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Amaral, Alberto, Fernanda Correia, Antonio Magalhaes (2002). Public and Private Higher Education in Portugal: Unintended Effects of Deregulation. European Journal of Education 37(4), 457-472.
| The Portuguese higher education system is binary and comprises a public and a private sub-sector. Claims have been made that the private sub-sector, due to its higher administrative flexibility and financial contribution, would be able to promote a supply of higher education that was better balanced (from a geographical and disciplinary perspective) and more responsive to market demands. The authors demonstrate that due to the profit element in the market’s logic, the private sector did not fulfill these high expectations. On the contrary, it has concentrated its offer in disciplines of low investment and running cost and in those areas already more developed and with higher population density. |
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Amaral, Alberto, Oliver Fulton, and Ingvild M. Larsen (2003). A Managerial Revolution? In Alberto Amaral and Peter Maassen (Eds.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| The authors draw a number of conclusions related to governance and management in higher education institutions. First, managerialism as an ideology is not imposing itself uniformly on all countries, and even in some places it appears to be mostly rejected. At the same time, there is evidence of the centralization of power, increasing tension between managers and the managed, pressures to diversify budgets and the commodification of knowledge. The authors also identify areas in need of further research. |
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Amaral, Alberto, Glen A. Jones, and Berit Karseth (2002). Governing Higher Education: Comparing National Perspectives. In Alberto Amaral, Glen A. Jones, and Berit Karseth (Eds.), Governing Higher Education: National Perspectives on Institutional Governance. Dordrecht: Kluwer Academic Publishers.
| The authors identify trends in institutional governance. First, they observe that the stepping back of state ministries in many European countries from direct control; detailed regulation has in effect left a vacuum which institutions have been expected to fill. Second, the traditional pact between the university and society has been questioned leading to new expectations with respect to the socioeconomic role of the university. Third, in many countries public investment in higher education has decreased, leaving universities looking for new, non-governmental income sources. |
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Amaral, Alberto and Antonio Magalhaes (2003). The Triple Crisis of the University and its Reinvention. Higher Education Policy, 16(1), 239-253.
| Universities are living a triple crisis of hegemony, legitimacy, and institutional orientation. This crisis is coterminous with the fiscal crisis of the state and the crisis of the welfare state. The loss of legitimacy of the welfare state gave rise to an increasing role of the market and to the change of the university from a ‘social institution’ to a mere ‘social organization’ while new managerial values seem to be replacing the traditional modes of academic governance. It is necessary for higher education to be reinvented and for academics to present again the case for higher education. But this needs to be a new case, not a restatement of former arguments. |
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Amaral, Alberto, Antonio Magalhaes, and Rui Santiago (2003). The Rise of Academic Managerialism in Portugal In Alberto Amaral and Peter Maassen (Ed.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| The authors examine the extent to which managerialist ideology has resonated in Portugal. Based on an ongoing empirical study of the rise of academic managerialism in Portugal, the authors report the opinions and attitudes held by a number of significant stakeholders: former ministers, manager entrepreneurs and university professors on how Portuguese higher education should be managed. Analysis of this data shows that there is no single of unitary interpretation of how universities should be run. |
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Amaral, Alberto and Pedro Teixeira (2000). The Rise and Fall of the Private Sector in Portuguese Higher Education. Higher Education Policy 13(3), 245-66.
| The steering and regulation of continental European higher education systems remains dominated by state authorities. However, recent developments in public administration and finance have produced some changes in the traditional role of the state as the sole provider of funding and central regulator for higher education institutions. The idea of a ‘market’ for higher education has also been used. While this concept has only been used in a rhetorical way in many countries, in others some market-like mechanisms are actually being employed by governments in order to increase the efficiency and the responsiveness of universities and colleges to societal demands. In Portugal, a very large private sector of higher education has been allowed to develop. By analyzing the governmental policies vis-à-vis its results, the authors arrive at the conclusion that, despite this very large private sector, no ‘real’ market has emerged, and that the simultaneous lack of efficiency in state regulation has resulted in a situation of deep crisis for the sector. |
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Arimoto, Akira, and Egbert de Weert (1994). Higher Education Policy in Japan. In Leo Goedegebuure, Frans Kaiser, Peter Maassen, Lynn Meek, Frans van Vught and Egbert (Eds.), Higher Education Policy: An International Comparative Perspective. Oxford/New York/ Seoul/Tokyo: Pergamon Press.
| Arimoto and de Weert begin with a discussion of the Japanese higher education system; moving onto a discussion of authority within the system and related policy; and conclude with ‘reflections’ on the impact of structure, authority, and higher education policy on institutional governance and management. They conclude by identifying the following trends: (1) most national and public universities, save a few prestigious research universities, have been regulated and controlled to a considerable degree by the government budget and resource allocation; (2) the most remarkable trend is the beginning of a shift toward market-driven coordination as seen in a series of policy-making processes; and (3) government’s policy seems to provide more substantive autonomy to individual institutions through deregulation. |
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Armajani, Babak, Richard Heydinger, and Peter Hutchinson (1994). A Model of the Reinvented Higher Education System. Denver: SHEEO/ECS.
| This report presents a new model for higher education, based on what the authors call "educational enterprises." This is not, according to the authors, a privatization model. Rather, it is one way of rethinking what the higher education system might look like if attempts were made to make it more efficient and of better quality. The enterprise model would establish a higher education policy board that develops broad guidelines and sets overall objectives for higher education (in the state, presumably). Under this board, seven "enterprises" would be responsible for implementation of those objectives. However, the proposal calls for the enterprises to contract out for teaching, technology, facilities, etc., to specialized "enterprises." In this way, one faculty member may work for a number of educational enterprises. In addition, such services as learning resources (libraries, serials, etc.) would be housed in a learning resource enterprise, available for contract with all educational and teaching enterprises. User institutions would pay for the services that they use, and these payments would keep the system running. The enterprises in this model are all designed to be public corporations, directly accountable to the public. |
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Askling, Berit, Marianne Bauer, and Susan Gerard Marton (1999). Swedish Universities Towards Self-Regulation: A New Look at Institutional Autonomy. Tertiary Education and Management. 5(2). 175-95.
| Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, ‘self-regulation’ is related to the concept of ‘autonomy’, a concept which is analyzed on the two dimensions of ‘purpose’ and ‘authority’, resulting in four models of state governance and consequently in a different ‘space of action’ for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realize autonomy. Six Swedish higher education institutions are analyzed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation. |
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Atwell, Robert (1996). Higher Education Governance in Despair. Journal of Higher Education Management, 11(2), 13-19.
| Atwell argues that the basic assumptions of college and university governance are no longer valid and that given the current circumstances (including external interventions, fiscal realities, and self-serving constituencies), higher education governance has become dysfunctional. He recommends some guiding principles for improving governance, including a series of bargains: (1) a ‘bargain’ between state policy leaders and systems or campuses, which says that systems of campuses will be held accountable for results but will determine the method of assessing outcomes; (2) a ‘bargain’ between the campus and system where system heads should be responsible for relationships with the political structure but not be involved in academic matters, with the exception of long-term academic planning; and (3) a bargain between the system head and the governing board to encourage the board to see itself as a corporate board, setting the overall parameters for the relationship and then holding the system leader accountable for results. |
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Bache, Poul, and Peter Maassen (1994). Higher Education Policy in Denmark. In Leo Goedegebuure, Frans Kaiser, Peter Maassen, Lynn Meek, Frans van Vught and Egbert de Weert (Eds.), Higher Education Policy: An International Comparative Perspective. Oxford/New York/ Seoul/Tokyo: Pergamon Press.
| Bache and Maassen include a description of the Danish higher education system and its history; a discussion of the policy-making process as it relates to higher education; and ‘reflections’ on the impact of structure, authority, and higher education policy on institutional governance and management. The authors conclude by emphasizing the need for increased autonomy for higher education institutions. |
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Bain, Olga (1999). Reforming Russian Higher Education: Towards More Autonomous Institutions. International Journal of Educational Reform, 8(2), 120-129.
| Bain discusses the status and prospects of the government’s state policy promoting institutional autonomy in Russian higher education. She offers that institutional operations are fraught with serious problems. As the result, institutional financial sustainability, decentralized government control, and the internal balance of power are in jeopardy. |
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Barnes, John. and Nicholas Barr (1988). Strategies for Higher Education: The Alternative White Paper. Edinburgh: Aberdeen University Press for the David Hume Institute; and London, Sontory—Toyota International Center for Economics and Related Disciplines, London School of Economics.
| Barnes and Barr build on previous proposals which foreshadowed the 1980s ‘showdown’ on the funding of higher education in the United Kingdom. They argue that universities should receive their funding directly from their ‘customers’. Students would pay directly for the full cost of their education, and research would be financed largely by contracts with industry and government. Universities would then be free to make their own decisions as to the balance of their activities in light of their ability to attract customer support. |
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Berman, Edward H. (1998). The Entrepreneurial University: Macro and Micro Perspectives From the United States. In Jan Currie and Janice Newson (Eds.), Universities and Globalization: Critical Perspectives. Thousand Oaks, CA: Sage Publications.
| Berman examines the greater reliance of government institutions on corporate sponsorship – thus creating hybrid institutions that are mainly publicly funded but significantly open to corporate sponsorship for specific research and teaching projects. Berman’s analysis is largely on the experiences of a relatively small, regional university with a third-rate research capacity. He ends by questioning the kind of university that this institution of higher learning should become, given the high cost of establishing high-quality research universities and limited tax base a university in a poor state can draw upon. |
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Bleiklie, Ivar (2000). Policy Regimes and Policy Change: Comparing Higher Education Reform Policy in Three European Countries. In Ragnvald Kalleberg (Ed.), Comparative Perspectives on Universities. Oslo: Institute for Social Research.
| Bleiklie’s analysis of higher education reform in England, Norway, and Sweden is based on a dynamic regime approach. Bleiklie argues that variations in policy can be explained in terms of characteristics of policy regimes defined as the network of actors and patterns of influence that are particular to a policy area or an entire polity. He defines policy content as policy design operationalized as a set of characteristics of the policy instruments deployed. Bleiklie first outlines and analyzes the policy design of recent higher education reforms by focusing on the choice of policy instruments. Then he turns to the regime characteristics of higher education policy and developments in the concepts that are used for the analysis of regime change. Last is a discussion of processes of change within dynamic policy regimes and the main empirical analyses of regime changes and emerging policies under the current policy regimes. The paper concludes that the relationship between policy regime and policy design manifested itself as different policy styles. The English policy style was revolutionary, the Norwegian incremental, whereas the Swedish was adversarial. |
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Bleiklie, Ivar, Roar Hostaker, and Agnete Vabo (2000). Policy and Practice in Higher Education: Reforming Norwegian Universities. London: Jessica Kingsley Publishers.
| This volume describes and analyzes the interplay of actors at all three levels in the transformation of higher education, using Norway as a case study. The book details the intensive change and how it has redefined the location and mission of higher education. At the institutional level, the processes of growth, diversification, and integration are analyzed. The authors then look at recent organizational trends towards managerialism, theoretification and hierarchization. The authors examine the influence and identity of the academic profession and knowledge formation for the future ‘knowledge society’. |
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Blumberg, Peter D. (1996). From ‘Public or Perish’ to ‘Profit or Perish’: Revenues from University Technology Transfer and 501 (c) (3) Tax Exemption. University of Pennsylvania Law Review, 145(89), 89-147.
| The tax-exempt status of the university is predicated on its serving a public purpose. When a university engages in activity that is separate and distinct from this public purpose (such as the operation of a hotel or restaurant), the Tax Code has an appropriate solution--the unrelated business income tax. Revenues from university technology-transfer activities present a hard case: while scientific research is clearly inseparable from the mission of the research university, it is equally clear that research activities can be of such a type or conducted in such a manner that they bear little or no relation to the educational and scientific public purposes which originally justified the exemption. Certain aspects of the technology-transfer research enterprise--publication, exclusive licensing, student involvement, diminishment of academic freedom and basic research, and conflicts of interest raise the question of whether such income should be subject to UBIT (unrelated business income tax). |
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Bok, Derek (2003). Universities in the Marketplace: The Commercialization of Higher Education. Princeton, NJ: Princeton University Press.
| Former Harvard president Bok critiques what he sees as the overcommercialization of higher education in the United States. He deals with a range of topics, including athletics, university-industry links and research, the teaching functions, and others. He provides some guidelines for ensuring that commercial interests do not take over academe. While the book focuses on the United States, the relevance of this theme is international in scope. |
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Boyte, Harry, and Nancy N. Kari (1998). Building America: The Democratic Promise of Public Work. Philadelphia: Temple University Press.
| In this text, Boyte and Kari analyze how ‘civic muscles’ have eroded in recent decades. They profile a shift from higher education institutions focused primarily on information transfer, to a narrow career and disciplinary focus viewing education as a commodity, students as customers, and securing public support as a challenge of public relations. |
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Breneman, David W. (1993). Higher Education: On a Collision Course with New Realities. Boston: American Student Assistance.
| Breneman offers policy recommendations for each of the four major ‘players’ in financing higher education (institutions, states, the federal government, and philanthropy). Breneman offers that the early 1990’s financial crisis is different because a fundamental restructuring of the society, while having serious repercussions throughout the higher education community. |
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Brint, Steven (2005). Can Public Research Universities Compete? In Carol Colbeck and Roger L. Geiger (Eds.), The Future of Public Research Universities, forthcoming.
| Brint discusses the competitive position of public research universities. He develops two ‘business models’ for higher education: one based on low volume/high cost (the private research university model); the other based on high volume/lost cost (the public research university model). He shows that the private model, at its best, generates a higher proportion of future leaders, stronger educational reputations, and leads to the accumulation of more wealth. However, the public model remains viable and successful, principally because it typically generates larger faculties. Convergence between these two models has been caused by the pressures on private universities to increase the size of their students bodies and faculties, as well as by declines in state appropriations for public universities. |
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Brunner, Jose Joaquin (1997). From State to Market Coordination: The Chilean Case. Higher Education Policy, 10(3/4), 225-237.
| Brunner examines the market-oriented policies predominating in Chile’s higher education system, based on a loosely-regulated private sector and para-market mechanisms designed to enhance competition among state-supported universities. He also analyzes the policies’ effects on professional careers, academic degree programs, and higher education funding. Brunner argues for a better self-regulating quality control system for both sectors. |
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Buchbinder, Howard and Janice Newson (1990). Corporate-University Linkages in Canada: Transforming a Public Institution. Higher Education, 20, 355-379.
| Canada’s recent public policy encouraging linkages between universities and corporations is transforming the structure and mission of the university system. Buchbinder and Newson analyze subsequent economic, political, and institutional changes and discuss their effects on the organization of academic work, research, and the emerging image of the university as a corporation. |
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Buchbinder, Howard (1993). The Market Oriented University and the Changing Role of Knowledge. Higher Education, 26(3), 331-348.
| Buchbinder discusses the areas of conflict within the market university and the change from social knowledge to market knowledge. Buchbinder includes a discussion of the development of corporate-university linkages; the influences of the information society; the globalization of capital; the autonomy and collegiality; pluralism; the social context of knowledge; and the transfer of knowledge. |
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Burke, Joseph C. (2002). Funding Public Colleges and Universities for Performance: Popularity, Problems, and Prospects, New York: SUNY, Nelson A. Rockefeller Institute of Government.
| Burke explores how to forge policies that preserve the internal autonomy required for campus creativity and diversity while ensuring the external accountability demanded for campus performance and results. He attempts to separate the reality and rhetoric of performance funding. The chapters are: (1) "The New Accountability"; (2) "Performance Funding and Budgeting: Old Differences and New Similarities"; (3) "Performance Funding Indicators: Imperfect Necessities"; (4) "Performance Funding: Campus Reactions"; (5) "Twenty Years of Performance Funding in Tennessee: A Case Study of Policy Intent and Effectiveness"; (6) "Integrating Budget, Assessment and Accountability Policies: Missouri's Experiment with Performance Funding"; (7) "Ready, Fire, Aim: Performance Funding Policies for Public Postsecondary Education in Florida"; (8) "Ohio's Challenge: A Clash of Performance Funding and Base Budgeting"; (9) "Performance Funding in South Carolina: From Fringe to Mainstream"; (10) "Performance Funding: Easier To Start Than Sustain"; (11) "Performance Funding: Assessing Program Stability"; and (12) "Arguments about Performance Funding: Rhetoric and Reality." A conclusion discusses "Linking Funding to Performance: A Trend, Not a Fad." |
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Burke, Joseph C., and Henrik Minassians (2003). Performance Reporting: ‘Real’ Accountability or Accountability ‘Lite’: Seventh Annual Survey. New York: SUNY Nelson A. Rockefeller Institute of Government.
| The seventh annual Survey of State Higher Education Finance Officers (SHEFOs) shows the continuing triumph of performance reporting and the continuing trials of performance budgeting and funding in higher education. Responses from SHEFOs from all 50 states show that performance reporting, which is used is all but 4 states, is by far the preferred approach to accountability for higher education. Bad budgets for states and higher education continue to erode support for performance funding and budgeting. More policy makers in state government and higher education agencies see performance reporting as a ‘no cost’ alternative to performance funding and budgeting. Responses suggest that policy makers may view performance reporting as an informal form of performance budgeting. Only time will tell whether performance reporting represents ‘real’ accountability that sets goals and seeks results or accountability ‘lite’ that looks good, but is less fulfilling. |
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Burke, Joseph C., and Shahpar Modarresi (2001). Performance Funding Programs: Assessing Their Stability. Research in Higher Education, 42(1), 51-72.
| State programs of performance funding for public colleges and universities are both popular and volatile. A previous article identified some characteristics of stable programs by comparing the survey responses of state and campus leaders from Tennessee and Missouri about their mature programs with those from four state that later dropped performance funding. This article uses those characteristics to assess the stability of the continuing programs of state and campus leaders from each of these three states about their programs with those from Missouri and Tennessee. The findings suggest trouble for these programs, for they share few of the characteristics common to the stable programs in Missouri and Tennessee. |
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Burke, Joseph C., Jeff Rosen, Henrik Minassians, and Terri Lessard (2000). Performance Funding and Budgeting: An Emerging Merger? The Fourth Annual Survey. New York: SUNY Nelson A. Rockefeller Institute of Government.
| This report presents the results of the fourth annual survey of programs linking state budgeting to public college and university performance. Results highlight the increasing popularity and continuing volatility of performance funding and performance budgeting, with 37 states now having at least one of the two programs. The survey notes a rapid growth in performance budgeting and slight increase in performance funding. Performance funding is becoming more flexible, collaborative, and diverse, while performance budgeting offers ways to clarify the link between funding and performance. A new development is a mixed model that borrows elements from both programs. While nearly half of the respondents said it was too early to evaluate the effect of performance funding on institutional improvement, 35 percent claimed the program improved performance to a significant extent. |
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Calero, Jorge (1998). Quasi-Market Reforms and Equity in the Financing of Higher Education. European Journal of Education, 33(1), 11-20.
| Calero discussed the effects of introducing quasi-market mechanisms in the funding of higher education in Europe. Included are discussions of the basic elements of quasi-market reforms; trends in higher education funding; conditions to be met in order to improve the efficiency of higher education; and a proposal of alternative designs for the funding mechanisms which aims at avoiding or reducing effects which could lead to greater inequality. |
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Calhoun, Craig (2000). The Specificity of American Higher Education. In Ragnvald Kalleberg (Ed.), Comparative Perspectives on Universities. Oslo: Institute for Social Research.
| The possibility – and potential pitfalls – of an ‘Americanization’ of European higher education are widely discussed. Calhoun argues that it is important to base comparisons and considerations of possible emulation on a stronger understanding of the specificity of American higher education. He stresses the importance of seeing this as a system with highly differentiated institutions and complex contextual relations. The paper also summarizes dramatic changes that have transformed American higher education in recent years, and others that are beginning to transform it further. This shows the system to be internally dynamic and also influenced by important external conditions (including matters of finance, public policy, and new technology). The U.S. system is only understood if analyses locate specific patterns in relation to these structural transformations. Such specificity should inform future comparative research. |
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Calhoun, Craig (2002). Structural Transformation of the University: Contradictory Ideals and Institutional Compromises in American Higher Education. Presented to the Thesis 11 Center for Critical Theory at LaTrobe University.
| Calhoun focuses on changes within American research universities, and specifically on the relationship between the funding of such institutions and their character and social contributions. Calhoun maintains a belief in the centrality of the university, but insists that the university has undergone, and will continue to undergo, a ‘structural transformation’. This transformation is the result of a multitude of forces, not just dwindling state support, commercialization, or changes in philanthropic giving. |
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Callon, Michael, and Dominique Foray (1994). Is Science a Public Good? Fifth Mullins Lecture. Science, Technology, and Human Values 19(4): 395-423.
| From the standpoint of economics, science should be considered as a public good and for that reason it should be protected from market forces. Callon and Foray show that this result can only be maintained at the price of abandoning arguments traditionally deployed by economists themselves. It entails a complete reversal or our habitual ways of thinking about public goods. In order to bring this reversal about, the authors draw on the central results obtained by the anthropology and sociology of science and technology over the past several years. Science is a public good, not because of its intrinsic properties but because it is a source of diversity and flexibility. |
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Cameron, Kim S., and Mary Tschirhart (1992). Postindustrial Environments and Organizational Effectiveness in Colleges and Universities. Journal of Higher Education, 63(1).
| The authors look at patterns of management responses to postindustrial environmental conditions in institutions of higher education. In particular, the association between these responses and organizational effectiveness is of primary interest. The major research question under consideration is: What management strategies and decision processes are effective in mitigating the expected negative effects of postindustrial environments on institutions of higher education? |
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Campion, Mick, and David Freeman (1998). Globalization and Distance Education Mega-Institutions: Mega-Ambivalence. In Jan Currie and Janice Newson (Eds.), Universities and Globalization: Critical Perspectives. Thousand Oaks, CA: Sage Publications.
| Campion and Freeman examine mega-universities, showing the progressive possibilities that are inherent in being liberated from time and space – a characteristic that some believe is the distinctive feature of globalism. They imply that the mega-university can be seen as an organizational prototype of globalized higher education institutions. Mega-universities are essentially distance-teaching universities that combine the advantages of globalized communication systems and their supportive technologies with the deskilling and overly controlling aspects of modernist work organizations. They argue that more liberating alternatives could be developed under globalizing conditions. |
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Carnoy, Martin (1998). The Globalization of Innovation, Nationalist Competition, and the Internationalization of Scientific Training. Competition & Change 3: 237-262.
| Carnoy presents a study on the internationalization of scientific training. He pays particular attention to the role of university education in technology transfer and development; the internationalization of higher science and technology education; and the areas prioritized by the Singaporean government for the development of its innovation system. Carnoy argues that whether or not they intend to, states do cooperate even as they are competing to expand their individual economic space. The cooperation occurs through the pervasive movement of science and engineering students and graduates from less innovative economies to more innovative economies and back, generally financed directly or indirectly by public funds. |
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Cave, Martin, Ruth Dodsworth, and David Thompson (1995). Regulatory Reform in Higher Education in the UK: Incentives for Efficiency and Product Quality. In Bishop, Matthew, John Kay, and Colin Mayer (Eds.), The Regulatory Challenge. Oxford: Oxford University Press.
| This chapter is particularly concerned with the consequences of reforms for incentives to efficiency in the production of education services – given the government’s apparent concern that the sector has been underperforming – and also concerned with incentives to maintain the quality of output, which has attracted widespread interest and concern. |
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Chait, Richard (1995). The New Activism of Corporate Boards and the Implications for Campus Governance. Washington, DC: AGB.
| Chait argues that the best models for managing higher education can be found in the corporate sector. In recent years, corporate boards have become increasingly responsive to the company stakeholders, becoming more active and more accountable in the process. College and university boards, he argues, should follow this lead and change the relationship between the board and the president. Governing boards should be "expected to challenge convention" to ensure that institutions serve key constituents beyond the faculty and administration. He calls on the media to ask difficult questions, and make boards more visible. Chait also calls for better communication (i.e., unscripted) between boards and the stakeholders of the college or university. |
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Chevaillier, Thierry (2004). Higher Education and Markets in France. In Pedro Teixeira, Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher Education: Rhetoric or Reality? Dordrecht/Boston/London: Kluwer Academic Publishers.
| Chevaillier suggests that, even in the French system with a long tradition of state centralization and control, market mechanisms are gaining visibility. Despite the political rhetoric and the strong social resistance to markets in higher education, and what these mean in terms of privatization and competition, there are some signs of change. Although the private sector remains small in terms of generalist institutions, there are important developments in some specialized areas with strong student demand. Moreover, there is growing competition between public institutions, namely, outside the core teaching activities (such as lifelong learning) and research funding. |
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Clark, Burton R. (1998). Creating Entrepreneurial Universities: Organizational Pathways of Transformation. Oxford: Pergamon Press.
| Clark examines issues related to the entrepreneurial transformation of five universities (the University of Warwick, the University of Twente, the University of Strathclyde, Chambers University of Technology, and the University of Joensuu). Clark concludes that the university-environmental relationship is characterized by a deepening asymmetry between environmental demand and institutional capacity to respond. Universities require not only an enlarged capacity to respond to changes in the external worlds of government, business, and civic life but also a better honed ability to bring demands under control by greater focus in institutional character. An overall capacity to respond flexibly and selectively to changes taking place is necessary. |
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Clark, Burton, R. (2004). Sustaining Change in Universities: Continuities in Case Studies and Concepts. Maidenhead, England: New York.
| Clark argues that sustainable, adaptive universities do not depend on ephemeral personal leadership, but rather on collective responses that build new sets of structures and processes that steadily express a determined institutional will. Clark also sets forth a ‘third way’ of university-environment relations going beyond portraying universities as either state-led or market driven. According to Clark, such institutions face the challenge of moving from passive autonomy that risks stagnation in the status quo to proactive autonomy that risks the uncertainties of change. |
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Cloete, Nico and Tembile Kulati (2003). Managerialism Within a Framework of Cooperative Governance? In Alberto Amaral and Peter Maassen (Eds.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| Cloete and Kulati chart the evolution of South African higher education governance and management as the nation has gone from apartheid to the modern political era. Whether or not all the governance and management changes within South African higher education institutions can be classified as the adoption of managerialism is a complex question. The answer must take into account the interests and perspectives of a wide range of political actors inside and outside of the higher education institutions. |
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Cohen, Linda R., and Roger G. Noll (1998). Universities, Constituencies, and the Role of the States, In Roger G. Noll (Ed.), Challenges to Research Universities. Washington, DC: The Brookings Institution Press.
| Cohen and Noll establish a general conceptual model of university operations, and examine an important source of support for universities – appropriations by state governments. They first discuss university goals and management and how universities can be expected to respond to significant changes in the level and composition of demand for their services. They then examine recent trends in the pattern of financial support for universities and discuss factors influencing state appropriations for research universities. |
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Collis, David J. (2004). The Paradox of Scope: A Challenge to the Governance of Higher Education. In William G. Tierney (Ed.), Competing Conceptions of Academic Governance: Negotiating the Perfect Storm. Baltimore: Johns Hopkins University Press.
| Collis explains why the governance of higher education is more problematic than ever before by drawing on recent research in the strategy field that has identified ‘the paradox of scope’. The university still has the same scope of responsibilities, but its authority over those activities has been reduced. Globalization, technology, the massive growth of tertiary education, the emergence of the knowledge economy, and the intrusion of market forces into the sector, among other forces and trends, all threaten to disrupt the academe. Collis foresees an ever more conservative institution in response to the increasing inability of current governance structures to respond to external events. He concludes with proposed improvements for these structures. |
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Conraths, Bernadette and Hanne Smidt (2005). The Funding of University-Based Research and Innovation in Europe: An Exploratory Study. Brussels: European University Association.
| This study illustrates the needs and potential methods for gathering systemic data and analyzing key elements of the funding of research and innovation in Europe. The study addresses the enormous diversity in national funding structures; increasing institutional expenditures on research and innovation; diversified funding sources; and reform of university management and accounting structures. |
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Cowen, Robert (2000). The State, Civil Society and Economies: The University and the Politics of Space. In Jules L. Peschar and Marieke van der Wal (Eds.), Education Contested: Changing Relations between State, Market and Civil Society in Modern European Education. Lisse, The Netherlands: Swets & Zeitlinger.
| Cowen argues that the modern university is the result of interplay between the state, market, and civil society. His analysis focuses on the nationally formulated goals in various countries, but does not concentrate on the market in particular. However, when discussing the ‘university of the future’, Cowen does concentrate on the market, and argues that a global university is emerging through new ICT-technology and further globalization and internationalization. Old patterns of state, market, and civil society cannot easily be traced in this new concept; the relevance of state and civil society appears to diminish or at least still has to develop in the global society, and therefore the market is the dominant mechanism of influence. |
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Currie, Jan and Lesley Vidovich (1998). Micro-Economic Reform Through Managerialism in American and Australian Universities. In Jan Currie and Janice Newson (Eds.), Universities and Globalization: Critical Perspectives. Thousand Oaks, CA: Sage Publications.
| Currie and Vidovich describe the process of dwindling collegiality in six case studies of American and Australian universities. They note the use of similar practices in these six universities. The responses in both countries indicate that decision-making is becoming more managerial, and the group that was seen as the most powerful in these universities was the senior management group. The authors call for greater debate within universities about the kind of governance needed for the twenty-first century. |
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De Boer, Harry (2002). Trust, the Essence of Governance? In Alberto Amaral, Glen A. Jones, and Berit Karseth (Eds.), Governing Higher Education: National Perspectives on Institutional Governance. Dordrecht: Kluwer Academic Publishers.
| De Boer focuses on the implications of institutional changes in terms of the internal organizational life of the university, with a particular emphasis on the notion of trust in the context of the new ‘managed university’. Drawing on an analysis of submissions to a national evaluation of the new governance structure, he illuminates some of the serious problems associated with these reforms in terms of the complex relationships inside institutions. |
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De Boer, Harry (2003). Who’s Afraid of Red, Yellow, and Blue? The Colorful World of Management Reforms. In Alberto Amaral and Peter Maassen (Eds.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| De Boer analyzes responses to institutional management reform across three countries: France, the Netherlands, and Norway. He demonstrates that there is great variability in the degree to which the higher education institutions in these countries have adopted ‘new managerialism’. He draws the conclusion that managerialism in higher education is neither universal nor one directional. |
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De Hoop, Bram and Wim Jam T. Renkema (2000). Capacity Building for Market Orientation in Higher Education: Experiences in Vietnam and Kenya. In Jules L. Peschar and Marieke van der Wal (Eds.), Education Contested: Changing Relations between State, Market and Civil Society in Modern European Education. Lisse, The Netherlands: Swets & Zeitlinger.
| The authors describe two case studies on the development of higher education in developing countries, and show that universities in third world countries function in a market environment where their main goal is to prepare employees for the local market. They concentrate on the capacity building program. Universities in developing countries receive funds and are advised by a Dutch foreign aid organization on the development of education programs. De Hoop and Renkema show that the functioning of the university is highly related to developments in the market and civil society, whereas the market is of decisive interest to the end result. |
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Delanty, Gerard (2001). Challenging Knowledge: The University in the Knowledge Society. Buckingham: Open University Press.
| Delanty adopts a sociologically constructivist approach which he believes facilitates a new identity for the university based on its ability to expand reflexively the discursive capacity of society and by doing so enhance citizenship in the knowledge society. Delanty views the new production of knowledge as not only a matter of market values, the arrival of a new technocorporate culture of managerialism and academic capitalism; but is also about conflicts over identity. |
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Dill, David D. (1997). Higher Education Markets and Public Policy. Higher Education Policy, 10(3-4), 167-185.
| In the major reforms to higher education being introduced throughout the world, market and ‘market-like’ policy instruments are assuming increasing importance. Long perceived as a unique characteristic of the U.S. system of higher education, worldwide institutions are experimenting with market competition in academic labor markets, institutional finance, student support, and the allocation of research funds. Dill explores the nature of markets in higher education, the policy mechanism related to their implementation, and some emerging questions regarding their impact. |
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Dill, David, Pedro Teixeira, Ben Jongbloed, and Alberto Amaral (2004). Conclusion. In Pedro Teixeira, Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher Education: Rhetoric or Reality? Dordrecht/Boston/London: Kluwer Academic Publishers.
| The authors of this edited volume conclude that the pace, instruments, and effectiveness with which market elements have been introduced vary across countries. Some governments appear to be confident whereas others appear softer in their introduction of market-based approaches. Governments are still learning to grasp the peculiarities of market mechanisms and their application to higher education. |
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Dimmen, Aasun, and Kyvik, Svein (1998). Recent Changes in the Governance of Higher Education Institutions in Norway. Higher Education Policy, 11(2/3), 217-29.
| Great changes have taken place in the university governance and other higher education institutions in Norway. From 1996, all institutions are regulated by a common act, more emphasis is put on stronger academic and administrative leadership of institutions, and a clearer division of responsibility between academic and administrative leaders has been introduced. |
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Donahue, John (1989). The Privatization Decision: Public Ends, Private Means. New York: Basic Books.
| Donahue presents a useful framework for thinking about privatization and the domain of social spending. He defines the public realm and examines various rationales for paying for goods and services collectively; takes up issues of organizational architecture and assesses alternative institutional structures for enforcing accountability in public tasks; looks to specific public tasks where private delivery is being tried, or considered, or has become the norm (weapons procurement, local government service contracting, prison privatization, and subsidized training programs). He concludes that there are real opportunities to make public undertakings more efficient and accountable by enlisting the private sector, but also that the imperatives of organizational design and political feasibility are at odds with one another. |
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Duderstadt, James J. (2004). Governing the Twenty-first Century University: A View from the Bridge. In William G. Tierney (Ed.), Competing Conceptions of Academic Governance: Negotiating the Perfect Storm. Baltimore: Johns Hopkins University Press.
| Duderstadt argues that governance structures developed centuries ago cannot possibly meet the needs of the modern university or society. The complexity of the contemporary university and the forces acting upon it have outstripped the ability of the shared governance system of lay boards, elected faculty bodies, and inexperienced academic administrators to govern, lead, and manage. While shared governance may have many positive attributes, it must be adapted to changing circumstances and challenges. Faculty should become true participants in academic decision-making rather than simply monitors of the administration or defenders of the status quo. Similarly, the position of the university presidency must be reconceived. |
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Duderstadt, James J. (2005). The Future of Higher Education in the Knowledge-Driven, Global Economy of the Twenty-First Century. In Glen A. Jones, Patricia L. McCarney, and Michael L. Skolnik (Eds.), Creating Knowledge, Strengthening Nations: The Changing Role of Higher Education. Toronto/Buffalo/London: University of Toronto Press.
| Duderstadt focuses on four major external challenges to universities: the skills race, the markets, technology, and global sustainability. He argues that the discussion of how to transform the university to address these challenges must focus on a series of issues, beginning with a reconsideration of ‘values of the university that should be protected and preserved during a period of change’. The increasing importance of diversity should also be recognized. Duderstadt notes that universities are only one component of a broader network of institutional types composing the higher education sector, and the various roles of all the institutions must be reconsidered. |
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Duderstadt, James and Farris W. Womack (2003). Beyond the Crossroads: The Future of the Public University in America. Baltimore, MD: Johns Hopkins University Press.
| The former President and the former CFO of the University of Michigan provide an overview of the central problems facing American public universities. Among these are the issue of financing, the role of market forces, technology, leadership and governance, and the role of the public university in a changing society. They argue that public universities must change to meet the challenges of privatization and the other challenges of the current period if they are to continue to flourish. |
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Ehrenberg, Ronald G., and Michael J. Rizzo (2004). Financial Forces and the Future of American Higher Education. Academe, 90(4).
| Ehrenberg and Rizzo discuss the factors affecting public higher education in the United States which include the withdrawal of state support, a decline in federal aid, increasing university research costs, and the demise of the tenure track. |
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Eisemon, Thomas Owen (1995). Higher Education Reform in Romania. Higher Education, 30(2), 135-153.
| Eisemon reviews the ‘crisis’ in Romanian universities since the country’s political transition in 1989, and describes the government’s strategy for revitalizing the higher education system. Eisemon outlines the increases in enrollments in the social sciences, resource constraints, comprehensive reform in the state’s financing and governance, and accreditation of private and public institutions. |
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El-Khawas, Elaine (2002). Governance in U.S. Universities: Aligning Internal Dynamics with Today’s Needs. In Alberto Amaral, Glen A. Jones, and Berit Karseth (Eds.), Governing Higher Education: National Perspectives on Institutional Governance. Dordrecht: Kluwer Academic Publishers.
| El-Khawas assesses recent changes in governance and decision-making in American higher education and focuses on the question of whether the current arrangements allow institutions to adapt to changing circumstances. She concludes by identifying questions for future research. |
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Espinoza, Oscare (2000). Higher Education and the Emerging Markets: The Case of Chile. In Matthew S. McMullen, James E. Mauch, and Bob Donnorummo (Eds.), The Emerging Markets and Higher Education: Development and Sustainability. London: Falmer Press.
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This chapter provides information relative to historic and economic development of Chile, the development of the postsecondary system from the early 1980s to the present; economic trends and negative aspects of the emerging Chilean market, and the contemporary role of higher education and its impacts on the emerging Chilean market economy.
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Etzkowitz, Henry (2004). The Evolution of the Entrepreneurial University. International Journal of Technology and Globalization, 1(1).
| A second academic revolution, integrating a mission for economic and social development is transforming the traditional teaching and research university into an entrepreneurial university. The Triple Helix thesis postulates that the interaction among university-industry-government is the key to improving the conditions for innovation in a knowledge-based society. Innovation is defined as the creation of new arrangements among the institutional spheres that foster the conditions for innovation. Invention of organizational innovations, new social arrangements and new channels for interaction become as important as the creation of physical devices in speeding the pace of innovation. This paper draws for data on interviews conducted by the author in the USA, Sweden, Brazil, Italy, Portugal, and Denmark. |
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Freedman, James O. (2004). Presidents and Trustees. In Ronald G. Ehrenberg (Ed.), Governing Academia. Ithaca and London: Cornell University Press.
| Freedman addresses the different roles that the boards of public and private institutions play and the interactions of an academic institution’s president with the board in each of these types of institutions. His experiences lead him to suggest how boards can improve their functioning and how a president and his or her board can maximize their joint effectiveness in guiding their institution. |
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Fulton, Oliver (1998). Unity or Fragmentation, Convergence or Diversity: The Academic Profession in Comparative Perspective in the Era of Mass Higher Education. In William G. Bowen and Harold T. Shapiro (Eds.), Universities and Their Leadership. Princeton: Princeton University Press.
| Fulton discusses the change in internal conditions, understandings, and aspirations at universities that resulted as higher education in Europe entered the ‘mass higher education era’. Data are based on the United Kingdom, western Germany, the Netherlands, and Sweden. Fulton focuses mainly on the changes in the internal life of the university that may have been caused the sector expansion. The specific issues addressed include the value orientation of the faculty, faculty involvement in teaching and research, faculty involvement in governance, and the overall levels of satisfaction of university faculty. |
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Fulton, Oliver (2003). Managerialism in UK Universities: Unstable Hybridity and the Complications of Implementation. In Alberto Amaral and Peter Maassen (Eds.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| Based on an empirical study of the opinions and attitudes of academic managers from a wide range of UK institutions and levels within institutions, Fulton shows that the ‘efficiency drive’ has clearly affected management practices in UK higher education. However, the study also shows that the new managerialism has not colonized all in its path. Rather, UK higher education appears to be a ‘hybridized form of new managerialism’, and one which in its implementation is less ‘virulent’ than in other public sectors. |
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Fulton, Oliver and Chris Holland (2001). Profession or Proletariat: Academic Staff in the United Kingdom After Two Decades of Change. In Jurgen Enders (Ed.), Academic Staff in Europe: Changing Contexts and Conditions. Westport, CT: Greenwood Press.
| Fulton and Holland review the situation of the academic profession in light of changes in employment and working conditions. They question the extent to which decreasing student/staff ratios can be described as constituting working intensification. They suggest that many units and their leaders remain deeply committed to collegial and supportive methods of decision making and to methods of resource allocation that are more egalitarian or driven more by internal academic judgment than external assessment or earning power. While it is arguable that the language of commodification, consumerism, markets, and managerialism are bringing about the construction of a new academic identify, Fulton and Holland stress that the fragmentary evidence suggests that any such sweeping conclusion is premature. |
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Geiger, Roger L. (2004). Knowledge and Money: Research Universities and the Paradox of the Marketplace. Stanford, CA: Stanford University Press.
| Geiger focuses on the central themes affecting American research universities at the beginning of the 21st century. Among the themes discussed are the nature of the university as a knowledge-based institution, the costs of the contemporary research university, the role of research and of undergraduate education, the relationship of universities and industry, and the influence of the market. This book brings a historical perspective and current analysis to bear on these themes. |
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Geiger, Roger L. (2004). Market Coordination of Higher Education: The United States. In Pedro Teixeira, Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher Education: Rhetoric or Reality? Dordrecht/Boston/London: Kluwer Academic Publishers.
| Geiger analyzes the multiple markets in American higher education and the different degrees of effectiveness of market mechanisms in each of them. Whereas in some of these markets the degree of competition seems reasonably intense, in others there is a clear segmentation of the market that prevents or hinders competition between large chunks of that market. Geiger pays attention to rising tuition, and the role that this phenomenon has played in the segmentation of the higher education markets. |
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Geiger, Roger L., and Creso Sa (2005). Beyond Technology Transfer: New State Policies for Economic Development for U.S. Universities. Minerva 43(1), 1-26.
| Geiger and Creso examine the recent history of state-level policies in the United States for knowledge-based economic development, and identify an emerging model based on technology creation. This new model goes beyond traditional investments in technology transfer and prioritizes cutting-edge scientific research in economically relevant fields. As research-intensive universities are indispensable for technology creation, these policies have yielded substantial new investments in university science. |
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Gibbons, Michael (1995). The University as an Instrument for the Development of Science and Basic Research: The Implications of Mode 2 Science. In David D. Dill and Barbara Sporn (Eds.), Emerging Patterns of Social Demand and University Reform: Through a Glass Darkly. Oxford/New York/Tokyo: Pergamon Press.
| Gibbons explores the other major post-war rationale for public support of universities. He provides evidence of a recent change for the university’s role as a primary agency for basic research. Gibbons concludes that if more and more knowledge is produced outside of the university and is not ‘codified’ in conventional ways, university presidents and senior administrators must contemplate their positions and adapt appropriately. |
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Glennerster, Howard (1991). Quasi-markets for Education? Economic Journal, 101, 1268-76.
| Quasi market solutions make more economic sense for institutions of higher education that for schools. Selection bias is more likely as an outcome of competition between schools than competition on efficiency grounds. Quasi markets will preclude non selective education as a democratic choice for local communities. On the other hand, higher education institutions are already selective and other advantages of competition are greater. The long term strategy should be for Government to give full cost bursaries to students together with a basic living grant in return for an enhanced tax obligation in later life. This could be administered through the social security scheme by adding a code to the individual’s social security number. |
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Gray, Hanna H. (1998). On the History of Giants. In William G. Bowen and Harold T. Shapiro (Eds.), Universities and Their Leadership. Princeton: Princeton University Press.
| Gray shows that modern-day notions of the limitations on the power of the university president and the need for consultation are hardly new. Gray believes the university president’s primary purpose is as an ‘enabler’, and intellectual integrity is to be defended above all else. |
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Green, Madeleine, Peter Eckel, and Andris Barblan (2002). The Brave New (and Smaller) World of Higher Education: A Transatlantic View. Washington, DC: American Council on Education.
| This paper outlines the impact of globalization, competition, and resource restrictions on higher education, and advocates for a long-term, holistic view of university responses to these impacts. Such a perspective is necessary for institutions to determine the ‘fundamental mental values’ of higher education; consider how higher education can serve a function beyond career preparation; find accessible ways of demonstrating the benefits of higher education; consider how the university best serves the state as a partner, consumer, and regulator; and consider how institutions become agile and adapt to changing environments. |
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Gumport, Patricia (2000). Academic Restructuring: Organizational Change and Institutional Imperatives. Higher Education: The International Journal of Higher Education and Educational Planning, 39, 67-91.
| A perennial challenge for universities and colleges is to keep pace with knowledge change by reconsidering their structural and resource commitments to various knowledge areas. Reflecting upon changes in the academic landscape of public higher educaiton in the United States over the past quarter of a century, Gumport diagnoses a macro-trend whereby the dominant legitimating idea of public higher education has changed from higher education as a social institution to higher education as an industry. Three interrelated mechanisms are identified as having advanced this process: academic management, academic consumerism, and academic stratification. |
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Harrison, William B., Shannon K. Mitchell, and Steven P. Peterson (1995). Alumni Donations and Colleges’ Development Expenditures: Does Spending Matter? American Journal of Economics and Sociology, 54(4), 397-12.
| Since college development officers supply recognition to alumni and seek donations in return, a model is devised that includes market power in the exchange. The findings indicate that schools with higher development costs generate substantially more donations. The size of a school’s endowment has no predictive value, but the level of annual bequests is strongly and positively related to alumni giving. |
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Hatakenaka, Sachi (2004). University Industry Partnerships in MIT, Cambridge, and Tokyo: Storytelling Across Boundaries. New York: Routledge Falmer.
| Hatakenaka examines of how three major universities in three different countries developed and operate university-industry partnerships. This analysis provides insights into the organizational challenges as well as the practical problems of such linkages; and shows how these relationships develop and how they work in the context of the organization of the university. |
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Hearn, James C. (2001). Access to Postsecondary Education: Financing Equity in and Evolving Context. In Michael B. Paulsen and John C. Smart (Eds.), The Finance of Higher Education: Theory, Research, Policy, and Practice. New York: Agathon Press.
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Hearn examines equity in access to higher education. In particular, he examines the differences by socioeconomic status in the effects of financial and other policies on access to postsecondary education in terms of equity and access. He asserts that both the meaning of ‘access’ and the appropriate equity-enhancing policies to pursue it will have to be reconsidered in light of a series of changes in the form of new kinds of students, enrollments, providers, faculty, markets, and outcomes.
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Hermalin, Benjamin E. (2004). Higher Education Board of Trustees. In Ronald G. Ehrenberg (Ed.), Governing Academia. Ithaca and London: Cornell University Press.
| Hermalin points out how an understanding of for-profit corporate boards may provide insights into how academic boards of trustees operate, and indicates crucial differences between corporations and academic institutions that make it unlikely that all of the findings with respect to corporate boards will carry over to academic boards. |
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Hufner, Klaus (2003). Governance and Funding of Higher Education in Germany. Higher Education in Europe, 28(2), 145-65.
| Hufner provides a short description of the overall development of German higher education, and an explanation regarding the functioning of decision making relating to legal, administrative, planning, and financial matters. Hufner addresses the increasing privatization of German higher education and the ensuing legal and financial problems in detail. He also considers the implications of the introduction of new funding schemes based on performance indicators. |
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Johnstone, Bruce (1996). The Financing and Management of Higher Education: A Status Report on World Wide Reforms. Washington, DC: The World Bank.
| The 1990’s witnessed a consistent worldwide reform agenda for the finance and management of universities and other institutions of higher education. There was remarkable consistency in that there were very similar patterns in countries will dissimilar political-economic systems and higher educational traditions. Thus, there seem to be similarities among countries greatly disparate along many dimensions. Johnstone assesses the status of the worldwide reform agenda in this period. The financial and management reform agenda can be viewed from five themes: expansion and diversification; b) fiscal pressure; c) orientation to the market; and e) quality and efficiency. |
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Johnstone, Bruce, Alka Arora, and William Experton (1998). The Financing and Management of Higher Education: A Status Report on Worldwide Reforms. Washington, DC: The World Bank.
| This paper presents higher education reforms (including the finance and management reform agenda) in the context of five themes: 1) expansion and diversification – of enrollments, participation rates, and numbers and types of institutions; 2) fiscal pressure – as measured in low and declining per-student expenditures and as seen in overcrowding, low-paid (or unpaid) faculty, lack of academic equipment or libraries, and dilapidated physical plants; 3) markets – the ascendance of market orientations and solutions, and the search for non-government revenue; 4) the demand for greater accountability – on the part of institutions and faculty, and on behalf of students, employers, and those who repay; and 5) the demand for greater quality and efficiency – more rigor, more relevance, and more learning. |
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Jongbloed, Ben (2003). Marketisation in Higher Education, Clark’s Triangle and the Essential Ingredients of Markets. Higher Education Quarterly, 57(2), 110-135.
| While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted autonomy. Through marketization policy, students and higher education providers have more room to make their own trade-offs and interact more closely on the basis of reliable information. This article discusses eight conditions for a market and the extent to which these are met in Dutch higher education. It is argued that there is still a key role for the government to co-design framework conditions and facilitate interaction in a more demand-drive and liberalized higher education sector. |
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Jongbloed, Ben (2004). Regulation and Competition in Higher Education. In Pedro Teixeira, Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher Education: Rhetoric or Reality? Dordrecht/Boston/London: Kluwer Academic Publishers.
| Jongloed discusses the changes in the regulatory framework of many Western higher education systems, particularly in Europe, away from more centralized forms to more supervisory regulatory structures. He examines how government regulation can affect a potential higher education market, within the supervisory model of regulation. Using a framework borrowed from industrial organization studies, he explores the role that governments can play in regulating the structure, conduct and performance of higher education institutions competing in a higher education market. He concludes the chapter by analyzing the case of vouchers, illustrating the difficulties of governments in regulating the higher education sector. |
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Kaiser, Frans, and Guy Neave (1994). Higher Education Policy in France. In Leo Goedegebuure, Frans Kaiser, Peter Maassen, Lynn Meek, Frans van Vught and Egbert de Weert (Eds.), Higher Education Policy: An International Comparative Perspective. Oxford/New York/ Seoul/Tokyo: Pergamon Press.
| Kaiser and Neave first describe the structure of the higher education system in France; then consider ‘authority’ within the higher education system and related policy; and then ‘reflect’ on structure, authority, and higher education policy on institutional governance and management. They conclude by stressing the potential importance of the newly ‘market driven’ system. |
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Larsen, Ingvild Marheim (2002). Between Control, Rituals, and Politics: The Governing Board in Higher Education Institutions in Norway. In Alberto Amaral, Glen A. Jones, and Berit Karseth (Eds.), Governing Higher Education: National Perspectives on Institutional Governance. Dordrecht: Kluwer Academic Publishers.
| Larsen focuses on the role and work of college governing boards. Her theoretical framework for analyzing data obtained from a major study of college board members employs three perspectives on university governance: the instrumental perspective, the neo-institutional perspective, and the political perspective. Her analysis focuses on the roles of these new governing boards in Norway and the way these roles are perceived by board members. |
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Larsen, Ingvild Marheim (2003). Departmental Leadership in Norwegian Universities – In Between Two Models of Governance? In Alberto Amaral and Peter Maassen (Ed.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| Larsen analyzes staff opinion regarding the desirability of changes in Norwegian higher education institutional governance and management. Adoption of the reforms is voluntary, and feelings are mixed feelings as to their desirability and acceptability. Larsen focuses on the role of academic leaders at the departmental level and analyzes whether or not Norwegian universities are moving from a traditional model of governance based on collegial, democratic and political forms of decision making to a more corporate management style. |
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Lee, Molly N.N. (1994). Corporatization, Privatization, and Internationalization of Higher Education in Malaysia. In Philip Altbach (Ed.), Private Prometheus: Private Higher Education and Development in the 21st Century”. Westport, CT: Greenwood Press.
| Lee examines the growing demand for higher education in Malaysia, leading governments to call on an increasingly active private sector. This privatization involves the corporatization of public universities and an increase in the number of private institutions providing higher education. Lee views the internationalization of higher education as part of the globalization of culture – involving a continuous flow of knowledge, ideas, information, values, and tastes, mediated through the flow of individuals, educational programs, social communications, and electronic simulations. |
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Lee, Molly N. N. (2004), Restructuring Higher Education in Malaysia. Universiti Sains Malaysia, Penang.
| Malaysian higher education is being transformed by diversification, market pressures, and other elements of the global academic environment. Lee focuses on such issues as quotas in university admissions, the changing academic profession in Malaysia and Singapore, private higher education, the corporatization of public universities, and others. |
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Leite, Denise (2003). Institutional Evaluation, Management Practices and Capitalist Redesign of the University: A Case Study. In Alberto Amaral and Peter Maassen (Ed.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
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Leite refers to the establishment of institutional evaluation systems in Latin America as a tool for what she calls the capitalist redesign of universities. By capitalist redesign, she means the implementation of institutional strategies internally directed to increased efficiency and effectiveness, and externally directed to the new publics and to the market visibility of the institution. Leite presents a general picture of the 1990 reforms of higher education in Latin America, followed by a more detailed description of the Brazilian situation and a case study of one university to illustrate the use of institutional evaluation as a tool for change.
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Mansfield, Edwin, and Jeong-Yeon Lee (1996). The Modern University, Contributor to Industrial Innovation and Recipient of Industrial R&D Support. Research Policy, 25(7), 1047-1058.
| The interface between industry and the universities is of key importance in the promotion of technological change in many industries. There is intense interest in the characteristics of universities that have contributed most importantly to industrial innovation in various fields, but unfortunately very little systematic study has been devoted to this topic. Based on data from a sample of major U.S. firms in the electronic, information processing, chemical, petroleum, pharmaceutical, instruments, and metal industries, the authors discuss these topics. |
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Marginson, Simon (2004). Australian Higher Education: National and Global Markets. In Pedro Teixeira, Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher Education: Rhetoric or Reality? Dordrecht/Boston/London: Kluwer Academic Publishers.
| Marginson elaborates on the market segmentation in Australian higher education. He suggests that the pervading role of market competition has been a mixed blessing, leading the system to achieve some governmental goals, but also weakening some fundamental purposes in higher education, notably long-term sustainability. |
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Marginson, Simon and Gary Rhoades (2002). Beyond Nation States, Markets, and Systems of Higher Education: A Glonacal Agency Heuristic. Higher Education, 43, 281-309.
| This paper offers an overarching analytical heuristic moving beyond current research, anchored in conceptions of national states, markets, and systems of higher education institutions. Marginson and Rhoade’s ‘glonacal agency heuristic’ points to three intersecting planes of existence, emphasizing the simultaneous significance of global, national, and local dimensions and forces. It combines the meaning of ‘agency’ as an established organization with its meaning as individual or collective action. The authors critique the prevailing framework in cross-national higher education research, addressing the liberal theory underpinning this framework, the ways scholars address the rise of neo-liberal policies internationally, conceptual shortcomings of this work, and the emergent discourse about ‘academic capitalism’. They then discuss globalization, and lastly provide examples of how states, markets, and institutions can be reconceptualized in terms of global, national, regional, and local agencies and agency. |
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Massy, William F. (1996). Resource Allocation in Higher Education. Ann Arbor: University of Michigan Press.
| Massy offers a series of essays about topics bearing on resource allocation aimed at institutional leaders and government officials. The book begins by describing how higher education’s external environment has changed in the past decade, and addresses strategic decisions involving capital. Massy then moves on to a discussion of decentralization; included in this section is a discussion of whether the type of organizational changes that corporations have developed in response to a global economy are applicable to higher education. Also included is a discussion of the lessons of this book in other contexts and various models of resource allocation. |
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Massy, William F. (2004). Markets in Higher Education: Do They Promote Internal Efficiency?. In Pedro Teixeira, Ben Jongbloed, David Dill, and Alberto Amaral (Eds.), Markets in Higher Education: Rhetoric or Reality? Dordrecht/Boston/London: Kluwer Academic Publishers.
| Massy discusses one of the main arguments for the introduction of market mechanisms in higher education systems – efficiency. He focuses on the effect of market regulation in terms of internal efficiency of higher education institutions. He explores the potential efficiency gains that can be brought about by market regulation, although the non-profit nature of higher education institutions requires theoretical adjustments and introduces further complexity in the traditional micro-economics of the firm. |
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McMullen, Matthew S., and Jiri Prucha (2000). The Czech Republic: A Country in Transition…Again. In Matthew S. McMullen, James E. Mauch, and Bob Donnorummo (Eds.), The Emerging Markets and Higher Education: Development and Sustainability. London: Falmer Press.
| This chapter focuses on the role of higher education as a tool in facilitating the transformation of the Czech Republic. The movement toward market principles is evident in recent higher education policy, including evidence of decentralization from state control, more flexibility in seeking sources for funding its educational activities, and competition for research funds. It is crucial that political, educational, and economic changes are tightly linked and coordinated. |
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Meek, Lynn (2002). On the Road to Mediocrity? Governance and Management of Australian Higher Education in the Market Place. In Alberto Amaral, Glen A. Jones, and Berit Karseth (Eds.), Governing Higher Education: National Perspectives on Institutional Governance. Dordrecht: Kluwer Academic Publishers.
| Meek demonstrates that many of the changes associated with higher education management and governance in Australia can be traced to broader public sector reforms and the introduction of new public management. These reforms have had a dramatic impact on higher education, and Meek discusses the implications of these changes. |
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Meek, Lynn (2003). Governance and Management of Australian Higher Education: Enemies Within and Without. In Alberto Amaral and Peter Maassen (Eds.), The Higher Education Managerial Revolution? Dordrecht: Kluwer Academic Publishers.
| Meek analyzes the continued push in Australia to transform university governance and management. One of the central arguments is that concerns about university management are directly related to the centrality of higher education in the emerging knowledge-based, post-industrial economy. Powerful forces both within and without the academy are attempting to realign management practices to ensure that universities optimize the commercialization of their intellectual products, including the training of the next generation of knowledge-workers. But the managerialist push in Australia appears to be taken to an extreme, producing a good deal of angst between managers and the managed, and potentially becoming counterproductive as rank-and-file academic staff become increasingly alienated from their institutions. |
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Meister, Jeanne C. (1998). Corporate Universities: Lessons in Building a World-Class Workforce. New York: McGraw Hill.
| Meister looks at how and why corporations are leading the innovations in education. Developments profiled in this book are evidence of a movement that is both an opportunity and a threat to traditional institutions of higher education. Higher education institutions must reinvent themselves for the knowledge economy, including updating content and delivery. Meister includes an appendix which lists the names of the fifty corporations who have adopted the corporate university model. |
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Mok, Ka-Ho (2000). Reflecting Globalization Effects on Local Policy: Higher Education Reform in Taiwan. Journal of Education Policy, 15(6), 637-660.
| This article discusses the effects of globalization on national policy, with particular reference to how the higher education sector in Taiwan has transformed itself under the global tide of marketization and decentralization. The bulk of this article examines the ways and strategies the Taiwanese Government has adopted to reform its higher education systems in response to the changing local socio-economic political context and regional-global environments, with a particular focus on provision, regulation, and financing. |
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Mora, Jose-Gines (1997). Market Trends in Spanish Higher Education. Higher Education Policy, 10(3/4), 187-98.
| Higher education in Spain broke away from its government dependency in the last decade. Mora analyzes the steps undertaken by the Spanish higher education system which has allowed market influences to grow in recent years; and analyzes the historical framework and legal changes which have facilitated market trends in higher education. Included is a consideration of the influence of market trends on the financial and organizational structure of universities. Mora concludes that, although the steps are still hesitant, market-like elements are increasingly affecting every aspect of higher education life. |