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This book examines governance reforms in higher education in six
European countries: Austria, Denmark, Finland, France, the
Netherlands, and Portugal. It focuses in particular on the
governance of the systems and institutions in these countries. The
book shows that each of the national reform processes has been
characterised by its own specific pathways embedded in the
country's specific socio-economic contexts and cultures, but also
has a number of features in common with the other countries and
processes. The first chapter of the book presents a conceptual
framework to analyse the reform processes as an 'implementation
game' played by several actors with diverse interests. The second
chapter describes the national reform processes of the six selected
countries, giving a voice to the individual university rectors and
officials who played an important role during the reform processes.
Their stories constitute a vivid narrative of the government
drivers of reform and of the rationales of the institutions as main
partners in the reform processes. These narratives are analysed,
complemented by, and contrasted with a review of the literature on
the subject in the third chapter. The final chapter consist of
concluding remarks and lessons learned.
This book examines governance reforms in higher education in six
European countries: Austria, Denmark, Finland, France, the
Netherlands, and Portugal. It focuses in particular on the
governance of the systems and institutions in these countries. The
book shows that each of the national reform processes has been
characterised by its own specific pathways embedded in the
country's specific socio-economic contexts and cultures, but also
has a number of features in common with the other countries and
processes. The first chapter of the book presents a conceptual
framework to analyse the reform processes as an 'implementation
game' played by several actors with diverse interests. The second
chapter describes the national reform processes of the six selected
countries, giving a voice to the individual university rectors and
officials who played an important role during the reform processes.
Their stories constitute a vivid narrative of the government
drivers of reform and of the rationales of the institutions as main
partners in the reform processes. These narratives are analysed,
complemented by, and contrasted with a review of the literature on
the subject in the third chapter. The final chapter consist of
concluding remarks and lessons learned.
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