a private stage on which an “individual drama” is unfolding, involving the researcher’s personal conscience or that of their closer associates; it is a “public stage” where inter-subjective references clash with collective values. This switch from private issue to institutional context has yet to be clarified in the knowledge society; while we know exactly what standards in terms of ethics and deontology are being breached by researchers when they do not comply with truth criteria, the collective institutional values involved in the case of scientific fraud have still to be examined...  Journal: Higher Education Management and Policy Year: 2007 Pages: 1-15 Volume: 19 Issue: 3 Handle: RePEc:oec:edukaa:5L4KQK15MD46 Template-type: ReDIF-Article 1.0 Author-Name: Ian McNay Title: Values, Principles and Integrity: Academic and Professional Standards in Higher Education Abstract: This paper is based mainly on responses – nearly 300 – to a web-based survey of academic staff in UK higher education. The survey examined their personal and professional values and their views on the values that should underpin higher education. Their perceptions of current reality in terms of national policy and processes and of institutional management expectations, with examples provided of events that disturbed them, raise questions about the longer term health of higher education as it has been understood. The project was seen as a pilot aiming to provoke debate about how well traditional values and standards “fit” with mass levels of higher education provision, and government emphases on the economic role of higher education. The findings are set in a theoretical context drawing on models by Clark (1983), Becher and Kogan (1992) and the author (McNay, 1995, 2005a). Journal: Higher Education Management and Policy Year: 2007 Pages: 1-24 Volume: 19 Issue: 3 Handle: RePEc:oec:edukaa:5L4JG4VSKXJL Template-type: ReDIF-Article 1.0 Author-Name: Renato H. L. Pedrosa Author-Name: J. Norberto W. Dachs Author-Name: Rafael P. Maia Author-Name: Cibele Y. Andrade Author-Name: Benilton S. Carvalho Title: Academic Performance, Students' Background and Affirmative Action at a Brazilian University Abstract: This paper describes the results of a detailed study relating the performance of undergraduate students admitted to Brazil’s State University of Campinas (Unicamp) from 1994 through 1997 and their socioeconomic and educational background. The study is based on a hierarchical model for the relevant variables involved. The main result is that students coming from disadvantaged backgrounds, in both educational and socioeconomic aspects, have a higher relative performance than their complementary group. We report on an affirmative action programme established at Unicamp for undergraduate admissions, partially motivated by those findings, and present evidence from an initial evaluation showing the programme’s positive impact. Finally, we comment on the effect this study and the Unicamp programme have had on the present debate about affirmative action access policies in Brazilian higher education institutions. by Renato H.L. Pedrosa, J. Norberto W. Dachs, Rafael P. Maia and Cibele Y. Andrade, Benilton S. Carvalho Journal: Higher Education Management and Policy Year: 2007 Pages: 1-20 Volume: 19 Issue: 3 Handle: RePEc:oec:edukaa:5L4J85RQ1S7B Template-type: ReDIF-Article 1.0 Author-Name: Lars Engwall Title: Universities, the State and the Market: Changing Patterns of University Governance in Sweden and Beyond Abstract: This paper analyses changes in the governance of universities as a result of growing demands from society as well as of a strong penetration of management ideology into all kinds of institutions. For this purpose the paper uses a theoretical framework focusing on two governance mechanisms in social systems: entry control and performance control. These belong to a larger set of homogenising forces, which the new institutionalists label as (1) coercive, (2) normative and (3) mimetic. Using this theoretical framework to analyse the development of Swedish universities, the author concludes that their governance has undergone a considerable change. Coercive forces that were previously exercised through detailed budgeting have, in recent years, been operating through representation in leading bodies and through the selection of university leaders. This has occurred through a crowding out of normative forces. At the same time there have been strong mimetic forces based on modern management ideas.  Journal: Higher Education Management and Policy Year: 2007 Pages: 1-18 Volume: 19 Issue: 3 Handle: RePEc:oec:edukaa:5L4GT716KNMS Template-type: ReDIF-Article 1.0 Author-Name: Rukhsana Zia Title: Values, Ethics and Teacher Education: A Perspective from Pakistan Abstract: Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on “quality of education” has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions increasingly fill the ideological gap created by the move to a pluralistic society in which there is a less general consensus of values and ethics. There is increasing demand for insight into the potential of the formal teaching/learning process for inculcating, learning/unlearning (as the case may be) and consolidating values. The manner in which teachers are trained has far-reaching implications for the youth in schools, and a systemic inquiry into the structure, role, responsibilities, aims and curricular objectives of teacher education is the obvious starting point. This paper tries to delineate the global normative aims of education as a model for assessing the composition of the teacher education curriculum in Pakistan. It looks at the intended curriculum, bearing in mind that the formal and the active curricula may not necessarily converge. The paper accepts that ethics and values education is still in a formative stage. However, one critical question that will remain open at the philosophical level is “which values should be included?” and this needs to be vigorously researched to establish guidelines that have global consensus. The next crucial question will then be “how best to teach to ensure that these ethics and values are internalised by learners?”  Journal: Higher Education Management and Policy Year: 2007 Pages: 1-21 Volume: 19 Issue: 3 Handle: RePEc:oec:edukaa:5L4GRT1PCCMS Template-type: ReDIF-Article 1.0 Author-Name: Charlotte Le Chapelain Title: Fair Access to Higher Education: Analysis of a Targeted Incentive Educational Policy Abstract: Social inequality with regard to education seems to be mainly the result of two factors: the reduced success of certain socio-economical categories within the education system and distinct educational requirements once the compulsory education period is over. In this article, we shall focus on the inequality stemming from the choices and personal decisions of individuals by highlighting the influence of social origins as a factor capable of inducing an under-investment in education. Thus, we shall examine how an auto-selection process contributes to the iniquity of the education system. This analysis is based on the theoretical framework of human capital investment developed by Gary Becker (1964) and principally underlines the effects of expectations, uncertainty and cost perception in the differences in evaluations of the profitability of education according to social background. It brings to light reflections on the educational policy. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-15 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5L4FHDR5T4BX Template-type: ReDIF-Article 1.0 Author-Name: Emmanuel Salmon Title: Assessment of Higher Education Personnel: Comparative Study of France and Finland Abstract: The requirement to assess public employees is increasing within European public services. Dictated by budgetary imperatives and performance improvement concerns, it is becoming the norm in all administrations. One of the most sensitive areas of application is undoubtedly higher education. The traditional independence and autonomy of the academic personnel tends to clash with the state’s desire to revamp its human resources management using the assessment tool. This study relates to the implementation of a procedure designed to assess higher education public employees in France and Finland, based on the observation of two institutions. It focuses in particular on the role of trade unions in this reform. The behaviour of the different players is analysed in relation to several traditional sociological approaches. Journal: Higher Education Management and Policy Year: 2007 Pages: 1-22 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5L4F911BLBZS Template-type: ReDIF-Article 1.0 Author-Name: Rosalind M. O. Pritchard Author-Name: Arthur Williamson Title: Long-term Human Outcomes of a “Shotgun” Marriage in Higher Education: Anatomy of a Merger, Two Decades Later Abstract: This article addresses a gap in the research literature on mergers in higher education by giving special consideration to the human resource dimension. It focuses on the forced merger of two higher education institutions that was implemented in Northern Ireland over 20 years ago and from which the University of Ulster was established. The authors draw upon the views of the university staff who experienced this merger and who were still employed by the university in 2006. The article emphasises how the merge affected staff and influenced their subsequent experiences, as academics and administrators. by Rosalind Pritchard and Arthur Williamson Journal: Higher Education Management and Policy Year: 2007 Pages: 1-23 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5L4CZNR107TH Template-type: ReDIF-Article 1.0 Author-Name: Gboyeaga Ilusanya Author-Name: S. A. Oyebade Title: From Public University Dominance to Private University Policy Initiatives in Nigeria: The Push and Pull Factors Abstract: This study evaluated the precipitating and debilitating factors that occurred in the emergence and growth of the private university system in Nigeria. Three research questions guided the analysis and examined enrolment patterns in seven pre-2003 private universities, students’ preferences for enrolment and the factors that encouraged and discouraged their emergence and growth in Nigeria. Data was gathered from published documents, research reports, government releases, memos, newspapers and the Internet and then analysed qualitatively, using tables and simple percentage computations. The study found that the private university system, having suffered an initial setback in the 1980s, has renewed success today because of the obvious failure of the public university system to adequately address multiple problems such as access, quality, funding, strikes, cultism, stability of the academic calendar –- which the private system has been able to overcome more effectively. However, it was noted that the private system is prohibitively expensive for the majority of qualified but indigent prospective applicants. The study recommends, in addition to special scholarship programmes, the design of a special student aid programme, accompanied by a traceable and institutionalised repayment system based on models found in certain developed countries. by Gboyega Ilusanya and S.A. Oyebade Journal: Higher Education Management and Policy Year: 2007 Pages: 1-18 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5L4CSMV18GNR Template-type: ReDIF-Article 1.0 Author-Name: Marek Kwiek Title: Accessibility and Equity, Market Forces, and Entrepreneurship: Developments in Higher Education in Central and Eastern Europe Abstract: This paper explores four interrelated issues: access and equity, the role and the legitimacy of the emergent, market-driven private sector in higher education, the relationships between reforming public services in general and changing public and private higher education, and entrepreneurialism of the emergent private sector in higher education. The four issues are closely related in those transition countries in which the market orientation of public institutions is strong, and in which new private institutions have considerable share in student enrolments. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-22 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5L4BHBVP5SZQ Template-type: ReDIF-Article 1.0 Author-Name: Rebecca Hughes Title: Internationalisation of Higher Education and Language Policy: Questions of Quality and Equity Abstract: Three major drivers of internationalisation in higher education are student mobility, staff mobility and offshore delivery. All have increased rapidly over the last 20 years and a high-end estimate suggests that 6 million students will be studying abroad by 2020. Anglophone countries have dominated this process: four English-speaking countries deliver more than 50% of programmes involving students studying abroad. English-medium universities also have a strong influence in particular geographical regions: 70% of all Asian students studying abroad are received by three main English-speaking countries (Australia, the United Kingdom and the United States).This leads to questions of equity and quality at national, institutional and individual levels. At national level, non-Anglophone countries may be unable to attract and retain the “brightest and best”. For institutions, the skewing of the market by language affects both intellectual property capacity and financial health. Finally, for the individual, educational achievement may be constrained by the capacity to function in an alien language and academic culture. Institutions without a robust language policy, adequate preparatory training and ongoing support may, therefore, damage more than the quality of teaching or their own global brand. Building on the work of Hatakenaka (2004) this paper discusses the issues involved in the Anglophone asymmetry outlined above. In particular, the implications of the move towards teaching in the medium of English in non-Anglophone countries are outlined. The paper draws on work carried out at the University of Nottingham, Ningbo, China, by the Centre for English Language Education. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-18 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5L4B9D33JPKD Template-type: ReDIF-Article 1.0 Author-Name: James Taylor Author-Name: Rui Brites Author-Name: Fernanda Correia Author-Name: Minoo Farhangmehr Author-Name: Brites Ferreira Author-Name: Maria de Lourdes Machado Author-Name: Cláudia Sarrico Author-Name: Maria José Sá Title: Strategic Enrolment Management: Improving Student Satisfaction and Success in Portugal Abstract: To improve student satisfaction and success, higher education institutions (HEIs) need to find their niche, establish their own identity and get on with doing what they do best. Strategic Enrolment Management (SEM) is a comprehensive process that requires understanding markets, supply and demand, programme development, and student recruitment and retention. SEM involves the entire institution, relies heavily on institutional research and ultimately establishes strategic goals that are placed within the framework of the overall institutional planning model. In this process, the HEI also creates a mission that distinguishes it from other institutions. This paper will examine the key components to a SEM model and discuss how this process is interfaced with institutional planning. It will also present a research project to gather data on HEIs throughout Portugal in an effort to show what must be done to create a SEM process in institutions there.  Journal: Higher Education Management and Policy Year: 2008 Pages: 1-17 Volume: 20 Issue: 1 Handle: RePEc:oec:edukaa:5KZSS03P0PXW Template-type: ReDIF-Article 1.0 Author-Name: Mark Drabenstott Title: Universities, Innovation and Regional Development: A View from the United States Abstract: Globalisation is profoundly changing economic development, forcing development officials to adopt a regional approach founded on what a particular region does best or its competitive advantage. Globalisation has also placed a new premium on innovation as the critical fuel to economic success – for firms, regions and countries. Universities lie at the nexus of these two powerful trends: they are rooted in regions, and they are perhaps the most important engines of innovation. Drawing on recent experience in the United States, this paper explores this nexus by addressing three critical questions: (1) Why is regional competitiveness the new paradigm for regional development? (2) What must regions do to compete? (3) What can be done to connect university innovation with regional development? The paper concludes that new mechanisms are needed to connect university innovation with regional development. Public policy can encourage these mechanisms by addressing twin needs in the newly forming “market” for regional innovation: encouraging universities to make innovation available in ways that regions can easily tap, and helping regions understand which innovations are most critical to their economic future. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-13 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZPN81QP0LP Template-type: ReDIF-Article 1.0 Author-Name: John Aubrey Douglass Title: A World of Competitors: Assessing the US High-Tech Advantage and the Process of Globalisation Abstract: Research universities throughout the world are part of a larger effort by countries to bolster science and technological innovation and compete economically. The United States remains highly competitive as a source of high-tech innovation because of a number of market positions, many the results of long-term investments in institutions (such as research universities) and in research and development funding, and more broadly influenced by a political culture that has tended to support entrepreneurs and risk taking. In essence, the United States was the first mover in pursuing the nexus of science and economic policy. The following essay attempts to place universities within this larger political and policy environment by discussing market factors that have influenced knowledge accumulation and high-tech innovation in the United States. It also gives an assessment of their current saliency in the face of globalisation and the growing market position of competitors, such as the European Union. The article also provides observations on major US state-based high-tech initiatives intended to create or sustain knowledge-based economic areas, and discusses the prospect of a major new federal initiative to increase national research and development funding. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-29 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZPLVX6CL7F Template-type: ReDIF-Article 1.0 Author-Name: Chris Duke Title: University Engagement: Avoidable Confusion and Inescapable Contradiction Abstract: This paper argues that it is the condition of the university for the time being to live with incompatibility of identity and purpose, and to tolerate an intolerable breadth of mission. This predicament is frequently masked, mercifully perhaps, by confusion of language used to analyse the role of the university, and unclear thinking about how this is best portrayed. As will quickly become evident, this is relevant and important both to the leadership and management of individual institutions and for policy in respect of mass higher education as a system, in particular to the subject of diversity. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-11 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZPLVWDTQQ7 Template-type: ReDIF-Article 1.0 Author-Name: Aims C. McGuinness, Jr. Title: Globally Competitive, Locally Engaged: The Case of Kentucky Abstract: The Commonwealth of Kentucky, a state with among the lowest levels of per capita income and education attainment in the United States, embarked on an ambitious set of higher education reforms in 1997 aimed at elevating the state to the national average of educational attainment by 2020. At the time of their enactment, the Kentucky reforms were widely cited as models for other states on how to achieve a stronger link between postsecondary education and the future quality of life and economy of the population. Ten years later, the Kentucky Chamber of Commerce Task Force on Postsecondary Education commissioned an independent review to determine the state’s progress toward achieving that goal and to identify the tasks and challenges that remain. The Kentucky postsecondary reforms were a complex and interrelated set of means and ends designed to transform the Commonwealth’s standard of living and quality of life. In broad terms, its intent was to develop a seamless, nationally recognised postsecondary education system that would both create a nationally competitive workforce and support the development of an economy that could employ that workforce. The focus of the reforms was not on higher education institutions, per se, but on increasing the capacity of institutions to contribute to the future of the state’s economy and quality of life. In this respect, the reforms reflect many of the themes of the recent OECD report Higher Education and Regions: Globally Competitive, Locally Engaged.  Journal: Higher Education Management and Policy Year: 2008 Pages: 1-16 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZPKZFPRLMV Template-type: ReDIF-Article 1.0 Author-Name: Ari Konu Author-Name: Eero Pekkarinen Title: Provincial University of Lapland: Collaborating for Regional Development Abstract: In 2002, four Finnish higher education institutions established a consortium called the Provincial University of Lapland with the purpose of supporting the development of the region, widening access to higher education, increasing collaboration between educational institutions and fostering innovation. The consortium provides degree and non-degree education. The provincial University of Lapland reaches out to the province’s remote communities through a combination of traditional education and distance learning. It takes advantage of already existing facilities in the four of Lapland’s six sub-regions. The Provincial University has a broad portfolio that includes open education, professional development courses, expert and R&D services, as well as estimation and evaluation services. Provision of services is based on regional needs that focus on upgrading the tourism industry. Learning and development needs have been mapped in each of the four sub-regions in collaboration with a wide range of public and private stakeholders. The higher education institutions are engaged in strategy development and implementation at the regional and sub-regional levels. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-9 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZN9LD3WGVC Template-type: ReDIF-Article 1.0 Author-Name: Eric Cross Author-Name: Helen Pickering Title: The Contribution of Higher Education to Regional Cultural Development in the North East of England Abstract: In the United Kingdom, the creative and cultural industries in the North East of England have notably contributed to the region’s economic development. The city of NewcastleGateshead’s recent renaissance has helped redefine the region’s cultural identity. Higher education has played an important part in the North East of England region, whether through heritage buildings such as Durham Castle, or the newly built facilities within Newcastle University’s cultural quarter. The North East universities also play a leading role in developing knowledge and skills for the cultural sector by supporting new businesses, supplying student volunteers, and making a critical contribution through staff research and collaborative doctoral studentships. The success of the universities’ engagement with the region depends on strategies and structures within both higher education and governmental bodies responsible for the cultural sector; universities work with a wide range of central government departments, sector skills councils, regional development associations, local government, and cultural organisations such as the Arts Council and the Regional Cultural Consortia. In many ways the cultural value of the universities’ contribution is often intangible, but as major contributors to the quality of life and economic prosperity, often partnering cultural organisations throughout the region, the significance of this contribution cannot be ignored. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-13 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZN360MKNLR Template-type: ReDIF-Article 1.0 Author-Name: Bill Lovegrove Author-Name: John Clark Title: The Dilemma of the Modern University in Balancing Competitive Agendas: The USQ Experience Abstract: The Australian government uses numerous strategies to promote specific agendas – including continued efforts to deregulate the higher education sector. These strategies comprise the reduction of government funding to universities in real terms to oblige institutions to seek alternative sources of income; the targeted deployment of government funding (including growth places and infrastructure funding); the use of reward-based incentives; the actual or threatened re-distribution of funding based on performance; competitive grants; and amending funding mechanisms to support desired behaviours. In addition, strategies not involving direct funding are also used through special policy provisions, the establishment of bodies and forums to promote issues; the publication of position papers and protocols; the publication of performance information or review outcomes; the employment of reporting and accountability processes and frameworks; and various approaches to promote, encourage or oblige sector restructuring. A major thrust of the Australian government's higher education policy is to encourage sector diversification through encouraging individual institutions to adopt their own clear and unique identities. This poses many challenges and opportunities for new generation regional institutions trying to position themselves in an increasingly competitive higher education market while continuing to meet their obligations and remain relevant to their local communities. The University of Southern Queensland's experience in pursuing its vision as a leader in open and flexible higher education is explored within the context of these potentially competing agendas. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-14 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZLQ0QLHZNR Template-type: ReDIF-Article 1.0 Author-Name: Steve Garlick Author-Name: Anne Langworthy Title: Benchmarking University Community Engagement: Developing a National Approach in Australia Abstract: This article provides the background and describes the processes involved in establishing a national approach to benchmarking the way universities engage with their local and regional communities in Australia. Local and regional community engagement is a rapidly expanding activity in Australian public universities and is increasingly being seen as part of the universal quality assurance assessment process. An initiative of the Australian Universities Community Engagement Alliance (AUCEA), the benchmarking framework was developed over almost three years and involved considerable consultation and testing. The framework comprises an institutional questionnaire, a partner perceptions survey and a “good practice” template. The instruments were tested in a pilot of 12 AUCEA member universities and will be implemented in all 33 AUCEA member universities in late 2008. Comparative results will be available early in 2009. The framework will assist universities and their community partners to improve their contribution to society and the environment through mutual knowledge exchange, learning and enterprising action. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-12 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZLDVHGSRF3 Template-type: ReDIF-Article 1.0 Author-Name: Jari Ritsilä Author-Name: Mika Nieminen Author-Name: Markku Sotarauta Author-Name: Jukka Lahtonen Title: Societal and Economic Engagement of Universities in Finland: An Evaluation Model Abstract: This paper is based on the work of an expert team invited by the Ministry of Education of Finland to develop criteria and an evaluation framework for societal and economic engagement for use in university performance management. The paper maps out possible indicators for the societal and economic engagement of universities in the light of national and international examples. Finally, it presents a proposed framework for assessing the societal and economic engagement of universities and a possible set of outcome measurements which take due account of the major factors governing strategic planning and resource allocation. The model presented in the paper for evaluating the societal and economic engagement of universities seeks to take into account the different circumstances in which individual universities operate and their strategic choices, with due consideration for comparability and national objectives. The goal underpinning the model is to strengthen the autonomy of the universities. At the core of the assessment model are five “assessment baskets”: (1) engagement in innovation activities, (2) engagement in the labour market, (3) engagement in socio-ecological development, (4) engagement in the regional environment, (5) engagement in social debate. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-19 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZK8KL7Q1WH Template-type: ReDIF-Article 1.0 Author-Name: OECD Title: Higher Education and Regional Development: Introduction to the Special Issue Abstract: Questions surrounding the local and regional impact of higher education institutions (HEIs) have been around for a long time. In the United Kingdom there was pioneering work on the economic impact of Cambridge on its region (Segal Quince and Partners, 1985) and other studies in the 1980s, but the issues have become more focused in recent years around two poles of interest: the contribution that universities can make to the knowledge economy and the critical role that regions play in determining national economic success. This has prompted a major OECD/IMHE study, the findings of which have been published in a report entitled Higher Education and Regions: Globally Competitive, Locally Engaged (OECD, 2007). The report was followed by a conference, under the same title, held in Valencia, Spain, from 19 to 21 September 2007, which brought together many of the participants in the original research programme. This special issue of the Journal derives from that conference and seeks to present a balanced collection of thematic and case study contributions.... Journal: Higher Education Management and Policy Year: 2008 Pages: 1-2 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZSFZ0K779S Template-type: ReDIF-Article 1.0 Author-Name: John Goddard Author-Name: Jaana Puukka Title: The Engagement of Higher Educational Institutions in Regional Development: An Overview of the Opportunities and Challenges Abstract: Across the OECD, countries, regions and higher education institutions (HEIs) are discovering each other. More and more partnerships are being established based on a growing appreciation of shared interests. This paper explores the drivers behind such engagement, from both HEI and regional development perspectives, the barriers to effective working and how these barriers are being addressed in practice in a variety of regional and national contexts. The paper concludes with suggestions as to how capacity for joint working between HEIs and regions can be enhanced through generic changes in policy and practice at the institutional, regional and national level. Journal: Higher Education Management and Policy Year: 2008 Pages: 3-33 Volume: 20 Issue: 2 Handle: RePEc:oec:edukaa:5KZSFZ0C0MR1 Template-type: ReDIF-Article 1.0 Author-Name: Kathia E. Serrano-Velarde Title: Quality assurance in the european higher education area: The emergence of a german market for quality assurance agencies Abstract: Most European countries have introduced systematic quality assurance as part of an overall governance reform aimed at enhancing universities’ autonomy. Researchers and economic entrepreneurs tend, however, to underestimate the political dimension of accreditation and evaluation when they consider the contribution of quality assurance to the economic competitiveness of universities and/or the economic system as a whole. I intend to shed light on this aspect of quality assurance by 1) analysing how the provision of quality assurance is constrained by the institutional setting in place, and 2) studying the implications of that constraint on the constitution of a national and international market of quality assurance agencies. I begin the analysis by commenting on the political stake in the emergence of a German market of competing quality assurance agencies, then highlight the irreducible dimension of national politics in creating a European market of quality assurance agencies. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-18 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZJWLRHRXZT Template-type: ReDIF-Article 1.0 Author-Name: John W. Houghton Author-Name: Colin Steele Author-Name: Peter Sheehan Title: Scholarly communication costs in australian higher education Abstract: This paper reports on the development and application of a model used to estimate the costs of scholarly communication (i.e. scholarly publishing and related activities) in Australian higher education. A systems perspective was used to frame a review of the literature on the costs involved in the entire scholarly communication value chain and inform the development of a scholarly communication system cost model. This paper presents estimated scholarly communication costs for higher education institutions in Australia, based upon the modelling, local data collections and stakeholder consultation, that may prove useful in the management of institutional budgets and priorities. It represents the first systematic attempt to estimate the costs of scholarly publishing related activities in Australia, and it could be easily applied elsewhere. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-18 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZHQVHS0LWB Template-type: ReDIF-Article 1.0 Author-Name: Gudrun Curri Title: Introducing entrepreneurship teaching at select german universities: A change challenge Abstract: In the recent past, universities in the western world have been expected to play a greater role in the national economic welfare of their countries in addition to their traditional role of education and research. In 1997, following the examples of national governments in Australia, Canada and the United Kingdom, the German government launched an entrepreneurship initiative at universities. Two of its goals were entrepreneurial teaching and culture. I decided to explore how universities participated in, implemented and evaluated the public initiative to introduce entrepreneurship into German universities. During interviews with senior academic administrators at 22 tertiary institutions, I collected data on leadership, organisational re-design and development, recipients of change, and academic and administrative cultures. Similar to Clark (1998, 2004) and Gjerding et al. (2006), introducing entrepreneurship into university culture requires support both from the top and the bottom, especially the faculty. Academic decision makers behave entrepreneurially to external opportunities for financial and/or branding reasons but they respect their colleagues’ decisions whether to join. The traditional inter/intra faculty model needs to include external stakeholders for entrepreneurial teaching initiatives. German universities have been successfully using this model for external research programmes without changing their core purpose: teaching and research. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-20 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZHLPT7LKTF Template-type: ReDIF-Article 1.0 Author-Name: Sjors van der Heide Author-Name: Peter C. van der Sijde Author-Name: Cees Terlouw Title: The institutional organisation of knowledge transfer and its implications Abstract: How do European universities organise the knowledge transfer (KT) task? We consider the institutional organisation of knowledge transfer as encompassing 1) the knowledge transfer office structure, i.e. the way universities have embedded and organise their KT activities, 2) the focus towards the KT task, linked to the KT strategy, and 3) the KT activities themselves. Four exploratory cases of European universities show various motives to perform the KT task, different KT strategies and distinct interpretations of KT activities. Hence, the knowledge transfer office does not exist: all have hybrid structures. However, this structure depends on the university’s KT strategy. The KT strategy in combination with the KT activities, and not the knowledge transfer office structure as such, is therefore advocated to be the topic of further research. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-13 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZG7L64VRNR Template-type: ReDIF-Article 1.0 Author-Name: Shuiyun Liu Author-Name: Maria João Rosa Title: Quality assessment of undergraduate education in China: A policy analysis Abstract: This paper analyses a higher education policy issued in China in 2002: the Quality Assessment of Undergraduate Education Policy. The policy was designed with four main objectives: improvement, compliance, information and accountability. However, it has not completely fulfilled its objectives, especially regarding improvement and accountability, and it has had some unexpected consequences. Reflections on the quality assessment policy show that both inevitable and contingent factors have led to low efficiency. The authors identify the main reasons for this and propose ways to improve the policy based on the principles of the incremental and rational models of policy making and reform. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-18 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZG67LXJG27 Template-type: ReDIF-Article 1.0 Author-Name: Jouni Kekäle Title: The negotiation process toward the new salary system in the finnish university sector Abstract: In 2001 the Finnish government decided that the state sector should develop a new salary system that would take more fully into account the actual outcomes and demands of particular posts. Subsequently, in June 2006, an agreement on a new salary system for the Finnish university sector was reached between the negotiating parties, the employers and the trade unions. The new salary system is based on assessments of 1) the overall demands of a post, and 2) the personal performance of the individual employee. Until 2007 the author of this article acted as one of the employers’ key negotiators in the bargaining process led by the Ministry of Education. This paper describes this major salary reform and the negotiation process connected with it. It sheds light on the central process of collective bargaining, which is often misunderstood by teachers and researchers in the broad field of higher education. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-21 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZDPVK8HHMW Template-type: ReDIF-Article 1.0 Author-Name: Tim Vorley Author-Name: Jen Nelles Title: (Re)conceptualising the academy: Institutional development of and beyond the third mission Abstract: Framed in terms of the Third Mission, the “enterprise” or “entrepreneurial” university has increasingly become normalised in public policy; however there remains much contention about the implication of third stream activities. There is little rigorous evidence as to whether the Third Mission adversely affects teaching and/or (basic) research. Martin and Etzkowitz (2000) note there is some anecdotal evidence that the Third Mission has had a positive impact. Indeed, it is to this debate that this paper seeks to contribute. It considers how the Third Mission can positively reinforce teaching and research activities and how this is arguably more significant than the Third Mission itself. Indeed, it proposes that triangulating teaching, research and third stream activities should reinforce the respective dynamics of each through their recursive and reciprocal development. Conceptualising institutional engagement with the third stream holistically in terms of entrepreneurial architectures may enable universities to stimulate institutional development beyond the Third Mission. The paper concludes by reflecting upon and looking towards the future of higher education policy and the management of higher education institutions. Journal: Higher Education Management and Policy Year: 2008 Pages: 1-17 Volume: 20 Issue: 3 Handle: RePEc:oec:edukaa:5KZDCSDMJCVB Template-type: ReDIF-Article 1.0 Author-Name: Peter W. A. West Title: A Faustian bargain? Institutional responses to national and international rankings Abstract: In the highly competitive international world of learning, universities make full use of favourable league table positions to strengthen their reputations. Yet are they, in so doing, entering into a Faustian Bargain in which the long-term cost outweighs the short-term gain? Success in league tables comes at a cost in terms of accepting the orthodoxies of others instead of pursuing particular institutional missions linked to the particular priorities of the local community. Based on recent surveys of institutional experience and on a new analysis of the impact of league tables on English higher education, this paper argues that if, as seems likely, rankings are here to stay, the shortcomings of the present approach must be acknowledged and addressed. By Peter W.A. West, University of Strathclyde, United Kingdom L’exploitation des classements nationaux et internationaux par les établissements d’enseignement supérieur : Un pacte avec le diable ? Face à l’internationalisation du secteur éducatif, désormais hautement concurrentiel, les universités exploitent au maximum leur place dans les classements internationaux en vue d’accroître leur prestige. Mais cette stratégie ne revient-elle pas à conclure un pacte avec le diable, dont les coûts à long terme sont en réalité bien supérieurs aux avantages immédiats ? L’université qui choisit d’asseoir sa réputation sur ces classements accepte en effet, implicitement, de se plier aux règles fixées par ceux qu’elle cherche à émuler, au lieu de concentrer ses efforts sur certaines missions spécifiques, plus en adéquation avec les besoins particuliers de la communauté locale. À la lumière de sondages récents menés auprès des établissements, et d’une nouvelle analyse de l’impact des classements sur le système d’enseignement supérieur britannique, ce rapport suggère que si la pratique des classements persiste – et c’est fort probable – le secteur n’aura d’autre choix que d’identifier leurs insuffisances et anomalies pour y apporter les améliorations nécessaires. Par Peter W.A. West, Université de Strathclyde, Royaume-Uni Journal: Higher Education Management and Policy Year: 2009 Pages: 1-10 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSQ6H9FDJR3 Template-type: ReDIF-Article 1.0 Author-Name: Chris Brink Title: “Standards will drop” – and other fears about the equality agenda in higher education Abstract: I discuss, on the basis of experience in Australia, South Africa, and the United Kingdom, some common fears and negative opinions about the equality agenda in higher education. These include:-“Standards will drop.” -“Our reputation will suffer.” -“It’s not our problem.” -“It’s social engineering” -“It’s unfair.” -“It’s a waste of time.” "La « mort annoncée de l’excellence » et autres craintes suscitées par les politiques d’enseignement supérieur axées sur l’équité"M’inspirant d’exemples australiens, sud-africains ou encore britanniques, j’analyse dans ce rapport certaines craintes et préjugés couramment exprimés concernant les politiques d’enseignement supérieur axées sur l’équité. En voici un florilège : - « C’est la mort annoncée de l’excellence. » - « Cela va nuire à notre réputation. » - « Ce n’est pas notre problème. »- « C’est un abus de confiance pur et simple. » - « Équité rime avec injustice. » - « C’est une perte de temps. » Journal: Higher Education Management and Policy Year: 2009 Pages: 1-19 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSQ6H8W7BBQ Template-type: ReDIF-Article 1.0 Author-Name: Simon Marginson Title: The knowledge economy and higher education: Rankings and classifications, research metrics and learning outcomes measures as a system for regulating the value of knowledge Abstract: This paper describes the global knowledge economy (the k-economy), comprised by (1) open source knowledge flows and (2) commercial markets in intellectual property and knowledge-intensive goods. Like all economy the global knowledge economy is a site of production. It is also social and cultural, taking the form of a one-world community mediated by the Internet. The k-economy has developed with extraordinary rapidity, particularly the open source component; which, consistent with the economic character of knowledge as a public good, appears larger than the commercial intellectual property component. But how do the chaotic open source flows of knowledge, with no evident tendency towards predictability let alone towards equilibrium, become reconciled with a world of governments, economic markets, national and university hierarchies, and institutions that routinely require stability and control in order to function? The article argues that in the k-economy, knowledge flows are vectored by a system of status production that assigns unequal values to knowledge and arranges it in ordered patterns. The new system for regulating the value of public good knowledge includes institutional league tables, research rankings, publication and citation metrics, journal hierarchies, and other comparative output measures such as outcomes of student learning. Cet article décrit l’économie globale de la connaissance (la « k-economy »), qui comprend (1) les flux de connaissances de source ouverte et (2) les marchés de la propriété intellectuelle et des biens à forte intensité de connaissances. Comme toute économie, l’économie globale de la connaissance représente un site de production. Elle est aussi sociale et culturelle, prenant la forme d’une communauté mondiale unique fondée sur l’Internet. L’économie de la connaissance s’est développée à une vitesse extraordinaire, en particulier la composante source ouverte, qui, en raison du caractère économique de la connaissance en tant que bien public, semble occuper une place plus importante que la composante propriété intellectuelle commerciale. Mais comment les flux chaotiques de connaissances de source ouverte, qui de toute évidence ne tendent pas vers plus de prévisibilité et encore moins vers un quelconque équilibre, peuvent-ils être conciliés avec un monde fait de gouvernements, de marchés économiques, de hiérarchies nationales et universitaires, et d’institutions qui exige stabilité et contrôle pour fonctionner ? Cet article soutient que dans l’économie de la connaissance, les flux de connaissances sont orchestrés par un système de production de statuts qui assigne des valeurs inégales au savoir et l’organise en schémas ordonnés. Le nouveau système de régulation de la valeur de la connaissance en tant que bien public inclut les tableaux de classement institutionnel, les classements de recherche, les métriques de publication et de citation, les hiérarchies au sein de la presse, et d’autres mesures comparatives de rendement, tels que les résultats d’apprentissage. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-15 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSQ1X3X225J Template-type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Title: Rankings and the battle for world-class excellence: Institutional strategies and policy choices Abstract: Global rankings are creating a furore wherever or whenever they are published or mentioned. They have become a barometer of global competition measuring the knowledge-producing and talent-catching capacity of higher education institutions. These developments are injecting a new competitive dynamic into higher education, nationally and globally, and encouraging a debate about its role and purpose. As such, politicians regularly refer to them as a measure of their nation’s economic strength and aspirations, universities use them to help set or define targets mapping their performance against the various metrics, while academics use rankings to bolster their own professional reputation and status. Based on an international survey (2006) and extensive interviews in Germany, Australia and Japan, (2008), this paper provides a comparative analysis of the impact and influence of rankings on higher education and stakeholders, and describes institutional experiences and responses. It then explores how rankings are influencing national policy and shaping institutional decision making and behaviour.Some changes form part of the broader modernisation agenda, improving performance and public accountability, while others are viewed as perverse. Their experiences illustrate that policy does matter. Les classements mondiaux suscitent l’enthousiasme chaque fois qu’ils sont publiés ou mentionnés. Ils sont devenus le baromètre de la concurrence mondiale, mesurant la capacité des institutions d’enseignement supérieur en termes de production de savoir et de captation des talents. Ces développements injectent une nouvelle dynamique de compétition dans l’enseignement supérieur, au niveau national et mondial, et suscitent un débat sur son rôle et ses objectifs. À ce titre, les hommes/femmes politiques y font régulièrement référence en tant qu’instrument de mesure de la puissance économique et des aspirations de leur nation, les universités s’en servent pour établir ou définir leurs objectifs en termes de performance par rapport à diverses métriques, tandis que les universitaires utilisent les classements pour appuyer leurs propres réputation et statut professionnels. Cet article se fonde sur une enquête internationale (2006) et des entretiens approfondis menés en Allemagne, en Australie et au Japon (2008) pour réaliser une analyse comparative de l’impact et de l’influence des classements sur l’enseignement supérieur et ses parties prenantes et pour décrire les expériences et réponses institutionnelles. Cet article étudie également la manière dont les classements influencent la politique nationale et façonnent la prise de décision et les comportements institutionnels. Certains changements s’inscrivent dans le cadre plus large du programme de modernisation qui tend vers une amélioration des performances et une plus grande responsabilité publique, tandis que d’autres sont considérés comme pervers. Leurs expériences démontrent l’importance des choix politiques. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-22 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSQ1X2DLJG4 Template-type: ReDIF-Article 1.0 Author-Name: Hamish Coates Title: What's the difference? A model for measuring the value added by higher education in Australia Abstract: Measures of student learning are playing an increasingly significant role in determining the quality and productivity of higher education. This paper evaluates approaches for estimating the value added by university education, and proposes a methodology for use by institutions and systems. The paper argues that value-added measures of learning are important for quality assurance in contemporary higher education. It reviews recent large-scale developments in Australia, methodological considerations pertaining to the measurement and evaluation of student learning, and instruments validated to measure students’ capability, generic skills, specific competencies, work readiness and student engagement. Four approaches to calculating value-added measures are reviewed. The first approach computes value-added estimates by comparing predicted against actual performance using data from entrance tests and routine course assessments. In the second approach, comparisons are made between outcomes from objective assessments administered to cohorts in the first and later years of study. Comparisons of first-year and later-year students’ engagement in key learning activities offer a third and complementary means of assessing the value added by university study. Feedback on graduate skills provided by employers is a fourth approach which gives an independent perspective on the quality of education. Reviewing these four approaches provides a basis for their synthesis into a robust and potentially scalable methodology for measuring the value added by higher education. This methodology is advanced, along with its implications for instrumentation, sampling, analysis and reporting. Case studies are presented to illustrate the methodology’s potential for informing comparative analyses of the performance of higher education systems.    Quelle différence ? Un modèle pour mesurer la valeur ajoutée de l’enseignement supérieur en Australie L’évaluation des connaissances acquises par les étudiants est désormais un outil indispensable pour déterminer la qualité et la productivité de l’enseignement supérieur. Ce rapport examine les différentes approches permettant d’évaluer la valeur ajoutée de l’enseignement supérieur et propose une méthode utilisable à la fois au sein des établissements et à l’échelle des systèmes d’enseignement supérieur. L’idée centrale qui sous-tend ce rapport est la suivante : la mesure des acquis des étudiants est l’un des piliers de l’assurance qualité au sein des systèmes d’enseignement supérieur modernes. L’auteur passe ainsi en revue les tendances majeures observées récemment en la matière en Australie, analyse les problèmes méthodologiques inhérents à la mesure et à l’évaluation des acquis des étudiants, et enfin étudie les instruments couramment employés pour mesurer les capacités, les compétences génériques et spécifiques, l’aptitude au travail et l’implication des étudiants. Quatre méthodes de calcul de la valeur ajoutée sont ainsi passées en revue. La première consiste à estimer cette valeur ajoutée en comparant les performances escomptées et les performances réelles des élèves, à l’aide des résultats des tests d’admission et de ceux des évaluations réalisées en cours de cycle. La deuxième approche compare les résultats d’évaluations objectives d’étudiants pour chaque année d’étude (première année et suivantes). La troisième méthode utilisée pour évaluer la valeur ajoutée de l’enseignement secondaire, de nature complémentaire, consiste à comparer l’implication des étudiants dans certains modules d’apprentissage clés durant la première année et au cours des années suivantes. Enfin, la quatrième méthode étudiée envisage la qualité de l’enseignement supérieur selon une perspective différente, puisqu’elle tient compte des retours d’expérience de certains employeurs sur les compétences des jeunes diplômés. L’examen de ces quatre approches permet ensuite de les synthétiser et d’obtenir une méthode fiable pour évaluer la valeur ajoutée de l’enseignement supérieur, ladite méthode consolidée offrant en outre le potentiel de s’adapter à différentes échelles. Il s’agit d’une approche sophistiquée, aux implications complexes en termes d’instrumentation, d’échantillonnage, d’analyse et de présentation des résultats. Une série d’études de cas permet à l’auteur de démontrer le potentiel offert par cette méthode pour étayer l’analyse comparative des performances de différents systèmes d’enseignement supérieur. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-20 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSNPNT01840 Template-type: ReDIF-Article 1.0 Author-Name: Elaine El-Khawas Title: Defining the role of academics in accountability Abstract: The policy debate on accountability in higher education has been vigorous in many countries, but it has focused primarily on broad objectives or approaches. Limited attention has been paid to the mechanisms by which universities would implement accountability objectives and to the critical role of academics in developing ways to assess learning outcomes. Yet, giving members of the professoriate a central role in accountability is vital: implementing accountability requires decentralised implementation linked to the differing circumstances of study fields and levels. Academics must be involved in a sequence of tasks – developing assessments, testing and refining them against new evidence, making sense of accountability results, and responding with changes in programmes or delivery. This paper outlines a process showing how universities and other tertiary institutions could develop and use outcome measures for student learning. It also recognises that professional and disciplinary associations (e.g. business, education, chemistry, literature and social welfare), nationally and internationally, could contribute to these developments in their specialty fields. En quoi les professeurs de l’enseignement supérieur peuvent-ils contribuer à « responsabiliser » leurs établissements ? L’idée d’une responsabilisation de l’enseignement supérieur a donné naissance, dans de nombreux pays, à un débat politique houleux. Toutefois, ce débat vise essentiellement à définir des objectifs ou des approches génériques, et s’intéresse relativement peu aux mécanismes grâce auxquels les universités pourraient avancer sur la voie des objectifs de transparence. De même, il faudrait s’interroger davantage sur le rôle clé que pourraient jouer les universitaires pour concevoir de nouvelles méthodes d’évaluation des retombées de l’apprentissage. Il est en effet essentiel que les membres du corps enseignant jouent un rôle central dans les initiatives visant à accroître la responsabilité et la transparence des systèmes d’enseignement supérieur : pour fonctionner durablement, ces initiatives doivent être menées de façon décentralisée, au vu des spécificités propres à chaque discipline et à chaque niveau d’études. Dans cette optique, les universitaires ont bel et bien un rôle à jouer à différents stades : il leur faut élaborer des outils d’évaluation, mais aussi tester et adapter ces outils au vu des résultats de recherche les plus récents, interpréter les résultats obtenus en termes de responsabilité et modifier si nécessaire les programmes ou les méthodes pédagogiques. Ce rapport propose un cadre théorique utilisable par les universités et les autres établissements d’enseignement supérieur pour concevoir puis utiliser des outils permettant d’évaluer les retombées de l’apprentissage. L’auteur suggère par ailleurs que certaines professions et disciplines (telles que les entreprises commerciales, le secteur éducatif, l’industrie chimique, le monde littéraire ou encore les organismes de protection sociale) pourraient contribuer, à l’échelon national et international, à promouvoir cette évolution dans leurs domaines respectifs. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-12 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSNPNQKFPWD Template-type: ReDIF-Article 1.0 Author-Name: Jamil Salmi Title: The growing accountability agenda: Progress or mixed blessing? Abstract: In the past decade, accountability has become a major concern in most parts of the world. Governments, parliaments and the public are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. Is this a favourable development for tertiary education? Or is there too much accountability, at the risk of stifling initiative among university leaders? This article analyses the main dimensions of the growing accountability agenda, examines some of the negative and positive consequences of this evolution, and proposes a few guiding principles for achieving a balanced approach to accountability in tertiary education. It observes that the universal push for increased accountability has made the role of university leaders much more demanding, transforming the competencies expected of them and the ensuing capacity building needs of university management teams. It concludes by observing that accountability is meaningful only to the extent that tertiary education institutions are actually empowered to operate in an autonomous and responsible way. By Jamil Salmi, Tertiary Education Coordinator, The World Bank The findings, interpretations, and conclusions expressed in this paper are entirely those of the author and should not be attributed in any manner to the World Bank, the members of its Board of Executive Directors or the countries they represent. This paper is derived from a short think piece published in October 2007 in International Higher Education. The author wishes to thank all the colleagues who kindly reviewed earlier drafts and generously offered invaluable suggestions, in particular Michael Adams, Svava Bjarnason, Marguerite Clarke, Graeme Davies, Elaine El-Khawas, Ariel Fiszbein, Richard Hopper, Geri Malandra, Sam Mikhail, Benoît Millot and Alenoush Saroyan. Full responsibility for errors and misinterpretations remains, however, with the author. Les universités face aux exigences accrues de transparence et de responsabilité : Une évolution bénéfique ou dangereuse ? Ces dix dernières années, les notions couplées de transparence et de responsabilité sont devenues incontournables dans la plupart des régions du monde. Les gouvernements, les parlements et le public attendent désormais des universités qu’elles justifient leur utilisation des ressources publiques et rendent davantage de comptes au sujet de leurs activités d’enseignement et de recherche. S’agit-il d’une évolution bénéfique pour l’enseignement supérieur ? Ou cette exigence accrue de transparence et de responsabilité risque-t-elle au contraire de tuer dans l’œuf les initiatives des dirigeants d’universités ? Cet article analyse les grandes problématiques qui sous-tendent cette évolution, étudie certaines des conséquences négatives et positives et propose un certain nombre de principes directeurs permettant aux établissements d’enseignement supérieur de répondre de façon réfléchie et mesurée à cette exigence nouvelle. L’auteur constate que la demande universelle de responsabilité et de transparence dans l’enseignement supérieur s’accompagne de contraintes nouvelles pour les dirigeants d’universités, en modifiant les compétences que l’on attendait d’eux jusqu’à présent et en obligeant, par voie de conséquence, les équipes de direction des établissements à renforcer leurs capacités. L’auteur termine en faisant remarquer que cette obligation redditionnelle ne fait sens que si les établissements d’enseignement supérieur ont effectivement la possibilité de mener leurs activités de façon autonome et responsable. Par Jamil Salmi, Coordinateur des programmes d’enseignement supérieur, La Banque mondiale.Les observations, interprétations et conclusions exprimées dans ce rapport sont exclusivement celles de l’auteur et ne sauraient en aucune manière être attribuées à la Banque mondiale, aux membres de son Conseil des Administrateurs ni aux pays qu’ils représentent. Le présent rapport est extrait d’un bref article de fond publié en octobre 2007 dans la revue International Higher Education. L’auteur tient à remercier l’ensemble des collègues qui ont eu la gentillesse de réviser les versions précédentes de ce rapport et de l’enrichir de leurs précieuses remarques et suggestions. Il tient à remercier particulièrement Michael Adams, Svava Bjarnason, Marguerite Clarke, Graeme Davies, Elaine El-Khawas, Ariel Fiszbein, Richard Hopper, Geri Malandra, Sam Mikhail, Benoît Millot et Alenoush Saroyan. L’auteur est toutefois seul responsable des erreurs et interprétations erronées que pourrait contenir ce rapport. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-22 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSMDSZ5VBZT Template-type: ReDIF-Article 1.0 Author-Name: Paul Benneworth Author-Name: Alan Sanderson Title: The regional engagement of universities: Building capacity in a sparse innovation environment Abstract: There are increasing pressures for universities to commercialise their research and increase their contributions to their local and regional environments. For those institutions located in areas of low demand, this can lead to a low-impact equilibrium of universities working with external partners, and having relatively low impact. In such circumstances, universities have to “build up” local demand for their knowledge. But this is long-term, costly and volatile, and so partnership and collaborative models of capacity building may be one way for universities to maximise the benefits whilst minimising the risks. In this paper, we explore how capacity in such situation builds up, and whether university regional associations (URAs) can help universities to develop regional capacity in such situations. The case study demonstrates that URAs can become a focal point for a community of regionally engaged university actors. It is this community which can help universities to rationalise and make sense of local uncertainties, and thereby increase total university regional contributions. By Paul Benneworth and Alan Sanderson, University of Twente, The Netherlands, and Universities for the North East, United Kingdom L’engagement régional des universités : Comment le renforcer en l’absence de pôle d’innovation à l’échelon local ? De plus en plus, on attend des universités qu’elles commercialisent les fruits de leurs efforts de recherche et intensifient leur contribution locale et régionale. Mais pour les établissements implantés dans des zones où leurs travaux suscitent une demande limitée, la collaboration des universités avec des partenaires externes risque fort d’avoir un impact, là aussi, limité. Dans ce cas, c’est aux universités de « créer » une demande de connaissances à l’échelon local. Mais il s’agit d’une démarche longue, coûteuse et à l’issue incertaine ; dans cette optique, les modèles de renforcement des capacités basés sur le partenariat et la collaboration interuniversités pourraient permettre aux établissements concernés de maximiser les bénéfices tout en minimisant les risques. Dans ce rapport, nous analysons la façon dont se créent les capacités d’engagement régional dans ce type de contexte, et nous nous efforçons de déterminer si les associations régionales d’universités (ARU) peuvent alors aider ou non les universités à développer leurs capacités régionales. L’étude de cas proposée montre que les ARU deviennent parfois le cœur névralgique d’un consortium d’acteurs universitaires engagés au plan régional. C’est précisément grâce à cette communauté d’acteurs que les universités peuvent faire face aux contingences locales et s’y adapter, ce qui permettra d’accroître la contribution régionale totale des universités. Par Paul Benneworth and Alan Sanderson, Université de Twente (Pays-Bas) et Université pour le Nord-Est (Royaume-Uni) Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 1 Handle: RePEc:oec:edukaa:5KSMDSVSLVMV Template-type: ReDIF-Article 1.0 Author-Name: Jorge Katz Author-Name: Randy Spence Title: Chilean universities in the transition to a market-driven policy regime Abstract: This paper briefly reviews the historical development of the university system in Chile, and describes the current structure of funding, supply and demand for tertiary education, research and university services. Both public and private universities in Chile have expanded and restructured, access to tertiary education has improved, and universities have contributed to the country’s national innovation system. However, steep challenges related to structure and performance in education and research remain, if universities are to meet the growing economy’s demands for productivity and competitiveness. This paper outlines the principal areas which need improving: market access; quality of services; R&D and innovation spending; fiscal support; institution building and strategy co-ordination. Les universités chiliennes en transition vers un régime politique gouverné par le marché Cet article propose une brève présentation du développement historique de l’université au Chili et décrit la structure actuelle du financement, de l’offre et des besoins de l’éducation supérieure, de la recherche et des services universitaires. Les universités publiques et privées se sont développées et restructurées, l’accès à l’enseignement supérieur s’est amélioré et les universités ont contribué au système d’innovation national du pays. Toutefois, pour répondre aux demandes de productivité et de concurrence d’une économie en pleine croissance, les universités devront faire face à plusieurs défis de taille, notamment en ce qui concerne la structure et les performances dans les systèmes de l’éducation et de la recherche. Cet article expose brièvement les principaux points à améliorer : l’accès au marché, la qualité des services, les dépenses liées à la recherche, au développement et à l’innovation, le soutien budgétaire, la mise en place des institutions et la coordination stratégique. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ0TWB93ZN Template-type: ReDIF-Article 1.0 Author-Name: Tony Clark Title: The impact of reforms on the quality and responsiveness of universities in the United Kingdom Abstract: The paper starts with a description of higher education in the United Kingdom and of reforms over the last 50 years. By reference to specified output measures, the performance of UK universities is judged to be good. The factors affecting this performance are postulated by comparing policies and approaches in the United Kingdom with those elsewhere (in particular in continental Europe). Three factors – the level of autonomy, the amount of competition, and the level of funding, combined with the universities’ direct control over funding – are identified as important factors. The level of autonomy for UK universities is long-standing. So too is the level of competition for recruiting the best students – although the reform in 1991 to bring universities and polytechnics into a single sector has increased that competition. Competition for research has increased through the reform initiated by the University Grants Committee in the mid 1980s to introduce the Research Assessment Exercise for non-specific funds. Recent reforms have provided both additional funding and, through tuition fees for UK students, greater influence for universities over the level of funding. Le système de l'enseignement supérieur au Royaume-Uni a fait l’objet de nombreuses réformes depuis cinquante ans. Evaluées à la lumière d’indicateurs spécifiques, les universités britanniques présentent de bons résultats. Les facteurs de cette performance sont postulés par comparaison des politiques et des approches adoptées au Royaume-Uni et à l’étranger (en particulier dans le reste de l'Europe). Associés au contrôle direct des universités sur le financement, le degré d'autonomie, le niveau de concurrence et le niveau de financement apparaissent ainsi comme trois facteurs de performances importants. Bien qu’elle ait été renforcée par la réforme de 1991 regroupant les universités et les instituts de technologie en un secteur unique, la concurrence pour le recrutement des meilleurs étudiants existe depuis longtemps, tout comme le degré d'autonomie important dont jouissent les universités britanniques. La concurrence a également gagné le milieu de la recherche où, suite à une réforme initiée par le University Grants Committee au milieu des années 1980, l’attribution de fonds non spécifiques est déterminée par le Research Assessment Exercise (exercice d’évaluation de la recherche). De récentes réformes ont permis d’accorder des financements supplémentaires et, par le biais des frais d’inscription imposés aux étudiants britanniques, de développer l’influence des universités par rapport au niveau de financement. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-16 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ0TWGC7VC Template-type: ReDIF-Article 1.0 Author-Name: Timo Aarrevaara Author-Name: Ian Dobson Author-Name: Camilla Elander Title: Brave new world: Higher education reform in Finland Abstract: Finnish universities are about to enter a period of radical change. This paper considers the reforms expected of a new Universities Act currently before parliament and a set of institutional mergers. When passed, the new act will provide universities with independent legal status, change their relationship with the government in several ways, affect university governance arrangements, and alter the relationship between staff and their university employers. Although these reforms will be radical for the university sector itself, many of the changes will be all but invisible to those outside the sector. The change that will be noticed is the creation of the new Aalto University through a merger between three existing institutions. The new university will be highly visible to all as it tries to meet the government’s aspirations for it to become a world-class university. Le meilleur des mondes : Réforme du système de l’enseignement supérieur en Finlande Les universités finlandaises se trouvent au seuil de changements radicaux. Cet article analyse les réformes découlant d’un nouveau projet de loi sur l’université actuellement présenté devant le Parlement finlandais et de plusieurs fusions institutionnelles. Une fois adoptée, la nouvelle loi accordera aux universités un statut juridique indépendant, modifiera leurs relations au gouvernement en plusieurs points, affectera les accords relatifs à la gestion des universités et modifiera les relations entre le personnel et les employeurs universitaires. Bien que le secteur universitaire considère ces réformes comme radicales, la plupart des changements qu’elles vont entraîner seront absolument invisibles aux yeux de l’observateur extérieur pour qui le changement apparent résideradans la création de la nouvelle Université de Aalto, fruit d’une fusion entre trois institutions existantes. Cette nouvelle université occupera en effet le devant de la scène puisqu’elle s’efforcera de répondre aux aspirations du gouvernement qui veut en faire une université internationale de haut niveau. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ0TWNFFVL Template-type: ReDIF-Article 1.0 Author-Name: Donald E. Heller Title: The context of higher education reform in the United States Abstract: Higher education in the United States has received much scrutiny in the recent past from the federal and state governments, the press and the general public. In response to this scrutiny, a number of blue ribbon panels have been formed to examine how effectively higher education is serving American society. In this article, I analyse the proceedings and impact of the most recent prominent panel, the Secretary of Education’s Commission on the Future of Higher Education, commonly known as the Spellings Commission. I also briefly examine how the new administration of President Barack Obama is likely to affect colleges and universities in light of the global economic crisis. Le contexte de la réforme de l’enseignement supérieur aux États-Unis Ces dernières années, le gouvernement fédéral, les États, la presse et l’opinion publique ont placé l’enseignement supérieur aux États-Unis au centre d’une attention toute particulière. En conséquence de cela, de nombreux groupes d’experts se sont formés pour étudier dans quelle mesure le système d’enseignement supérieur sert efficacement la société américaine. Cet article examinera les procédures et l’impact de la commission du ministre de l’Éducation sur le futur de l’enseignement supérieur, plus généralement dénommée la commission Spellings, qui constitue le plus important groupe d’experts récemment constitué. Nous étudierons ensuite brièvement dans quelle mesure la nouvelle administration du Président Barack Obama est susceptible d’affecter les universités dans un contexte marqué par la crise économique mondiale. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ0TZHSHMS Template-type: ReDIF-Article 1.0 Author-Name: Peter Mayer Author-Name: Frank Ziegele Title: Competition, autonomy and new thinking: Transformation of higher education in Federal Germany Abstract: Germany has recently gone through a fundamental process of reform of its higher education system. The last 15 years have been characterised by significant changes in virtually all aspects of the system. The impacts of the Bologna Process have been far reaching. The reform of the governance and funding systems in higher education has also been highly influential. This article reflects upon the increasing relevance of the concept of competition in higher education and how the realisation of more competitive elements was accomplished in a highly decentralised system of governance. The article also demonstrates the complex interplay between the public discourse regarding the need for more competitive approaches in higher education, legal reforms, changes in funding provisions for higher education and the transformation of rules for attracting human resources. Concurrence, autonomie et nouveau courant de pensée : transformation de l’enseignement supérieur en Allemagne fédérale Le système de l’enseignement supérieur allemand a récemment connu un processus de réformes fondamental. Ces 15 dernières années ont été marquées par des changements importants affectant quasiment tous les aspects du système. Les impacts du processus de Bologne ont été considérables. De la même manière, la réforme des systèmes de gouvernance et de financement dans l’enseignement supérieur a exercé une grande influence. Cet article analyse l’intérêt croissant accordé à la notion de concurrence dans l’enseignement supérieur et la façon dont des éléments plus compétitifs ont été mis en place dans un système de gouvernance fortement décentralisé. L’article démontre l’existence d’interactions complexes entre le discours public sur les besoins d’une approche plus concurrentielle dans l’enseignement supérieur, les réformes légales, les changements apportés à l’attribution de financement et la transformation des règles visant à attirer les ressources humaines.  Journal: Higher Education Management and Policy Year: 2009 Pages: 1-20 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ0TZZLHR2 Template-type: ReDIF-Article 1.0 Author-Name: Steven Schwartz Title: Big ideas for Australian universities Abstract: Within weeks of taking office, Australia’s new Labor government commissioned two major reviews – one of Australia’s innovation system and one of Australian higher education. Taken together, these reviews will have major implications for the future of research and teaching in Australia for decades to come. This paper discusses the main recommendations of these reviews, puts them into context and examines the government’s response. Although the innovation review was conducted first, this paper begins with the higher education review because its recommendations, at least in regard to universities, are broader. Those parts of the innovation review that are relevant to universities follow. The paper concludes with a brief discussion of what will happen next. De grandes idées pour les universités australiennes Quelques semaines après son entrée en fonction, le nouveau gouvernement travailliste australien a commandé deux études, l’une portant sur le système d’innovation australien et l’autre sur l’enseignement supérieur en Australie. Prises dans leur ensemble, ces études auront des répercussions considérables sur l’avenir de la recherche et de l’enseignement australiens dans les décennies à venir. Cet article traite des principales recommandations proposées par ces études, rappelle le contexte dans lequel elles s’inscrivent et analyse la réponse du gouvernement. Bien que l’étude sur l’innovation soit menée en premier, l’article s’intéresse d’abord à l’étude sur l’enseignement supérieur car elle propose des recommandations plus générales, tout au moins concernant les universités. Les éléments de l’étude sur l’innovation ayant un intérêt pour les universités sont repris ensuite. L’article s'achève par une brève réflexion sur les perspectives.    Journal: Higher Education Management and Policy Year: 2009 Pages: 1-15 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ0V4QH5F5 Template-type: ReDIF-Article 1.0 Author-Name: Frans van Vught Title: The EU innovation agenda: Challenges for European higher education and research Abstract: This article analyses the innovation agenda of the European Union (EU), places it in the context of globalisation and explores its foundation in the theoretical innovation systems perspective. It analyses a number of the central policy domains of this agenda: higher education, doctoral education, research and knowledge transfer. In the second part of the article, some major challenges of the EU innovation agenda for European higher education and research are discussed. These challenges concern: future shortages of higher education graduates, the issue of access and equity, limited world-class research excellence, the need to further increase knowledge transfer efforts, the lack of private funding in higher education and research, and the processes of academic stratification and regional differentiation. Programme-cadre de l’UE en matière d’innovation : les défis de l’enseignement supérieur et de la recherche en Europe Cet article propose une analyse du programme-cadre de l’UE (Union européenne) pour l’innovation, qu’il place dans le contexte de la mondialisation et dont il explore les fondements à la lumière des systèmes d’innovation théoriques.  Il examine différents domaines politiques fondamentaux constituant ce programme-cadre : l’enseignement supérieur, les thèses de doctorat, la recherche et le transfert des connaissances. Dans une seconde partie, l’article propose une réflexion sur plusieurs défis importants qui attendent ce programme-cadre sur l’innovation pour l’enseignement supérieur et la recherche en Europe : la pénurie future de diplômés de l’enseignement supérieur, la question de l’accès et de l’équité, le niveau d’excellence limité de la recherche à l’échelle mondiale, la nécessité d’accroître les efforts liés au transfert des naissances, le manque de financement privé dans l’enseignement supérieur et la recherche, et les processus de stratification académique et de différentiation régionale.  Journal: Higher Education Management and Policy Year: 2009 Pages: 1-22 Volume: 21 Issue: 2 Handle: RePEc:oec:edukaa:5KSJ19W5LB6H Template-type: ReDIF-Article 1.0 Author-Name: Svein Kyvik Title: Allocating time resources for research between academic staff: The case of Norwegian university colleges Abstract: The purpose of this article is to explore how time resources for research are allocated among academic staff members in institutions where research qualifications differ much between individuals. Norwegian university colleges are used as a case. These resources, which can be regarded as scarce goods, are of two kinds: the share of working hours that can be used for research, and definitive periods during which one is free to dedicate work hours to research.  Of the many factors to consider when allocating scarce resources between individuals, the article distinguishes between the following: a) type of good; b) decision-making levels; c) size of the good; d) circle of recipients; e) allocation principles; f) allocation criteria; and g) allocation procedures. The article concludes that the allocation of time resources for research among individual staff members is to a large extent made up of compromises between different allocation principles, allocation criteria and allocation procedures, and can be understood only in reference to the historical and social context of each institution and its various departments. L’affectation des ressources temporelles pour la recherche entre membres du personnel enseignant : le cas des instituts universitaires norvégiens Cet article analyse la méthode d’affectation des ressources temporelles entre les différents chercheurs dans les établissements où ceux-ci ont des degrés de qualification différents. Ce rapport est illustré par l’étude de cas des instituts universitaires norvégiens. Ces ressources temporelles, que l’on peut considérer comme des ressources rares, sont de deux types : elles peuvent tout aussi bien désigner la répartition des heures de travail utilisables pour la recherche que des périodes déterminées durant lesquelles l’individu est libre de consacrer son temps à la recherche. De tous les facteurs dont il faut tenir compte, lorsqu’il s’agit de répartir des ressources rares entre plusieurs individus, l’article distingue les différents aspects du processus de décision : a) le type de bien ; b) les niveaux de prise de décision ; c) la taille du bien ; d) le groupe de destinataires ; e) les principes d’affectation ; f) les critères d’affectation ; et g) les procédures d’affectation. L’article parvient à la conclusion que l’affectation des ressources temporelles pour la recherche au sein d’une équipe est, dans une large mesure, faite de compromis entre différents principes, critères et procédures, et ne peut être comprise qu’à la lumière du contexte historique et social d’un établissement et des départements qui le composent. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-14 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSB3FN241NP Template-type: ReDIF-Article 1.0 Author-Name: Jeffrey M. Litwin Title: The secondary markets of higher education: A Canadian context Abstract: Viewed through a market paradigm, universities can appear as the aggregation of numerous and varied markets. While universities’ primary markets focus on teaching and research, they are active in many other markets, most of which support and contribute to their smooth, effective and efficient operation. Using financial and real estate markets as examples, the purpose of this article is to articulate some details that further validate the deepening complexity of the modern multiversity and to help clarify the extent to which market-like activities have infiltrated the institution, creating opportunities and posing threats. The cultural impact of the trend towards marketisation increases the need to protect the academic core of the academy. Les marchés secondaires de l’enseignement supérieur : un contexte canadien Vues à travers le paradigme du marché, les universités peuvent ressembler à un agrégat de marchés nombreux et différents. Bien que leurs marchés principaux se concentrent sur l’enseignement et la recherche, elles sont actives sur bien d’autres marchés dont la plupart est essentiel ou nécessaire à leur bon fonctionnement. En reprenant des exemples des marchés de l’immobilier et de la finance, l’article se propose d’articuler certains détails démontrant la complexité croissante de la multiversité moderne et apporte également un éclairage sur la façon dont les activités du marché ont infiltré l’université, ces phénomènes étant générateurs d’opportunités comme de menaces. L’impact culturel de la tendance portant vers la marchandisation accroît la nécessité de développer le corps enseignant de l’institution. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSB3FN6X1LT Template-type: ReDIF-Article 1.0 Author-Name: William F. Massy Title: Academic values in the marketplace Abstract: The world financial meltdown is causing a reassessment of the strong market ideology that dominated policy making since the days of Reagan and Thatcher. For universities, the issue is not whether to pay attention to market forces – most schools have no choice given that their economic viability depends on some combination of enrollments, sponsored research and the sale of other services. The question is how to give the market its due while remaining true to our academic values. Balancing academic values and market forces is not easy, as we shall see. My purpose in this essay is to provide a conceptual overview that can explain the issues and point the way toward their resolution in today’s financially challenging environment. Les valeurs académiques sur le marché La fusion financière internationale provoque une réévaluation de la puissante idéologie de marché qui a dominé la politique depuis les époques Reagan et Thatcher. Pour les universités, la question n’est pas de savoir s’il faut prêter attention ou non aux forces du marché : la plupart des écoles n’ont pas ce choix puisque leur viabilité économique dépend à la fois des inscriptions, de la recherche subventionnée et de la vente d’autres types de services. La question est de savoir comment donner son dû au marché tout en restant fidèles à nos valeurs académiques. Comme nous le verrons, trouver un équilibre entre les valeurs académiques et les forces du marché n’est pas chose facile. L’auteur de ce rapport cherche ici à fournir une vue d’ensemble conceptuelle permettant d’expliquer les problèmes et de suggérer des pistes de solutions dans l’environnement de défis financiers qui est aujourd’hui le nôtre. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-16 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSDXGP5HRZV Template-type: ReDIF-Article 1.0 Author-Name: Ingvild M. Larsen Author-Name: Peter Maassen Author-Name: Bjørn Stensaker Title: Four basic dilemmas in university governance reform Abstract: Since the mid 1980s, modernising university governance has been a constant item on the political agenda of most countries, often followed by reforms attempting to change how universities are managed and led. However, when considering the effects of the many initiatives taken, a rather complex picture appears with respect to the scope and depths of the changes occurring. The article identifies four basic dilemmas, and shows how they are manifested in a number of countries where such reforms have been implemented. In the conclusion, it is argued how the four dilemmas can shed more light on the complexities associated with university governance reform. Quatre dilemmes fondamentaux dans la réforme de la gouvernance universitaire Depuis le milieu des années 1980 et dans la plupart des pays, la question de la modernisation de la gouvernance universitaire n’a jamais quitté l’agenda politique et a souvent été suivie de réformes visant à changer la méthode de gestion et de direction des universités. Toutefois, l’analyse des nombreuses initiatives menées depuis laisse apparaître une image assez complexe de la portée et de la profondeur des changements qu’elles ont occasionnés. Cet article identifie quatre dilemmes fondamentaux, et illustre dans quelle mesure ceux-ci émergent dans un certain nombre de pays où de telles réformes ont été mises en place. En conclusion, l’article indique que les quatre dilemmes peuvent offrir un éclairage sur les complexités liées à la réforme de la gouvernance universitaire. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSDXGPDNDS1 Template-type: ReDIF-Article 1.0 Author-Name: Alberto Amaral Author-Name: Maria João Rosa Author-Name: Diana Amado Tavares Title: Supra-national accreditation, trust and institutional autonomy: Contrasting developments of accreditation in the United States and Europe Abstract: There have been calls to increase the autonomy of higher education institutions in Europe for a number of years. They have been counterbalanced by demands for increasing accountability and a European quality assurance system. In London in 2007, the European ministers of education decided to implement a European register of accredited quality agencies, and defined standards for registration. Being part of the register requires “substantial compliance with all standards” instead of “full-compliance”. This might take into consideration the context of the national higher education system, the role of the agency in the quality assurance system, and even the national culture and traditions, allowing for different interpretations, some imprecision, and diverse degrees of flexibility and compliance. Indications from the United States suggest an emerging desire at the federal level to play a more visible role in regulating higher education through intervention in the accreditation system to ensure increased institutional accountability. This may have a parallel in the European situation. While in the United States the attempts at increased federal control have so far apparently failed, in Europe quality systems linked to higher education institutions were replaced with “independent” accrediting agencies. We analyse these changes and offer a possible interpretation for the differences on the two sides of the Atlantic. Accréditation supranationale, confiance et autonomie des établissements : Contrastes du développement de l’accréditation entre l’Europe et les États-Unis À l’échelon européen, certains soulignent depuis plusieurs années la nécessité de conférer une autonomie accrue aux établissements d’enseignement supérieur, alors même que d’autres exigent que ces derniers rendent davantage de comptes concernant leurs activités et leurs performances. À Londres en 2007, les ministres européens de l’éducation ont décidé la mise en place d’un registre européen où figureront les agences accréditées et où seront définies les normes auxquelles ces agences devront se plier pour être autorisées à y figurer. Les conditions à respecter pour pouvoir être inscrit au registre européen sont ainsi passées d’une « conformité totale à l’ensemble des normes » à une « large conformité ». L’interprétation de ces normes pourrait s’effectuer en tenant compte des spécificités propres à chaque système d’enseignement supérieur national, au rôle de chaque agence au sein du système d’assurance qualité, voire de la culture et des traditions nationales, laissant la voie ouverte à des divergences d’interprétation, à une certaine marge d’imprécision et à divers degrés de flexibilité et de conformité. Des indications provenant des États-Unis suggèrent l’émergence d’un souhait, au niveau fédéral, de jouer un rôle plus visible dans la régulation de l’enseignement supérieur, via l’intervention du système d’accréditation pour assurer un développement de la responsabilité institutionnelle. Cette tendance incite naturellement à établir un parallèle avec la situation observée en Europe. Tandis qu’aux États-Unis, les tentatives visant à renforcer le contrôle par les autorités fédérales semblent avoir échoué, en Europe, les systèmes de qualité liés aux établissements d’enseignement supérieur ont été remplacés par des agences d’accréditation « indépendantes ». Dans ce rapport, les auteurs proposent une analyse de ces changements et suggèrent une interprétation possible des différences existant des deux côtés de l’Atlantique. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-18 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSF24QCGM45 Template-type: ReDIF-Article 1.0 Author-Name: Geoffrey Alderman Title: Defining and measuring academic standards: A British perspective Abstract: Historically, the definition and measurement of academic standards in British higher education have been the exclusive prerogative of the academic community. The calibration of standards across institutions was the responsibility and purpose of the external-examiner system. But the mechanisms in place to achieve these ends have broken down under the weight of the massification of UK higher education, the need to recruit international students to sustain revenue streams, and the league-table or rankings culture that has resulted in academic standards being sacrificed in order to maintain or improve institutional image. In 2008 the House of Commons inaugurated a wide-ranging inquiry into these matters. Its August 2009 report proposes radical solutions, the adoption of which will represent a definitive break with the traditions of the past. Définition des critères de qualité et évaluation des performances universitaires : Une perspective britannique Traditionnellement, la définition des critères de qualité et l’évaluation des performances universitaires dans l’enseignement supérieur britannique étaient la prérogative exclusive de la communauté universitaire. L’étalonnage des critères de qualité dans l’ensemble des établissements relevait de la responsabilité du système d’examinateurs externes dont c’était l’objectif. Cependant, les mécanismes mis en place à cette fin se sont effondrés sous le poids de la massification de l’enseignement supérieur britannique, la nécessité de recruter des étudiants internationaux pour maintenir les flux de revenus, et la culture des classements qui a conduit au sacrifice de la qualité afin de préserver ou d’améliorer une image institutionnelle. En 2008, la Chambre des Communes a inauguré une vaste enquête sur ces questions. Son rapport d’août 2009 propose des solutions radicales, dont l’adoption constituera une rupture définitive avec les traditions du passé. Journal: Higher Education Management and Policy Year: 2009 Pages: 1-14 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSF24SSZ1WC Template-type: ReDIF-Article 1.0 Author-Name: Paul Gibbs Author-Name: Patrick Murphy Title: Ethical marketing of higher education: What might be done to encourage its adoption? Abstract: The competiveness of the diverse sector of higher education sees universities increasingly reliant on marketing to position themselves within their main stakeholder groups. In doing so, the use of marketing techniques developed for the service industry are being adopted at strategic and tactical levels with little research to support such undifferentiated action. This paper discusses a number of issues joining marketing with the moral leadership of the university in a persistently competitive and commercial market place.  We seek to offer practical actions to ensure that marketing remains a service to the institution and does not convert the mission of all institutions to one of consumerisation. We do this by discussing how a relationship model of engagement with stakeholders might be grounded in a virtue ethics imperative and how this might contribute to brand development and accountability. Journal: Higher Education Management and Policy Year: 2009 Pages: 75-90 Volume: 21 Issue: 3 Handle: RePEc:oec:edukaa:5KSB3FNF82NV Template-type: ReDIF-Article 1.0 Author-Name: Tanja Grendel Author-Name: Christoph Rosenbusch Title: System accreditation: an innovative approach to assure and develop the quality of study programmes in Germany Abstract: “System accreditation” is a new approach developed for German universities to conduct the mandatory accreditation of all their study programmes. A pilot project at Johannes Gutenberg University in Mainz is playing an important role in paving the way for this alternative to prevailing programme accreditation. This article describes how system accreditation, an innovative approach towards organisational adaption to national regulations, was conceived and how it functions. Based on the experience of Johannes Gutenberg University, the article explores the potential of system accreditation to improve quality assurance and the development of study programmes. System accreditation faces three global challenges: that of creating an integrated approach, establishing a solid evidence base and fostering the effectiveness of evaluation efforts. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-12 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KML8RV4VGJG Template-type: ReDIF-Article 1.0 Author-Name: Michael L. Skolnik Title: Quality assurance in higher education as a political process Abstract: The procedures commonly employed for quality assurance in higher education are designed as if the endeavour were a technical process, whereas it may be more useful to view it as a political process. For example, quality assurance requires making choices among competing conceptions of quality, and in so doing privileges some interests over others. Moreover, some stakeholders tend to be given a greater voice than others in the design and implementation of quality assurance. The author concludes that rather than denying the political nature of quality assurance, it would be better to accept Morley’s claim that quality assurance is “a socially constructed domain of power”, and design procedures for it in a way that is appropriate for a political process. It is suggested that employing the “responsive model” of evaluation could make quality assurance more effective in improving educational quality. In the responsive model, evaluation is deemed to be a collaborative process that starts with the claims, concerns and issues put forth by all stakeholders. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-20 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KMLH5GS3ZR0 Template-type: ReDIF-Article 1.0 Author-Name: George D. Kuh Author-Name: Peter T. Ewell Title: The state of learning outcomes assessment in the United States Abstract: Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States. Three-quarters of institutions have established learning outcomes for all their students, a necessary first step in the assessment cycle. Most schools are using a combination of institution-level and programme-level assessments. Quality assurance requirements in the form of regional and specialised accreditation, along with an institutional commitment to improve, are the primary drivers of assessment. While there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning. The paper closes with recommendations for various groups that can advance the assessment and institutional improvement agenda. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-20 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KS5DLHQBFR1 Template-type: ReDIF-Article 1.0 Author-Name: Hamish Coates Title: Defining and monitoring academic standards in Australian higher education Abstract: This paper outlines the need for adopting a more scientific approach to specifying and assessing academic standards in higher education. Drawing together insights from large-scale studies in Australia, it advances a definition of academic standards, explores potential indicators of academic quality and looks at approaches for setting standards. As learner outcomes need to be placed at the forefront of work on academic standards, this paper concludes by exploring the implications of this position for student assessment and institutional change. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-17 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KMMVS30RK9N Template-type: ReDIF-Article 1.0 Author-Name: Sharon Bell Title: Women in science: The persistence of gender in Australia Abstract: This paper outlines the need for adopting a more scientific approach to specifying and assessing academic standards in higher education. Drawing together insights from large-scale studies in Australia, it advances a definition of academic standards, explores potential indicators of academic quality and looks at approaches for setting standards. As learner outcomes need to be placed at the forefront of work on academic standards, this paper concludes by exploring the implications of this position for student assessment and institutional change. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-19 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KS5DLFQ71F5 Template-type: ReDIF-Article 1.0 Author-Name: Sybille Reichert Title: The intended and unintended effects of the Bologna reforms Abstract: Bologna reform eulogies and protests tend to focus on the benefits and shortcomings of the new two-tier curricula, their implementation and orientation. In this article, an assessment of the Bologna reforms is made in terms of their larger and less widely discussed systemic and institutional effects - which go far beyond the original reformers’ intentions. Apart from the introduction of new degree structures, the two Bologna reform dimensions which have been most readily adopted and dynamically implemented are the overhaul of Europe’s quality assurance system and the recent reforms of doctoral education. In contrast, the visionary goals of using learning outcomes and competencies as the structuring principle of all curricula in order to ensure greater transparency and reliability, and of promoting student-centred learning, have only been adopted by few countries and institutions. However, the Bologna reforms have also had a range of unintended effects on systems and institutions that often go unnoticed when discussing their impact on European higher education. These include redefining the relationship between institutional profiles, strengthening central institutional leadership and mobilising horizontal communication within institutions. Sybille Reichert, Reichert Consulting: Policy and Strategy Development in Higher Education, Switzerland Journal: Higher Education Management and Policy Year: 2010 Pages: 1-20 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KMMVS2RW9S4 Template-type: ReDIF-Article 1.0 Author-Name: Lex M. Bouter Title: Knowledge as a common good: the societal relevance of scientific research Abstract: Universities are, to a large extent, publicly funded. It is reasonable to expect that society should benefit as a result. This means that scientific research should at least have a potential societal impact. Universities and individual researchers should therefore give serious thought to the societal relevance of their research activities and report on them widely. Core questions they should be asking are: “Do we do the right things?” and “Do we do them right?”. This implies that as well as indicators of scientific quality, attention should be given to indicators of societal relevance. These two considerations are examined in the context of current evaluation practices of academic research. Twelve indicators of societal relevance are proposed, focusing on both their socio-cultural and economic value. The examples given mainly concern the health and life sciences. This paper concludes with a discussion of the key challenges in evaluating the societal relevance of scientific research. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-15 Volume: 22 Issue: 1 Handle: RePEc:oec:edukaa:5KMLH5GFTQTJ Template-type: ReDIF-Article 1.0 Author-Name: Lisa A. Burke Author-Name: Karen James Title: What factors influence peer ratings of faculty research performance in the United States? Abstract: Peers play a significant role in assessing faculty members’ performance and in determining others’ career outcomes, such as tenure and promotion. However, the literature is fairly silent on how faculty members formulate their impressions of others’ performance. As part of a larger study, this paper explores factors that significantly correlate with peer ratings of research performance and the reliability of peer ratings. Using a random sample of 236 faculty members from a wide range of accredited business schools in the United States, the authors conducted a web-based survey of faculty in business management to examine the predictors of peer ratings of research performance. Implications for research and practice are discussed. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-18 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KM990DT339N Template-type: ReDIF-Article 1.0 Author-Name: Sarah Wilson-Medhurst Title: Knowledge production within the innovation system: a case study from the United Kingdom Abstract: This paper focuses on a key issue for university managers, educational developers and teaching practitioners: that of producing new operational knowledge in the innovation system. More specifically, it explores the knowledge required to guide individual and institutional styles of teaching and learning in a large multi-disciplinary faculty. The case study presented outlines a sustainable approach for achieving quality enhancement of teaching and learning and producing new operational knowledge. Sustainability is achieved by linking to, and being sympathetic to, the innovative activity-led concept of learning reported in this paper. This leads to the identification of elements of evaluation that are appropriately aligned to the teaching and learning behaviours, attitudes and approaches that are critical for the innovation to be successful. Such context-sensitive evaluation elements allow meaningful feedback for the purposes of creating new operational knowledge that may then be applied and tested for on-going refinement and learning. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-16 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KMBJH012LZV Template-type: ReDIF-Article 1.0 Author-Name: E. Grady Bogue Author-Name: Betty Dandridge Johnson Title: Performance incentives and public college accountability in the United States: a quarter century policy audit Abstract: The allocation of funds to public colleges based on performance criteria rather than activity or enrolment criteria is often described as performance funding. In the United States, performance funding policies have become a frequently used instrument of higher education accountability. The history of such policies, however, is a complex one, with some states implementing such policies while others discontinue them. This paper describes and evaluates the first and the longest-standing performance funding policy in the United States, one designed and implemented in 1980 and remaining in effect for over 25 years. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-22 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KMBJH05FXD3 Template-type: ReDIF-Article 1.0 Author-Name: Eva Dias de Oliveira Author-Name: Isabel de Castro Guimarães Title: “Employability” through curriculum innovation and skills development: a Portuguese case study Abstract: Over 50% of Portuguese graduates are out of work for more than six months after leaving university, against the OECD average of 42%. This suggests that universities need to do more to improve graduates’ chances on the labour market and, in many ways, the Bologna reform provided European Union universities with an opportunity to tackle this issue. This paper describes how the Bologna process led to reform at the Catholic University of Portugal’s Faculty of Economics and Management, starting in 2005. Undergraduate studies were reduced from four to three years and strategies were implemented to improve graduates’ employability. The primary aspect of the reform was a competency-based approach to curricula development, along with the creation of three new courses dealing specifically with transferable skills: critical thinking, systemic thinking and communication and teamwork. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-20 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KMBQ08JC4WK Template-type: ReDIF-Article 1.0 Author-Name: Heather Kanuka Title: Characteristics of effective and sustainable teaching development programmes for quality teaching in higher education Abstract: There is a growing need for teacher development centres to help instructors of higher education become better teachers. This paper describes a multi-year study designed to explore how these centres support effective and sustainable teaching development with the aim of providing a quality teaching and learning experience. Key interview findings revealed four practices that are characteristic of effective teaching centres: knowing how to be strategic; using a multilayered approach; working with existing pressures, tensions and challenges; and knowing how to get the work done. The results of this study also offer insights on how to assess the strengths and challenges of teaching centres, and suggest that leaders of these centres consider their programme outcomes carefully in order to build a centre that meets the needs of both participants and policy makers. Finally, the findings assist in framing programmes to facilitate a quality teaching and learning experience. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-14 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KMBQ08NCR25 Template-type: ReDIF-Article 1.0 Author-Name: Chinthaka Balasooriya Author-Name: Sophie di Corpo Author-Name: Nicholas J. Hawkins Title: The facilitation of collaborative learning: what works? Abstract: The better management of group dynamics is increasingly being recognised as crucial for the success of inquiry-based curricula. This paper explores a number of issues surrounding the management of group dynamics in collaborative learning settings in medical education at the University of New South Wales, Australia. The findings of a study conducted there provide a practical framework for the identification of common problems that can confront facilitators, as well as a range of strategies that have been found by experienced facilitators to be useful in managing these issues. The strategies are discussed within the conditions in which they have been found to be effective, and facilitators are alerted about the possible pitfalls associated with these strategies. Thus, the paper provides insights into a key aspect of the collaborative learning and teaching process and the student behaviours that impact on it. It proposes practical strategies that can inform staff development activities, and is a starting point for developing quality teaching support. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-14 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KMD4HQZHWVH Template-type: ReDIF-Article 1.0 Author-Name: Rosalind M. O. Pritchard Title: Attitudes to gender equality issues in British and German academia Abstract: This paper explores a range of perceived similarities and differences between male and female academics in the context of contemporary European Union “gender mainstreaming” policy. It concentrates upon the higher education systems of Germany and the United Kingdom, and is based upon questionnaire responses. A large majority of respondents believe that more needs to be done to remedy inequalities arising from maternity leave and child rearing, and that their universities are still gendered organisations with too few women at the top. Many females regard themselves as less strategic than males in managing their careers, and believe that they need to behave the same as men to succeed. They think that men have historically dominated in their subject area and still do so. Relatively small percentages of men endorse these opinions in relation to women, and their responses are often positive in their perception of female academics. It is almost universally agreed that women are doing a good professional job, and very few employees (either male or female) experience gross forms of bullying and harassment at work. A certain convergence between the genders in some respects may indicate the erosion of binary gender hierarchies in the current policy environment. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-24 Volume: 22 Issue: 2 Handle: RePEc:oec:edukaa:5KMD4HR1Z1R3 Template-type: ReDIF-Article 1.0 Author-Name: Heather Eggins Author-Name: Peter West Title: The global impact of the financial crisis: main trends in developed and developing countries Abstract: The impact of the financial crisis on higher education has been considerable, and its effects are continuing. These effects can be discerned in a number of ways; but whereas both developed and developing countries are affected, they can be affected differently. A modifying factor is the shape and structure of the higher education system within each country. This paper looks at developed and developing countries and considers key areas of higher education affected by the financial crisis and possible ways forward. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-16 Volume: 22 Issue: 3 Handle: RePEc:oec:edukaa:5KM32WKHWMS3 Template-type: ReDIF-Article 1.0 Author-Name: Frans van Vught Author-Name: Don F. Westerheijden Title: Multidimensional ranking: a new transparency tool for higher education and research Abstract: This paper sets out to analyse the need for better “transparency tools” which inform university stakeholders about the quality of universities. First, we give an overview of what we understand by the concept of transparency tools and those that are currently available. We then critique current transparency tools’ methodologies, looking in detail at the question of data sources, the risks involved in constructing league tables and the challenges in using composite indicators. Lastly, we argue in favour of developing a new principle for transparency tools: that of multidimensional ranking. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-26 Volume: 22 Issue: 3 Handle: RePEc:oec:edukaa:5KM32WKJHF24 Template-type: ReDIF-Article 1.0 Author-Name: Ingo Rollwagen Title: Project economy approaches for higher education: diversifying the revenue base of German universities Abstract: Structural changes and budget constraints are challenging German higher education institutions to change their management practices. This exploratory analysis discusses how institutions are increasing their collaborative efforts – and are doing so in a more structured way – with heterogeneous partners from science, industry and society. Their aim is to diversify their financial base, increase their global reach and excellence, bring into play synergies in regional settings, finance student demand and build joint educational products. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-21 Volume: 22 Issue: 3 Handle: RePEc:oec:edukaa:5KM32WKJPJS4 Template-type: ReDIF-Article 1.0 Author-Name: John Craig Author-Name: Andrew Gunn Title: Higher skills and the knowledge economy: the challenge of offshoring Abstract: Recent economics literature on offshoring highlights the trend towards the relocation of high-skill jobs to emerging economies. This evolution presents a challenge to the established knowledge economy discourse on which the relationship between higher education, higher skills, higher productivity and higher incomes has been based. This paper identifies some tentative impacts of offshoring for employment and education patterns in OECD countries and argues that the assumptions of the knowledge economy discourse need to be revised. The implications for higher education institutions are considered and three potential strategic responses are presented. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-17 Volume: 22 Issue: 3 Handle: RePEc:oec:edukaa:5KM39QS88ZJB Template-type: ReDIF-Article 1.0 Author-Name: Sabiha Y. Essack Author-Name: Indirani Naidoo Author-Name: Glen Barnes Title: Government funding as leverage for quality teaching and learning: a south african perspective Abstract: The South African Higher Education Funding Framework uses funding as a lever to achieve equitable student access, quality teaching and research, and improved student retention and success. Maximising a university subsidy from the national Department of Education necessitates innovative strategies at the pre- and post-student admission stages. This paper describes how the resource base of the Faculty of Health Sciences at the University of KwaZulu-Natal was increased by the Academic Development and Student Support project which enabled the Faculty to meet enrolment targets and increase graduation rates. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-13 Volume: 22 Issue: 3 Handle: RePEc:oec:edukaa:5KM39QSFTR0X Template-type: ReDIF-Article 1.0 Author-Name: Robin Middlehurst Title: Sustaining leadership in challenging times Abstract: Some governments hit by recession have chosen to invest in higher education as part of long-term economic and social development and international competitiveness agendas; others have opted for a route of cuts, financial stringency and contraction of their higher education systems. This article explores challenges to leadership in the latter context. Different types of institutional responses are examined in terms of three categories: reactive, adaptive and generative, first in terms of the nature of responses and second in relation to three institutional case studies. The higher education responses are then compared with the responses – and associated leadership lessons – that have been compiled from other sectors. Different forms of leadership development are also helping leaders to meet the challenges at individual, team and organisational levels, within and across countries and sectors. Journal: Higher Education Management and Policy Year: 2010 Pages: 1-19 Volume: 22 Issue: 3 Handle: RePEc:oec:edukaa:5KM39QSKJMR7 Template-type: ReDIF-Article 1.0 Author-Name: Gerrit de Jager Title: Missions on the move: university systems in England, New York State and California Abstract: Universities’ fundamental missions generally differ. For example, institutions can either focus on research or on teaching. Over time, these missions tend to change, and in some cases this is referred to as “mission creep”. This negative epithet is reserved for universities with l imited research capacities that try to emulate research-intensive universities. In most cases, it appears to be driven by the desire to improve their position in league tables. This paper studies mission development within three different university systems (in England, New York State and California) from a resource-dependency perspective. It focuses in particular on the mission development of comprehensive four-year universities within those systems. The analysis shows that although some emulation of research-intensive universities can be observed, there is a dominant drive to build a unique brand that cannot be equated with the profile of a research-intensive institution. The paper concludes with some general observations on mission development and the need for further research. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-24 Volume: 23 Issue: 1 Handle: RePEc:oec:edukaa:5KGF0RTV43Q1 Template-type: ReDIF-Article 1.0 Author-Name: Pernille Meyn Milthers Title: Danish universities in the financial crisis: change and trust Abstract: Universities have always been important to national economies, but since the financial crisis of 2007-08 they have become key economic actors. Because they supply highly skilled labour and undertake basic research that enable nations to engage in global competition, they are capable of boosting production and innovation. This article explores the impact of the institutional reform of Danish universities since 2001, notably in relation to research, teaching and innovation. It also discusses how these reforms have affected universities’ capacity to stave off the financial crisis. By the time the financial crisis erupted these institutions were strong and independent, which is one reason why – so far – Denmark has fared relatively well compared to other European countries. If its universities are to maintain this position they will need to be continuously reformed, but change needs to go hand-in-hand with greater trust in the reform process by government and politicians. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-18 Volume: 23 Issue: 1 Handle: RePEc:oec:edukaa:5KGF0RWVB25L Template-type: ReDIF-Article 1.0 Author-Name: Arthur M. Hauptman Author-Name: Philip Nolan Title: Assessing the effects of four budget-balancing strategies in higher education Abstract: This paper compares four short- and medium-term strategies available to public higher education to balance budgets in the face of major cutbacks in public funding. These strategies include: capping enrolments, changing the enrolment mix, raising prices and increasing enrolments without raising prices. The paper assesses the likely effects of these four strategies on the performance dimensions of participation, equity, productivity and quality. Some of the key political and economic considerations that do and should inform the decisions of institutional leaders are then considered. We conclude that there are fundamental inadequacies in our understanding of the possible impacts of changing enrolments on marginal costs. This means that higher education system and institutional leaders may not be fully and rationally exploring the range of options available to balance their budgets in the face of recession-driven cutbacks; in particular, they may not adequately consider the possibility of increasing enrolments without increasing fees. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-14 Volume: 23 Issue: 1 Handle: RePEc:oec:edukaa:5KGF1PX3QR32 Template-type: ReDIF-Article 1.0 Author-Name: Bunmi S. Malau-Aduli Author-Name: Craig Zimitat Author-Name: Aduli E.O. Malau-Aduli Title: Quality assured assessment processes: evaluating staff response to change Abstract: Medical education is not exempt from the increasing societal expectations of accountability and this is evidenced by an increasing number of litigation cases by students who are dissatisfied with their assessment. The time and monetary costs of student appeals makes it imperative that medical schools adopt robust quality assured assessment processes. The success of these processes depends on the ability of faculty to determine the necessary changes required and manage the change process. Openness to change is critical; therefore, identifying the processes that facilitate staff openness constitutes an important step in better understanding how higher education institutions can ensure that staff members are willing to support and engage in change initiatives. This paper examines the contribution of the three attributes of the change model (content, process and context) in relation to staff openness to the quality assurance processes of assessment changes that were implemented at the University of Tasmania’s School of Medicine. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-24 Volume: 23 Issue: 1 Handle: RePEc:oec:edukaa:5KGGLBDLM4ZW Template-type: ReDIF-Article 1.0 Author-Name: Marcelo Alberto Rabossi Title: Differences between public and private universities' fields of study in Argentina Abstract: The literature on private higher education has identified striking differences between the public and private sectors in terms of fields of study. For example, unlike their public counterparts, private universities have traditionally specialised in the social sciences and humanities. This paper explores the university market in Argentina to see if these differences still persist today, or if they have blurred over time. This dynamic is studied from the perspective of both supply (the percentage of institutions offering a specific degree programme) and demand (student enrolments). Clearly, both sectors are venturing further and further into each other’s traditional domains. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-20 Volume: 23 Issue: 1 Handle: RePEc:oec:edukaa:5KGGLBDLPD0T Template-type: ReDIF-Article 1.0 Author-Name: Diana Dias Author-Name: Claisy Marinho-Araújo Author-Name: Leandro Almeida Author-Name: Alberto Amaral Title: The democratisation of access and success in higher education: the case of Portugal and Brazil Abstract: Given that higher education systems everywhere have opened to the masses, this paper analyses to what extent this phenomenon has really been accompanied by an effective democratisation of access and success in Portugal and Brazil. It looks at the expansion of higher education and discusses how the political system and higher education institutions have responded to the need for better educated populations and increased demand for tertiary education. Equity of access is analysed by comparing the ratio of candidates from different socio-economic backgrounds to overall capacity. This indicates that the apparent democratisation of academic access is in fact only relative; on this basis, there are grounds for concern as disadvantaged social backgrounds seem to generate high rates of academic failure and dropout. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-20 Volume: 23 Issue: 1 Handle: RePEc:oec:edukaa:5KGGLBDLRPTG Template-type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Author-Name: Vin Massaro Title: A tale of two strategies: higher education and economic recovery in Ireland and Australia Abstract: The complex effects of the global financial crisis (GFC) have affected countries differently. The concept of stimulus packages to enable economies to withstand its full effects was widespread, as were decisions by several countries to invest in higher education as a means of stimulating the economy while placing workforce development and research on a firmer footing. While the GFC increased awareness of the need to invest in the knowledge economy, governments adopted approaches reflecting their different fundamental priorities. Arguably Ireland was left with little leeway, whereas Australia’s far better economic position might have provided an opportunity to invest in higher education through its stimulus packages. This paper examines the policy choices that Australian and Irish governments made both before, and in response to, the GFC to assess how these decisions have prepared higher education for the future. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-24 Volume: 23 Issue: 2 Handle: RePEc:oec:edukaa:5KG6M6BGJDF4 Template-type: ReDIF-Article 1.0 Author-Name: Gonzalo Varela-Petito Title: Evaluating public higher education in Mexico Abstract: In an effort to ensure accountability, and in order to prepare students for a globalised world, the higher education sector in Mexico is seeking to implement an evaluation of public higher education. Higher education institutions (HEIs) need to balance this goal against the need to protect their autonomy. This would be preserved if each institution were to operate an efficient evaluation system which is designed and executed, at least in part, by the institution itself. The process must be effective and transparent, allowing a clear communication flow to be built up with the general public as well as with the educational authorities. HEIs must, therefore, rethink an earlier conception which presupposes that maintaining the quality and good functioning of education is a purely internal affair. Implementing evaluation systems at national level is relatively new, so it is still experiencing some problems in relation to co-ordination as well as resistance from evaluees. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-20 Volume: 23 Issue: 2 Handle: RePEc:oec:edukaa:5KG6MMX7SZ9Q Template-type: ReDIF-Article 1.0 Author-Name: Diego Castro Author-Name: Georgeta Ion Title: New challenges in the governance of Catalan public universities Abstract: This article presents the results of a study of the principal issues involved in the governance of public universities in Catalonia. It was based on four stylised dilemmas that were drawn up to facilitate an understanding of the challenges facing university governance reforms. This paper discusses each of these dilemmas in the Catalan context and highlights a number of challenges facing managers of higher education institutions. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-16 Volume: 23 Issue: 2 Handle: RePEc:oec:edukaa:5KG8BDPB2QHF Template-type: ReDIF-Article 1.0 Author-Name: Catherine Bates Author-Name: Elena Gamble Title: Alternatives to industrial work placement Abstract: In the current economic crisis, higher education graduates need transferable professional skills more than ever. They need resourcefulness, an ability to work reflectively, a sense of civic awareness and an impressive curriculum vitae. This case study analyses how Dublin Institute of Technology’s Programme for Students Learning With Communities provides cost-effective, sustainable solutions to these needs, offering an alternative to industrial work placement. Community-based learning and research involve collaboration between staff and/or students and community partners to design real-life, course-based projects which meet the learning needs of the students and those of the community. The programme not only enriches the curriculum; it also builds links with communities and brings additional resources to the educational institution, while allowing the institution to fulfil its three main roles of teaching, research and outreach, simultaneously. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-18 Volume: 23 Issue: 2 Handle: RePEc:oec:edukaa:5KG9P3J5300V Template-type: ReDIF-Article 1.0 Author-Name: Blandine Laperche Author-Name: Dimitri Uzunidis Title: The impacts of reforms on research and innovation in France: direction, planning and co-ordination Abstract: The various reforms introduced in France since the end of the 1990s are transforming the field of institutional research, which has historically been hierarchical and centralised, by giving more leeway to the different levels of territorial administration. In this new context, who is involved in orienting and planning research? The wide diversity of actors is problematic: the current evident lack of co-ordination between institutions and levels of territorial administration is blurring the direction and planning of research. Moreover, the role of territorial communities in defining policies relating to innovation and competition is continuing to grow. The impact of the recent reforms is analysed specifically in terms of the direction, planning and co-ordination of research. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-18 Volume: 23 Issue: 2 Handle: RePEc:oec:edukaa:5KG9XFQ66S46 Template-type: ReDIF-Article 1.0 Author-Name: Elaine El-Khawas Title: The impact of economic crises on American universities: lessons from the past Abstract: Universities around the world have been affected by the recent global economic crisis. Many are challenged by reduced resources, yet they also face greater demands to help spur recovery in their respective countries. This paper explores how colleges and universities in the United States were affected by, and subsequently responded to, several 20th century periods of economic and social turmoil. These included the Great Depression of the 1930s, World Wars I and II and economic dislocation in the early 1980s. For some of them, the ability to adapt to sudden constraints and new opportunities led to unprecedented strengths. The effects of longer-term trends also played a critical role. This paper offers some lessons from these earlier periods that may have relevance today. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-14 Volume: 23 Issue: 2 Handle: RePEc:oec:edukaa:5KGC3M8G6R6F Template-type: ReDIF-Article 1.0 Author-Name: Hamish Coates Author-Name: Sarah Richardson Title: An international assessment of bachelor degree graduates' learning outcomes Abstract: This paper examines rationales, aspirations, assumptions and methods shaping an international assessment of learning outcomes: the OECD’s Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. The first part of the paper is analytical, exploring formative rationales, and shaping contexts and normative perspectives that frame the evaluation. The discussion then turns to review scientific and practical challenges involved in an assessment of the study, which will be tested on an international scale, and to sketch ideas and innovations being created in response. In conclusion, the paper offers reflective suggestions for positioning AHELO in global higher education, should the initiative prove feasible. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-19 Volume: 23 Issue: 3 Handle: RePEc:oec:edukaa:5K9H5XKX575C Template-type: ReDIF-Article 1.0 Author-Name: Jaakko Kauko Author-Name: Sara Diogo Title: Comparing higher education reforms in Finland and Portugal: different contexts, same solutions? Abstract: This article provides a comparative analysis of recent governance reforms in both Finnish and Portuguese higher education institutions (HEIs), following the OECD’s recent reviews of both countries’ tertiary education systems. While in the case of Finland the major problem was identified as being a lack of entrepreneurialism, Portugal was considered to lack effective, strategic higher education planning as well as innovative, flexible and responsive HEIs. The review teams pointed to common issues, despite different country contexts. As they recommended very similar solutions for reforming the legal status of universities, this encouraged national governments to undertake reforms according to their specific needs. By pinpointing problems, the OECD was seen to play an important role in this process and its recommendations proved to be close to the ideas of new public management. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-20 Volume: 23 Issue: 3 Handle: RePEc:oec:edukaa:5KG0SJTCNNZT Template-type: ReDIF-Article 1.0 Author-Name: Ralph Kenna Author-Name: Bertrand Berche Title: Critical masses for academic research groups and consequences for higher education research policy and management Abstract: Smaller universities may produce research which is on a par with larger, elite establishments. This is confirmed by a recently developed mathematical model, supported by data from British and French higher education research-evaluation exercises. The detailed nature of the UK system, in particular, allows quantification of the notion of critical mass in research. It is shown that research quality increases with group quantity, but only up to a limiting size referred to as the upper critical mass. The condition for smaller universities to produce top-quality research is that they contain research groups of sizes above the upper critical masses appropriate to their respective disciplines. Policies which concentrate support into progressively fewer, larger institutions are therefore unjustified for high-quality academic research. Instead, to amplify overall research strength, support for medium-sized groups should be prioritised to help them attain upper critical mass. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-21 Volume: 23 Issue: 3 Handle: RePEc:oec:edukaa:5KG0VSWCM27G Template-type: ReDIF-Article 1.0 Author-Name: Andrea Schenker-Wicki Author-Name: Matthias Inauen Title: The economics of teaching: what lies behind student-faculty ratios? Abstract: The student-faculty ratio is of great significance to policy makers and media as a popular measure of education and teaching quality. Due to its simplicity and the availability of data, it is often used in higher education policy for allocating resources and for ranking universities. This is especially so in some European countries which do not have selective admission policies and where universities have to cope with huge numbers of students. However, there is no definition and no empirically validated data for an appropriate student-faculty ratio. To close this gap, we constructed a model with parameters relevant for high quality teaching and education and validated them empirically by conducting a survey among university professors in business administration. The results clearly illustrate that student-faculty ratios are discipline specific and depend whether the university is research or teaching oriented. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-20 Volume: 23 Issue: 3 Handle: RePEc:oec:edukaa:5KG0VSWCQ7NT Template-type: ReDIF-Article 1.0 Author-Name: Marta A. Shaw Author-Name: David W. Chapman Author-Name: Nataliya L. Rumyantseva Title: The impact of the Bologna Process on academic staff in Ukraine Abstract: Academic staff in Ukraine face a convergence of institutional and professional pressures precipitated by a national economic crisis, projected declines in enrolment and dramatic changes to institutional procedures as institutions implement the Bologna Process. This article examines the extent to which these pressures are reshaping the way academic staff engage in their day-to-day work, their careers and their role in their university. Findings indicate that faculty are caught in a confluence of conflicting demands that elicits adaptive coping strategies and threatens to undermine national efforts to modernise Ukraine’s higher education system. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-21 Volume: 23 Issue: 3 Handle: RePEc:oec:edukaa:5KG0VSWCSFVF Template-type: ReDIF-Article 1.0 Author-Name: Jennie Billot Author-Name: Andrew Codling Title: Lost in translation: aligning strategies for research in New Zealand Abstract: In New Zealand, the funding of higher education research has been influenced by revised policy-driven imperatives. Amidst the institutional reactions to new criteria for governmental funding, individual academics are being asked to increase their productivity in order for their employing institution to access public funding. For this to occur, these three stakeholders need to have a reasonable understanding of one another’s core research objectives and align, as best possible, the strategies they employ to achieve them. This alignment of effort is not without challenges: it may, for example, result in ambivalence as staff resort to behaviours that contest institutional powers over their changing roles and responsibilities. In order to address these challenges, there needs to be further reflection on how the efforts of all parties can be better aligned and collaboratively integrated. Journal: Higher Education Management and Policy Year: 2011 Pages: 1-21 Volume: 23 Issue: 3 Handle: RePEc:oec:edukaa:5KG256Q7J48R Template-type: ReDIF-Article 1.0 Author-Name: Justine Suchanek Author-Name: Manuel Pietzonka Author-Name: Rainer H.F. Künzel Author-Name: Torsten Futterer Title: The impact of accreditation on the reform of study programmes in Germany Abstract: The Bologna Process put in motion a series of reforms for higher education. In Germany, the “Bologna reform” focused national standards and guidelines which served as criteria for obligatory programme accreditation by external bodies. This article reports on the results of an empirical study that examined the effects and limitations of accreditation as a means of monitoring the reform of study programmes. An analysis of 1 380 accreditation decisions taken in the Federal State of Lower Saxony between July 2004 and December 2009 and a series of interviews of key actors in the state’s 36 higher education institutions gave rise to a better understanding of whether accreditation does in fact support HEIs’ quality assurance goals. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-24 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K994DVR0D41 Template-type: ReDIF-Article 1.0 Author-Name: Daniel Edwards Author-Name: Hamish Coates Author-Name: Tim Friedman Title: A survey of international practice in university admissions testing Abstract: This paper explores how admissions tests are used in different higher education systems around the world. This is a relatively new area of research, despite the fact that admissions processes are a key component of university practices and given the everincreasing globalisation of higher education. This paper shows that aptitude and achievement tests, for example, are used in many developed countries. In some of them, a specific test is nationally instituted and generalised; consequently, the function of the test is well embedded in the education landscape of the country. Elsewhere, tests exist but are administered in an ad hoc fashion with little consistency across the sector. This paper provides an important reference tool for national systems and individual institutions interested in examining their position within the realm of international practice in the utilisation of admissions testing for university selection. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-18 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K9BDCK3BKR8 Template-type: ReDIF-Article 1.0 Author-Name: Stevie Upton Title: Identifying Effective Drivers for Knowledge Exchange in the United Kingdom Abstract: This paper examines the drivers for knowledge exchange in British research-intensive universities, at a time when research impact is coming to be seen as an increasingly important outcome of research in all disciplines. It provides evidence of an over-emphasis of the economic benefits of knowledge exchange in the policy sphere and of a quite different value system amongst academics. Academics’ commitments having been described as occupying a single bounded space, this enhanced understanding of the motivations and needs of academics as they engage in knowledge exchange points to a new way of approaching the facilitation and promotion of knowledge exchange activity. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-20 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K9BDSV6WMS1 Template-type: ReDIF-Article 1.0 Author-Name: Jim Hordern Title: Institutional strategies in response to higher skills policy in England Abstract: Higher education institutions take strategic decisions regarding their engagement with government policy, with choice of strategy structured by the character of the national system and notions of what is appropriate in given contexts for the institution. In this study a series of factors influencing institutional strategy in response to the higher skills policy of the New Labour government in England during the period 2006-10 are briefly examined. How the policy was interpreted by institutions is discussed, in the context of the various forces that impact on strategic decision making at the institutional level, in addition to the influence of sectoral, regional and employer links. The significance of cultural change within institutions is highlighted, and the paper concludes with a suggestion as to why strategic engagement with this policy particularly suited certain institutions. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-20 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K9BDTJ62ZS3 Template-type: ReDIF-Article 1.0 Author-Name: Olof Hallonsten Title: Seeking alternative researcher identities in newcomer academic institutions in Sweden Abstract: Proliferating excellence gold standards in the global academic system tend to obscure the far-reaching diversification of academic missions, practices, ambitions and identities brought by massification. This article approaches this topic by a review of theory on academic scholarship and how it has changed in the wake of academic massification and the development of binary higher education systems. In addition, the article reports on the first results of a study on research groups in “newcomer” higher education institutions in Sweden. By synthesising findings and arguments about institutional constraints and the individual ambitions of researchers, the article offers a few preliminary conclusions. It also calls for more scholarly attention to the existence of an academic labour force that corresponds to a widened or altered definition of academic scholarship and that seems to be predominantly found in newcomer academic institutions. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-18 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K9BDTJ6675J Template-type: ReDIF-Article 1.0 Author-Name: Creso M. Sá Author-Name: Merli Tamtik Title: Strategic planning for academic research: a Canadian perspective Abstract: This paper reports on an empirical study of research planning in Canadian universities. Drawing on data compiled during interviews with senior administrators from 27 academic units in 10 universities, the paper analyses how strategic planning has been applied to the research mission over the past decade. Findings reveal variability in processes and attitudes about planning, while suggesting that the scope of planning activities in most cases has been somewhat narrow and short-term. The implications of these findings for the administration of research are discussed. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-20 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K9BDTJ6B0R6 Template-type: ReDIF-Article 1.0 Author-Name: Maria Hinfelaar Title: Emerging higher education strategy in Ireland: amalgamate or perish Abstract: In Ireland, policies destined to create a reconfigured binary higher education system are evolving; in the coming years institutes of technology may be redesignated as “technological universities” following a process of voluntary amalgamations and independent reviews against stringent criteria. This overhaul of the sector would satisfy institutions’ ambitions to have their status upgraded, and would underpin national policy to address fragmentation and sustainability issues. Drawing on international literature on mergers in higher education, this paper proposes a distinction between push and pull factors as the drivers for exploration and decision making. These two categories of drivers are reviewed in the context of Irish policy development and are applied to an example of a merger that was effected after the publication of the new National Strategy for Higher Education. Journal: Higher Education Management and Policy Year: 2012 Pages: 1-16 Volume: 24 Issue: 1 Handle: RePEc:oec:edukaa:5K9BDTJ6XZ21 Template-type: ReDIF-Article 1.0 Author-Name: Aldo A. Ballerini Author-Name: Manuel I. Albarrán Author-Workplace-Name: University of Bío-Bío Title: Improving the quality of teaching in a state-owned, regional university Abstract: The authors present a case study discussing student-oriented initiatives to enhance academic achievement. They focus on the academic, psychosocial and motivational weaknesses of students showing how these can be overcome with strategic projects to aid students in their first year of higher education. The case study, a multi-million US dollar project at a regional, state-owned university, the University of Bío-Bío, occurred over a three-year span – 2007-10. The various initiatives created under the auspices of the project take into account the reality that 78.9% of the students are from the lower socio-economic quintiles of the population and have gaps in their linguistic and scientific knowledge, and lack the skills, learning attitudes, learning strategies and motivation necessary for success. By means of descriptive analysis and gap analysis, it is shown that the implementation of additional academic, psychosocial and motivational support initiatives reduce student dropout rates to 8.7% and 33.7% (in first and third year, respectively); reduce course completion times to 5.1, 5.6 and 7.7 years (in 4-, 5- and 6-year courses, respectively); improve employment, with satisfaction levels of 85% and 95% among graduates and employers; and increase accredited programmes by 82%. This article contributes to the body of knowledge focusing on methods to enhance national and international education systems, providing strategies to reduce the gap between students’ skills upon admission and those needed to attain academic success in higher education. Journal: Higher Education Management and Policy Year: 2013 Pages: 43-54 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDVZVVC Template-type: ReDIF-Article 1.0 Author-Name: W.R. MacGillivray Author-Workplace-Name: Southern Cross University Title: Development of Southern Cross University College Abstract: Southern Cross University (SCU) has established a pathways college to increase access to and widen participation in higher education for people in regional areas of Australia. While many Australian universities have preparatory colleges associated with them, SCU College has been designed to make it unique in the sector. SCU College will operate under close contractual collaboration with the two vocational education institutes of Technical and Further Education (TAFE) in its footprint, North Coast TAFE and the Gold Coast Institute of TAFE. The core offerings of SCU College will be generic associate degrees in arts, business, allied health and science, offered on SCU campuses, at learning centres on the campuses of the three partners and by distance. Graduates from the College will be able to articulate into SCU degree courses. Survey data reveal that there are thousands of people in this region who are not qualified for direct entry into university, who do not wish to study at TAFE institutes and who are unable or unwilling to travel to study. The associate degrees are designed to provide generic skills for these people within a discipline context with enhanced study support from local College staff. The author demonstrates the process involved in creating the SCU pathways College noting that its creation fills an educational gap that responds to removing barriers and enhancing access, as well as successful outcomes noting that in detailing the main steps, strategies and design necessities involved may be of value for duplicating similar institutions, in Australia and elsewhere. Journal: Higher Education Management and Policy Year: 2013 Pages: 29-41 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDW236K Template-type: ReDIF-Article 1.0 Author-Name: Thi Lan Huong Nguyen Title: The challenges of developing research resources for leading Vietnamese universities Abstract: This paper examines the challenges of developing research resources for leading Vietnamese universities. The first part of the paper presents the background to the study, including literature review on the challenges to research resources development, and describes the research questions and research methods. The next part provides empirical findings on types of research resources, availability of resources, and challenges for resources development at leading Vietnamese universities. In the final part, the paper discusses the major findings and provides suggestions for further analysis on Vietnam’s university research sector. Journal: Higher Education Management and Policy Year: 2013 Pages: 115-130 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDWD7G4 Template-type: ReDIF-Article 1.0 Author-Name: Lauritz B. Holm-Nielsen Author-Name: Kristian Thorn Author-Name: Jeppe Dørup Olesen Author-Name: Tina Huey Title: Talent development as a university mission: the quadruple helix Abstract: In this paper, the authors discuss the rationale behind making talent development at the PhD, post-doctoral and early career levels an equal fourth pillar of the university’s mission, alongside the more traditional pillars of the triple helix. Using Denmark and Aarhus University as a case study, the paper describes how increased institutional autonomy, and the critical mass that resulted from mergers, permitted organisational restructuring that supports the development of this talent strategy and its implementation. The “quadruple helix” model at Aarhus University is intended to support strategies that involve multiple disciplines and cut across the four key missions of the university: research, education, knowledge exchange and talent development. Most importantly, the organisational model increases the university’s ability to address the challenges and opportunities of the global knowledge society while maintaining quality and expanding supply. Journal: Higher Education Management and Policy Year: 2013 Pages: 99-113 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDWDZJG Template-type: ReDIF-Article 1.0 Author-Name: Dhaya Naidoo Author-Workplace-Name: Tshwane University of Technology Title: Reconciling organisational culture and external quality assurance in higher education Abstract: Organisational culture and external quality assurance have both been presented as significant drivers of effectiveness, efficiency and excellence in higher education institutions. However, these assumptions have not been critically examined given the philosophical, conceptual and methodological contestations surrounding both constructs. A meta-theoretical analysis of organisational culture and external quality assurance was conducted followed by an empirical study into their interrelationship. The study found that organisational culture was ephemeral, multidimensional and characterised simultaneously by conflict, consensus and indifference and was in a constant state of flux. In addition, external quality assurance appears to have purposes that go beyond its stated morally just and public good motives. The research revealed that organisational culture demonstrated managerial, collegial, transformative and political characteristics, which closely resonated with the role of external quality assurance as an agent of control, empowerment, transformation and of the state, respectively. The study concluded that authentic and enduring academic quality would most likely result within the university when the empowerment and transformation roles strengthen the collegial and transformative cultures. Journal: Higher Education Management and Policy Year: 2013 Pages: 85-98 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDWHM6J Template-type: ReDIF-Article 1.0 Author-Name: K. El Hassan Author-Workplace-Name: American University of Beirut Title: Quality assurance in higher education in 20 MENA economies Abstract: The last decades have witnessed an increased concern in higher education over accountability, quality and productivity, and a struggle to meet increasingly complex challenges. This is more so in Middle East and North African (MENA) economies that witnessed a large expansion as a result of a high social demand and massification policies adopted by governments in public institutions. These policies also allowed the private sector to expand to meet the increasing demand. As a consequence, higher education institutions were faced with serious challenges related to quality because the quantitative expansions took place at the expense of quality (UNESCO, 2010). Although 14 out of 20 MENA economies established national bodies for quality assurance and accreditation, quality issues are still challenging higher education institutions in the region. The author presents the achievements, challenges and issues in quality in higher education in the region. She also briefly presents several international organisations’ initiatives and perspectives on quality in higher education in the region, and attempts to propose a set of suggestions and recommendations to move the systems to higher standards that are compatible with international ones. This paper covers the following 20 economies in the MENA region: Algeria, Bahrain, Djibouti, Egypt, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, the Palestinian Authority, Qatar, Saudi Arabia, Somalia, Sudan*, Syria, Tunisia, United Arab Emirates, Yemen. Please note that wherever the term “the region” is used in the article, it refers to these economies. Journal: Higher Education Management and Policy Year: 2013 Pages: 73-84 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDWJG9T Template-type: ReDIF-Article 1.0 Author-Name: Renato H. L. Pedrosa Author-Name: Eliana Amaral Author-Name: Marcello Knobel Title: Assessing higher education learning outcomes in Brazil Abstract: Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as criteria for accreditation of programmes and institutions, and has been used to regulate the growing private (for-profit) sector of Brazilian HE. We will present an analysis of SINAES and the many challenges it faces to be recognised as a valid tool for quality assurance and regulation for the Brazilian HE system, using data developed within the system for the engineering and medicine programmes in Brazil. The learning outcomes test is similar to the one that the AHELO project has proposed, including both general education and subject area components, thus providing some preview of issues that may arise as that project moves forward. Journal: Higher Education Management and Policy Year: 2013 Pages: 55-71 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDWK6BR Template-type: ReDIF-Article 1.0 Author-Name: Cahterine Yan Wang Author-Workplace-Name: National Institute of Education Sciences Title: Cost-sharing reform of tertiary education in China and its equity impact Abstract: China has made huge strides in expanding access to higher education since the 1980s. The main approach to achieve mass higher education was cost-sharing reforms of tertiary education. This article examines the policy reforms that affected tuition, fees and subsidies for tertiary students since the end of the 1980s and looks at the effects in terms of equity and access. It also examines institutional responses to the various policy changes as they competed for state funds. Using relevant literature, officially published statistical data and results from the related surveys, it identifies the patterns of inequality among four disadvantaged groups. Finally, it analyses the major determinants/contributors to inequality of access to higher education including state and institutional policies and practices, and tuition-related and student-support related factors. Journal: Higher Education Management and Policy Year: 2013 Pages: 7-27 Volume: 24 Issue: 2 Handle: RePEc:oec:edukaa:5K3W5PDWKX0X Template-type: ReDIF-Article 1.0 Author-Name: Kevin Kinser Author-Name: Jason E. Lane Title: Managing the oversight of international branch campuses in higher education Abstract: Over the past two decades, many colleges and universities established physical presences in foreign countries. The development of such foreign educational outposts has meant that institutions have had to learn how to manage across geopolitical borders. This study used interviews with senior officials at institutions operating one or more international branch campuses to identify the three primary areas of oversight of concern to multinational universities: faculty, curriculum and finances. In each of these areas, the authors identify differing managerial strategies used by institutions and explore how these strategies relate to whether the branch is viewed as an integrated or separated component of the institution’s governance structure. Journal: Higher Education Management and Policy Year: 2014 Pages: 161-176 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSCXK25 Template-type: ReDIF-Article 1.0 Author-Name: Conor King Author-Name: Richard James Title: Increasing participation and attainment in higher education in Australia: The early effects of a “demand-driven” system Abstract: This article examines the early outcomes of the policy reforms that aim to increase substantially the proportion of Australians with a bachelor’s degree and improve equity of access. The changes rely on student choices dictating the flow and overall volume of government funding. The authors analyse the new policies and their implications for students and higher education institutions, focussing on: i) the initial evidence of impact on student numbers and the nature of the patterns of growth; ii) the effects on equity and the mix of students enrolled, both overall and between institutions; iii) the impact of increasing enrolments on government fiscal constraints and the pressure on student charges; iv) ensuring learning outcomes for all students and high-level outcomes for the most capable; and v) the role of universities and the place of other higher education providers in an increasingly diverse system. Journal: Higher Education Management and Policy Year: 2014 Pages: 145-160 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSD095G Template-type: ReDIF-Article 1.0 Author-Name: Coletha C. Ngirwa Author-Name: Martin Euwema Author-Name: Emmanuel Babyegeya Author-Name: Jeroen Stouten Title: Managing change in higher education institutions in Tanzania: A historical perspective Abstract: This paper examines the history of the management of the higher education sector in Tanzania. It reveals that government policies and management styles throughout the period from 1961 to the early 2000s created a culture of resistance within the higher education institutions, leading to struggles and many attempts to change the management of the sector. The authors analyse the effects of management practices in higher education and propose a model of institutional change that yields positive outcomes based on institutional needs and those of the academic faculty members. Journal: Higher Education Management and Policy Year: 2014 Pages: 127-144 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSD1VJH Template-type: ReDIF-Article 1.0 Author-Name: Gönül Oǧuz Title: Attracting European academics to Turkey under the Erasmus programme Abstract: This study explores the extent to which European lecturers experience barriers to participation in the Erasmus programme in relation to Turkey. The evidence indicates that, although the number of Turkish lecturers who participate in the programme has constantly been increasing, mobility from the European Union (EU) to Turkey is low. A question arises as to what measures should be taken to reduce obstacles to the academic mobility and to improve attractiveness to the Turkish higher education institutions (HEIs) to European academics. In order to understand how mobility might be increased, the study investigates key drivers and barriers that might hinder mobility and draws conclusions about ways to improve participation. Journal: Higher Education Management and Policy Year: 2014 Pages: 107-125 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSDL96J Template-type: ReDIF-Article 1.0 Author-Name: Jean-Yves Leroux Title: The professionalisation of degree courses in France: New issues in an old debate Abstract: In this article, the author discusses the professionalisation of university courses, noting that there are two different views concerning the mission of universities: the dissemination of knowledge and training highly skilled workers to benefit national economies. He explains that in France, for many years, due to the singularity of the organisation of its higher educational system, it was assumed that universities were not concerned with the professionalisation of degree courses. But from the 1960s onwards, there was a change that consisted in introducing vocational courses into universities. This movement is taking on a new form in the 2010s: the aim is to professionalise general courses to improve young graduates’ employability. To achieve this goal, the state provides subsidies to universities, partly on the basis of the employment rate of graduates. The author concludes that this situation may prove untenable for universities. Journal: Higher Education Management and Policy Year: 2014 Pages: 87-105 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSDN4S1 Template-type: ReDIF-Article 1.0 Author-Name: Ross Finnie Title: Does culture affect post-secondary education choices? Abstract: This paper first discusses the theoretical approaches regarding the choice of participating in post-secondary (or “higher”) education, starting with a presentation of the standard neoclassical economics approach, and then adding concepts taken from the emerging behavioural economics literature to take into account “cultural” factors that affect access. The paper then presents the results of an empirical analysis based on a very rich Canadian dataset, the Youth in Transition Survey, which follows youth from ages 15 to 25. It includes remarkably detailed information on family and other background factors, as well as schooling experiences, which provides evidence that points to the importance of cultural influences on PSE choices. Policy implications are then discussed. Journal: Higher Education Management and Policy Year: 2014 Pages: 57-85 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSDQ3JB Template-type: ReDIF-Article 1.0 Author-Name: Rod Skinkle Author-Name: Sheila Embleton Title: Comparing international student and institutional objectives and institutional objectives: Implications for institutional strategy Abstract: Globalisation of higher education is critical to achieving many of higher education’s highest goals. This paper analyses the results of a survey of over 5000 Indian private high-school students (Skinkle and Embleton, 2011) revealing that 21% are seriously considering international education (IE). Those considering IE often stated their motivations as including improving leadership skills, meeting new people and giving back to society. There is however little research concerning the goals (and practices) of higher education institutions in relation to the aspirations of IE students. A primary motivation for many institutions is financial. The authors integrate the results of the survey with an empirical study of 65 Canadian professorial and administrative leaders at both colleges and universities, from 54 diverse institutions across Canada, to provide critical analyses of perceived benefits, threats and desired outcomes of IE in higher education. Strategic imperatives for IE management are presented. Journal: Higher Education Management and Policy Year: 2014 Pages: 37-55 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSDS535 Template-type: ReDIF-Article 1.0 Author-Name: Adriana Jaramillo Author-Name: Hafedh Zaafrane Title: Benchmarking university governance in the MENA region Abstract: How higher education institutions are managed is one of the most decisive factors in achieving institutional goals. The key role that university governance plays in the improvement of education quality has been the focus of attention in MENA economies since 2009. In this article, the authors present the findings of a screening tool developed as a benchmarking exercise that assesses the extent to which universities in the MENA region are following governance practices aligned with their institutional goals and international trends, and monitors their progress over time. They present the results of testing the methodology of the screening tool in a sample of universities in Egypt, Morocco, the PalestinianAuthority and Tunisia comparing them across five dimensions: 1) context, mission and goals; 2) management orientation; 3) autonomy; 4) accountability; and 5) participation. The findings highlight vivid differences, especially notable in between private and public institutions. Journal: Higher Education Management and Policy Year: 2014 Pages: 7-36 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSDWPLW Template-type: ReDIF-Article 1.0 Author-Name: OECD Title: Foreword Abstract: The Higher Education Management and Policy journal was first published in 1977 under the title International Journal of Institutional Management in Higher Education, then Higher Education Management from 1989 to 2001. Journal: Higher Education Management and Policy Year: 2014 Pages: 3-4 Volume: 24 Issue: 3 Handle: RePEc:oec:edukaa:5JZ8TQSG4QNX