The Higher Education Managerial Revolution?

301 Pages·2003·5.462 MB·English

by  V. Lynn Meek (auth.), Alberto Amaral, V. Lynn Meek, Ingvild M. Larsen (eds.)

THE HIGHER EDUCATION MANAGERIAL REVOLUTION?
HIGHER EDUCATION DYNAMICS
VOLUME 3
Series Editor
Peter Maassen, University of Oslo, Norway, and University ofTwente, Enschede,
The Netherlands
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
Jfugen Enders, University ofTwente, Enschede, The Netherlands
Oliver Fulton, University of Lancaster, United Kingdom
Patricia Gumport, Stanford University, USA
Glenn Jones, University of Toronto, Canada
SCOPE OF THE SERIES
Higher Education Dynamics is 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.
THE HIGHER EDUCATION
MANAGERIAL REVOLUTION?
Edited by
ALBERTO AMARAL
Center for Higher Education Policy Studies,
Matosinhos, Portugal
V. LYNNMEEK
University of New England,
Armidale, Australia
and
INGVILD M. LARSEN
Norwegian Institute for Studies in Research in Higher Education,
Oslo, Norway
Springer-Science+Business Media, B.V.
A CI.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-1-4020-1586-1 ISBN 978-94-010-0072-7 (eBook)
DOI 10.1007/978-94-010-0072-7
Printed an acid-free paper
AU Rights Reserved
© 2003 Springer Science+Business Media Dordrecht
Originally published by Kluwer Academic Publishers in 2003
Softcover reprint of the hardcover Ist edition 2003
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.
TABLE OF CONTENTS
List of Contributors vii
Preface
ALBERTO AMARAL AND PETER MAASSEN Xl
Introduction
v. LYNN MEEK 1
Shifts in Governance Arrangements: An Interpretation
of the Introduction of New Management Structures
in Higher Education
PETER MAASSEN 31
New Public Management and Finnish Public Sector
Organisations: The Case of Universities
ARI SALMINEN 55
Departmental Leadership in Norwegian Universities - In
Between Two Models of Governance?
INGVILD MARHEIM LARSEN 71
Who's Afraid of Red, Yellow and Blue? The Colourful
World of Management Reforms
HARRY DE BOER 89
In Search of a New Profession: Transformation of Academic
Management in Austrian Universities
HANSPECHAR 109
The Rise of Academic Managerialism in Portugal
ALBERTO AMARAL, ANT6NIO MAGALHAEs AND RUI SANTIAGO 131
Managerialism in UK Universities: Unstable Hybridity
and the Complications of Implementation
OLIVER FULTON 155
v
VI TABLE OF CONTENTS
Governance and Management of Australian Higher
Education: Enemies Within and Without
V. LYNN MEEK 179
Contested Intellectual Property: The Role of the Institution
in United States Higher Education
SHEILA SLAUGHTER AND GARY RHOADES 203
Managerialism Within a Framework of Cooperative
Governance?
NICO CLOETE AND TEMBILE KULATI 229
Institutional Evaluation, Management Practices and
Capitalist Redesign of the University: A Case Study
DENISE LEITE 253
A Managerial Revolution?
ALBERTO AMARAL, OLIVER FULTON AND INGVILD M. LARSEN 275
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 IHME.
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 is editor and co-editor of several books,
including Governing Higher Education: National Perspectives on Institutional
Governance, the first volume in this series.
NICO CLOETE is the director of the Centre for Higher Education Transformation.
He was research director of the National Commission of Higher Education
appointed by the government after 1994 and served on the Minister's Advisory
Council for Universities and Technikons. His research interests are in system and
institutional reform in higher education. His most recent books are Transformation
in Higher Education: Global Pressures and Local Realities in South Africa. Cape
Town: Juta, 2002 (with R. Fehnel, P. Maassen, T. Moja, H. Perold and T. Gibbon);
Challenges of Globalisation: South African Debates with Manuel Castells. Cape
Town: Maskew Miller Longman, 2001 (with J. Muller and S. Badat); and Higher
Education Transformation: Assessing Peiformance in South Africa. Pretoria: CHET,
2000 (with I. Bunting).
HARRY F. DE BOER is a senior research associate at the Center for Higher
Education Policy Studies (CHEPS) of the University of Twente in the Netherlands.
His research interests include university-government relations, steering models,
institutional governance, management styles, leadership, strategic planning and
models of decision-making. He has been a frequent contributor to the literature on
these topics during the last few years, including recent articles in Higher Education
Policy, European Journal of Education and Tertiary Education and Management.
He has also been lecturing and tutoring in courses in higher education management.
OLIVER FULTON is professor of higher education at the Centre for the Study of
Education and Training at Lancaster University, where he is also dean for the
Associated Institutions. He has researched and published on many aspects of higher
education policy and practice, including admissions and access, the academic
profession and the organisation of academic work, implementing curriculum change,
and policy formation and implementation at both governmental and institutional
levels. From 1996-97 he was chair of the Society for Research into Higher
Education and from 1998-2001 he was chair of the Board of the Consortium for
Higher Education Researchers (CHER).
vii
Vlll LIST OF CONTRIBUTORS
TEMBILE KULA TI is the former Higher Education Policy Adviser to the Minister
of Education in South Africa. Prior to that, Tembile worked as a Programme
Manager at the Centre for Higher Education Transformation where he coordinated
various research and capacity development projects on higher education
management and leadership. He has been involved in several studies on the
transformation of the South African higher education system, and his research
interests and contributions have been in the area of higher education governance and
leadership, the management of institutional change, and more recently on knowledge
utilisation in higher education policy making. His most recent article is "From
Protest to Challenge: Leadership and Higher Education Change in South Africa."
Tertiary Education and Management 9.1 (2003): 13-17.
INGVILD MARHEIM LARSEN is a senior researcher at the Norwegian Institute
for Studies in Research and Higher Education. Her main research interests are
reform and change processes in higher education, more specifically, steering and
organisation of the higher education system, leadership and management of higher
education institutions, institutional response and adaptation to change, the role of the
governing body in higher education institutions and the relationship between
academic and administrative staff. Among her publications are "Between Control,
Rituals and Politics: The Governing Board in Higher Education Institutions in
Norway." In Amaral, A., G. Jones and B. Karseth (eds). Governing Higher
Education: National Perspectives on Institutional Governance. Dordrecht: Kluwer
Academic Publishers, 2002, 99-119; "Research Policy at Universities - Walking the
Tightrope Between Internal and External Interests." European Journal of Education,
35.4 (2000): 385--402; and "The Bureaucratisation of Universities." Minerva 36.1
(1998): 21--47 (with A. Gornitzka and S. Kyvik).
DENISE LEITE is professor at the Graduate Program on Education of the Federal
University of Rio Grande do SuI, UFRGS, Brazil. She is a senior researcher, levell,
CNPq (National Research Council) and of the University Study Group of UFRGS,
in charge of coordinating inter-institutional and international research projects about
innovation, evaluation and university pedagogy in the public universities of Brazil,
Uruguay, Argentina and Portugal. She is a member of the editorial board of
Evaluation a reputed Brazilian journal edited by Unicamp and RAIES, the
institutional evaluation net. Recently (2002) she took a post-doctoral degree at the
Center of Social Studies at the University of Coimbra, Portugal. Among her
publications are "Evaluation and Democracy: Counter-hegemonic Possibilities to the
Capitalist Redesign of Universities." In Mollis, M. (ed.). Latin American
Universities: Reformed or Altered? Argentina: Clacso, 2003; "The Evaluation
Systems of Higher Education Institutions in Brazil." In Soares, S. (ed.). Higher
Education in Brazil. UNESCO, 2002; "The Evaluation of Higher Education Systems
in Latin America." In Cowen, R. (ed.). World Yearbook of Education, 1996.
London: Kogan Page, 1996 (with Figueiredo, M.).
LIST OF CONTRffiUTORS ix
PETER MAASSEN is a senior researcher at the Faculty of Education, University of
Oslo, where he is also the director of Hedda, a consortium of European centres on
higher education research. He specialises in the public governance of higher
education. In addition, he is a senior fellow at the Center for Higher Education
Policy Studies (CHEPS), University of Twente, the Netherlands. He was the director
of CHEPS from January 1997 to March 2000. He has published numerous books,
book chapters and articles (in six languages) in journals of higher education,
political science, management studies and policy analysis.
ANT6NIO MAGALHAES is assistant professor at the University of Porto and a
senior researcher at CIPES. His main research interests are the regulation
mechanisms of higher education and the relationships between the state and higher
education. His recent publications include "The Emergent Role of External
Stakeholders in European Higher Education Governance." In Amaral, A., G. Jones
and B. Karseth (eds). Governing Higher Education: National Perspectives and
Institutional Governance. Dordrecht: Kluwer Academic Publishers, 2002, 1-21
(with Alberto Amaral); "The Transformation of State Regulation and the
Educational Systems." Revista Cr(tica de Ciencias Sociais 59 (2001): 125-143 (in
Portuguese); "On Markets, Autonomy and Regulation: The Janus Head Revisited."
Higher Education Policy 14 (2001): 7-20 (with Alberto Amaral).
v. LYNN MEEK is professor and director of the Centre for Higher Education
Management and Policy at the University of New England, Australia. Trained in the
sociology of higher education at the University of Cambridge, his specific research
interests include governance and management, research management, diversification
of higher education institutions and systems, institutional amalgamations,
organisational change and comparative study of higher education systems. Professor
Meek has published 24 books and monographs and numerous scholarly articles and
book chapters. He is on the editorial board of several international journals and book
series, and has worked with such international agencies as UNESCO and the OECD.
HANS PECHAR is an associate professor at the Institute for Interdisciplinary
Studies at Austrian Universities (IFF) and head of the Department for Higher
Education Research at the IFF. He currently serves on the Board of the Consortium
for Higher Education Researchers (CHER). Recent publications include
"Accreditation in Higher Education in Britain and Austria: Two Cultures, Two
Time-frames." Tertiary Education and Management 8 (2002): 231-242; "Promoting
Innovation and Entrepreneurialism in the Fachhochschulen in Austria." Higher
Education Management 13.1 (2001): 47-60 (with Tom Pfeffer and John Pratt); "The
Enduring Myth of the Full-time Student: An Exploration of the Reality of
Participation Patterns in Austrian Universities." In Schuetze, Hans G. and Maria
Slowey (eds). Higher Education and Lifelong Learners. International Perspectives
on Change. London: Routledge/Falmer, 2000, 27-47 (with A. Wroblewski).
x LIST OF CONTRIBUTORS
GARY RHOADES is professor and director of the Center for the Study of Higher
Education at the University of Arizona. He is also an editor for the international
journal Higher Education. His research focuses on professional labour and the
restructuring of higher education. His book, Managed Professionals (SUNY Press,
1998), concentrated on unionised faculty in the US. His forthcoming book is
Academic Capitalism and the New Economy. Baltimore: Johns Hopkins University
Press (with Sheila Slaughter).
ARI SALMINEN is professor of public administration at the Department of Public
Management, University of Vaasa, Finland. He is former vice-rector and rector of
his university. His special interests are theory and methodology of public
administration and comparative administration and management. He is an author of
several books, book chapters and articles on the development of the welfare state,
market orientation in the public sector, transition theory and public sector ethics.
RUI SANTIAGO is assistant professor at the University of Aveiro, and a senior
researcher at CIPES and RUDPKETS (Research Unit - Development of Pedagogic
Knowledge in Education and Training Systems). He is the coordinator of the Master
Program in Policy and Management in Higher Education at the University of
Aveiro. Trained in educational psychology, his main research interests are
organisation studies in higher education, organisation of academic work, academic
success and the social representations of the school. His recent publications include
Failure at the First Year in Higher Education. Aveiro: University of Aveiro, 2002
(with Jose Tavares); Higher Education - Success/Failure. Porto: Porto Editora, 2002
(in Portuguese); "Promoting the Academic Success by the Evaluation and the
Intervention in the University." Revista Avalia9iio (Brazil) 6.3 (2001): 31-45 (with
Jose Tavares); "The School as Organizational Learning System." In Alardio, 1. (ed.).
Reflexive School and Supervision. Porto: Porto Editora, 2000, 25-43 (in
Portuguese).
SHEILA SLAUGHTER is professor of higher education, Center for the Study of
Higher Education, College of Education, University of Arizona, Tucson, Arizona.
Her research areas are political economy of higher education, science and
technology policy, academic freedom and women in higher education. Her recent
publications include Academic Capitalism and the New Economy. Baltimore: Johns
Hopkins University Press, forthcoming (with Gary Rhoades); "Universities in the
Information Age: Changing Work, Organization, and Values in Academic Science
and Engineering." Bulletin of Science, Technology and Society 21.2 (2001): 108-
118 (with Jennifer Croissant and Gary Rhoades); "Problems in Comparative Higher
Education: Political Economy, Political Sociology, Postmodernism." Higher
Education 41 (2001): 389-412. Her most recent National Science Foundation grant,
with Jennifer Croissant and Gary Rhoades, is "Universities in the Information Age:
Changing Work, Organization and Values in Academic Science and Engineering"
(1999-2002). She received the Association for the Study of Higher Education
Research Achievement Award in 1998, and the American Educational Research
Association Career Research Achievement Award in 2000.