Reform and Change in Higher Education: Analysing Policy Implementation (Higher Education Dynamics)

368 Pages·2005·5.22 MB·English

by  Åse Gornitzka

REFORM AND CHANGE IN HIGHER EDUCATION
HIGHER EDUCATION DYNAMICS
VOLUME 8
Series Editor
Peter Maassen,University of Oslo, Norway, and University of Twente, Enschede,
TheNetherlands
Editorial Board
Alberto Amaral,Universidade do Porto, Portugal
Akira Arimoto,Hiroshima University, Japan
Nico Cloete,CHET, Pretoria, South Africa
David Dill,University of North Carolina at Chapel Hill, USA
Jürgen Enders, University of Twente, Enschede, The Netherlands
Patricia Gumport,Stanford University, USA
Mary Henkel, Brunel University, Uxbridge, United Kingdom
Glenn Jones,University of Toronto, Canada
SCOPEOFTHE SERIES
Higher Education Dynamicsis a bookseries intending to study adaptation processes
and their outcomes in higher education at all relevant levels. In addition it wants to
examine the way interactions between these levels affect adaptation processes. It
aims at applying general social science concepts and theories as well as testing
theories in the field of higher education research. It wants to do so in a manner that
is of relevance to all those professionally involved in higher education, be it as
ministers, policy-makers, politicians, institutional leaders or administrators, higher
education researchers, members of the academic staff of universities and colleges, or
students. It will include both mature and developing systems of higher education,
covering public as well as private institutions.
The titles published in this series are listed at the end of this volume.
REFORM AND CHANGE IN
HIGHER EDUCATION
Analysing Policy Implementation
Edited by
ÅSE GORNITZKA
Norwegian Institute for Studies in Research and Higher Education,
Oslo, Norway
MAURICE KOGAN
Brunel University, Centre for the Evaluation of Public Policy and Practice,
Uxbridge, UK
and
ALBERTO AMARAL
University of Porto and CIPES,
Portugal
AC.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 1-4020-3402-4 (HB) Springer Dordrecht, Berlin, Heidelberg, New York
ISBN-10 1-4020-3411-3 (e-book) Springer Dordrecht, Berlin, Heidelberg, New York
ISBN-13 978-1-4020-3402-2 (HB) Springer Dordrecht, Berlin, Heidelberg, New York
ISBN-13 978-1-4020-3411-4 (e-book) Springer Dordrecht, Berlin, Heidelberg, New York
Published by Springer,
P.O. Box 17, 3300 AADordrecht, The Netherlands.
Printed on acid-free paper
All Rights Reserved
© 2005 Springer
No part of this work may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the exception
of any material supplied specifically for the purpose of being entered
and executed on a computer system, for exclusive use by the purchaser of the work.
Printed in the Netherlands.
TABLE OF CONTENTS
Listofcontributors ix
Preface
ALBERTO AMARAL AND JÜRGEN ENDERS xv
Introduction
ÅSE GORNITZKA, MAURICE KOGAN AND ALBERTO AMARAL 1
OVERVIEW 15
1. From Policy Implementation to Policy Change: A Personal
Odyssey
PAULSABATIER 17
2. Implementation Analysis in Higher Education
ÅSE GORNITZKA, SVEIN KYVIK AND BJØRN STENSAKER 35
3. The Implementation Game
MAURICE KOGAN 57
NATIONAL CASE STUDIES 67
4. The Implementation of the Norwegian College Reform
SVEIN KYVIK 69
5. The Legacy of 1981: An Assessment of the Long-term
Implications of the Reductions in Funding Imposed in 1981
on Institutional Management in UK Higher Education
JOHN TAYLOR 83
6. From Paper to Practice: Two Reforms and Their Consequences
in Dutch Higher Education
HARRY F. DE BOER, JÜRGEN ENDERS AND
DON F. WESTERHEIJDEN 97
7. Implementation of Higher Education Policies: A Portuguese
Example
ALBERTO AMARAL AND ANTÓNIO MAGALHÃES 117
v
vi TABLEOFCONTENTS
8. Two Decades of Change inSpanish Universities: Learning
the Hard Way
JOSÉ-GINÉS MORA AND JAVIER VIDAL 135
9. University Reform in Italy: Fears, Expectations
andContradictions
GIUNIO LUZZATTO AND ROBERTO MOSCATI 153
10. Implementing Comprehensive National Higher Education
Reforms: The Australian Reformsof Education Minister
John Dawkins, 1987–90
GRANT HARMAN 169
11. The Changing Role of the State in Mexican Higher
Education: From the Crisis of Ineffectual Populism
to New Forms of System Coordination
ROLLIN KENT 187
12. Great Expectations, Mixed Governance Approaches and
UnintendedOutcomes: The Post-1994 Reform of South
African Higher Education
NICO CLOETE, PETER MAASSEN AND JOE MULLER 207
13. Equity Policy in Australian Higher Education: A Case of
Policy Stasis
RICHARD JAMES AND CRAIG MCINNIS 227
14. Social Dynamics of Higher Education Reforms: The Case
of Finland
JUSSIVÄLIMAA 245
15. Backlash or Modernisation? Two Reform Cycles in Austrian
Higher Education
HANS PECHAR 269
16. The Push for Accountability: Policy Influences and Actors in
American Higher Education
ELAINE EL-KHAWAS 287
TABLE OFCONTENTS vii
17. From Low Income and Minority Access to Middle Income
Affordability: A Case Study of the US Federal Role in
Providing Access to Higher Education
RICHARD C. RICHARDSON JR AND ALICIA D. HURLEY 305
18. Implementing the Triple Helix: The Academic Response to
Changing University(cid:16)Industry(cid:16)Government Relations
inSweden
SUSAN MARTON 325
19. Profiling Comprehensiveness? Strategy Formulation and
Effects of Strategic Programmes at Traditional Universities
INGVILD MARHEIM LARSEN AND LIV LANGFELDT 343
LIST OF CONTRIBUTORS
ALBERTO AMARAL is professor at the University of Porto and director of CIPES.
He is chair of the Board of CHER, vice-chair of EUA’s steering committee on
institutional evaluation, life member of IAUP, and a member of EAIR and IMHE.
He was the rector of the University of Porto for the period 1986–1998. Recent
publications include articles in Quality Assurance in Education, Higher Education
Quarterly, Higher Education Policy, Higher Education in Europe and European
Journal of Education. He iseditor andco-editorofseveralbooks.
NICO CLOETE is currently a full-time director of CHET. He was previously
research director of the National Commission on Higher Education and coordinator
of the Post Secondary Education Report of the National Education Policy
Investigation (NEPI) and the Policy ForumofUDUSA. He has worked at numerous
South African universities including the Universities of the North, Transkei and
Witwatersrand where his teaching and research were mainly concerned with
psychology and studentt services. He was actively involved in academic staff
organisation as general secretary of UDUSA (1993–94) and president of the Wits
Staff Association (1991–92). He has served on the Minister’s Advisory Council for
Universities and Technikons. Dr Cloete has published widely in psychology,
sociology and education.
HARRY DE BOER, a public policy analyst at the Center for Higher Education
Policy Studies, University of Twente, has carried out research and consultancy
projects for national advisory and international organisations such as the Dutch
Advisory Council for Science and Technologyy Policy, the International Fellowship
Program of the Ford Foundation and the Deutsche Forschungsgemeinschaft. He has
been a consultant on several national evaluation projects for the Dutch educational
ministry and has frequently published on these subjects.
ELAINE EL-KHAWAS is professor of education policy at George Washington
University. She has previously served as professor of higher education at the
University of California, Los Angeles and as vice-president for policy analysis and
research at the American Council on Education. A sociologist who earned her
masters and doctoral degrees at the University of Chicago, she is a former president
of the Association for the Study of Higher Education, a member of the board of
trustees of Emmanuel College, and currently serves on the editorial boards of the
Review of Higher Education, Higher Education Managementt and other academic
journals.
ix
x LISTOFCONTRIBUTORS
JÜRGEN ENDERS is professor of higher education policy studies and director of
the Center for Higher Education Policy Studies at the University of Twente, the
Netherlands. He is a member of the board and secretary of the Consortium of Higher
Education Researchers (CHER) as well as a member of the editorial board of the
book series ‘Higher Education Dynamics’ and the journal Higher Education. His
research interests are in the areas of the sociology of education and the professions,
organisational studies, governance and management of higher education and
research, higher educationand the world of work, and the academic profession.
ÅSE GORNITZKA is a political scientist and senior researcher at ARENA, Centre
for European Studies at the University off Oslo and at NIFU STEP. She received her
doctoral degree from the University of Twente in the Netherlands. Her main
research interests include the Europeanisation of higher education and research
policy, and studies of change processes in higher education and research institutions.
GRANT HARMAN is emeritus professor of education management at the
University of New England, Armidale, NSW, Australia. He holds a PhD in political
science from the Australian National University and has held academic positions at
the University of New England, the Australian National University and the
University of Melbourne. His research interests are mainly in higher education
management and policy and he is currently editor-in-chief of the journal Higher
Education,published by Springer in the Netherlands.
ALICIA D. HURLEY is the director of NYU’s Office of Federal Policy, overseeing
the university’s interaction with policy makers in Washington, DC. Dr Hurley
earned her doctorate from NYU in the field of higher educationadministrationwith
an emphasis on policy. She was a researcher for the Alliance for International
Higher Education Policy Studies. Her dissertation is titled, “The Federal Role
Recast: Politics, Policy and American Higher Education in the 1990s”.
RICHARD JAMES is a higher education policy researcher and associate professor
at the University of Melbourne, Australia. He is involved in a wide-ranging research
programme into the student experience of higher education that is examining the
decision making of prospective university students, the transition to university and
the first year experience, and the nature of graduate outcomes.
ROLLIN KENT is professor of public policy and educational management at the
University of Puebla, Mexico. He studies comparative policy and organisational
change in higher education. Currently he is participating in the Alliance for
International Higher Education Policy Studies, a multi-year project funded by the
Ford Foundation focusing on the determinants of policy effectiveness in
higher education in the NAFTA countries throughout the 1990s (see
http://www.nyu.edu/iesp/aiheps).
MAURICE KOGAN is professor emeritus of government and director of the Centre
for the Evaluation of Public Policy and Practice at Brunel University where he has