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In order to celebrate the fifteenth anniversary - the third lustrum
- of our Center, we at CHEPS decided to collectively write a book
on the issue of how higher education institutions deal with the
demand for change. Institutional change is without any doubt one of
the burning issues for researchers in higher education and policy
studies in general, but even more so for administrators at the
institutional level (institutional leadership, deans) and planners
of higher education in public life (government agencies,
intermediary organisations, international organisations). Whereas
the lustrumbook we wrote for our second lustrum concentrated on
comparative policy studies, many of them focusing on comparisons
between different national higher education systems, this time the
object of our analyses is the institution itself. Today's higher
education institutions are faced by demands from a multitude of
actors - from inside the institution (students, staff) as well as
from the institution's environment (governments, employers,
research councils, sponsors). These demands require changes in
policy, practice, systems, and culture. The ways in which
institutions respond to these demands and how their behaviour may
be understood and predicted is the challenge tackled by the authors
of this volume, each from their own perspective and each looking at
different aspects of the educational organisation.
This vigorous study provides an alternative framework for
reflecting on the changes in Western Europe's higher education
systems over the past quarter century. Building from two basic
concepts -- the rise of the evaluative state and the shifts in
meaning and definition of positional and institutional autonomy -
it dissects the profound shifts in the external relationship
between higher education, government and society. Changes in
external relationships demands radical revision to the internal
balance of power. Re-distribution of authority and responsibility
re-define the functions thatboth institutional and positional
autonomy are expected to assume. Drawing on rich data from France,
Spain and Portugal, this book also examines the role in the rise of
the evaluative state played by such pioneering systems as Britain,
France and the Netherlands. It demonstrates the centrality the two
key concepts have for higher education policy in Western Europe
today and charts how autonomy has mutated from being of integral
value in higher education to becoming an instrument of policy.
This pioneering book examines how policies to raise efficiency and
performance in Europe's universities have profoundly altered ties
between government, society and higher education, outlining how
Evaluation Agencies have urged Europe's universities to meet the
challenge of modernization.
In order to celebrate the fifteenth anniversary - the third lustrum
- of our Center, we at CHEPS decided to collectively write a book
on the issue of how higher education institutions deal with the
demand for change. Institutional change is without any doubt one of
the burning issues for researchers in higher education and policy
studies in general, but even more so for administrators at the
institutional level (institutional leadership, deans) and planners
of higher education in public life (government agencies,
intermediary organisations, international organisations). Whereas
the lustrumbook we wrote for our second lustrum concentrated on
comparative policy studies, many of them focusing on comparisons
between different national higher education systems, this time the
object of our analyses is the institution itself. Today's higher
education institutions are faced by demands from a multitude of
actors - from inside the institution (students, staff) as well as
from the institution's environment (governments, employers,
research councils, sponsors). These demands require changes in
policy, practice, systems, and culture. The ways in which
institutions respond to these demands and how their behaviour may
be understood and predicted is the challenge tackled by the authors
of this volume, each from their own perspective and each looking at
different aspects of the educational organisation.
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