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The book examines ongoing dynamics within the organizational fields
of health and higher education, with a focus on collective (public
universities and hospitals) and individual (professionals) actors,
structures, processes and institutional logics. The fact that
universities and hospitals share a number of important
characteristics, both being hybrid organizations, professional
bureaucracies, and operating within highly institutionalised
environments, they are also characterised by their distinctive
features such as the importance attributed to scientific autonomy
and prestige (universities) and the needs and expectations of users
and funders (hospitals). The volume brings together two relatively
distinct scholarly traditions within the social sciences, namely,
scholars - sociologists, educationalists, economists, political
scientists and public administration researchers, etc. - involved
with the study of change dynamics within the fields of health care
and higher education in Europe and beyond. The authors resort to a
variety of theoretical and conceptual perspectives emanating from
the studies of organizational fields more generally and
neo-institutionalism in particular.
This book addresses the critical knowledge gaps of mergers
involving higher education institutions. It is based on a
comparative research project (spring 2013-spring 2015)
investigating the phenomena of mergers involving higher education
institutions across the Nordic countries - Norway, Sweden, Finland
and Denmark. The study involved close to 30 scholars from the
region, and aimed at shedding critical light on, and providing
novel contributions around, the following key aspects: Conceptual
and theoretical approaches - strengths and limitations - towards
the study of the phenomena of mergers in higher education;
Historical developments, leading to significant structural changes
in the domestic higher education landscape, and, in turn, how
mergers have been used as a policy/institutional mechanism to
foster adaptation to a new external environment at the local,
national, regional and international levels; The complex dynamics
inherent to merger processes by undertaking an in-depth
investigation of a series of selected case studies, with a
particular focus on the "black-box" associated with the
implementation process; The implications of the findings as regards
future policy and strategic endeavours, theory development and
future research agenda.
This book addresses the critical knowledge gaps of mergers
involving higher education institutions. It is based on a
comparative research project (spring 2013-spring 2015)
investigating the phenomena of mergers involving higher education
institutions across the Nordic countries - Norway, Sweden, Finland
and Denmark. The study involved close to 30 scholars from the
region, and aimed at shedding critical light on, and providing
novel contributions around, the following key aspects: Conceptual
and theoretical approaches - strengths and limitations - towards
the study of the phenomena of mergers in higher education;
Historical developments, leading to significant structural changes
in the domestic higher education landscape, and, in turn, how
mergers have been used as a policy/institutional mechanism to
foster adaptation to a new external environment at the local,
national, regional and international levels; The complex dynamics
inherent to merger processes by undertaking an in-depth
investigation of a series of selected case studies, with a
particular focus on the "black-box" associated with the
implementation process; The implications of the findings as regards
future policy and strategic endeavours, theory development and
future research agenda.
This open access book expands the scholarly and policy debates
surrounding digital transformation in higher education. The authors
adopt a pluralistic conceptual framework which uncovers three
analytical elements – contexts, mediations, and type of effects
– for unpacking empirical manifestations. The publicly funded
higher education systems in Nordic countries provide solid
empirical insights into how digital transformations have gained
ground before and during the COVID-19 pandemic, and chapter
contributions demonstrate how international digitalisation trends
(such as in the global EdTech industry) impact on the core
activities of higher education institutions (HEIs). The findings
underscore the importance of assessments that consider multiple
sub-systems within HEIs, as well as the complex relationships
between them. By unpacking Nordic dynamics in the light of global
processes and developments, the approach adopted and the results
generated are of relevance to a much broader, global audience of
students and researchers in higher education.
This open access book expands the scholarly and policy debates
surrounding digital transformation in higher education. The authors
adopt a pluralistic conceptual framework which uncovers three
analytical elements – contexts, mediations, and type of effects
– for unpacking empirical manifestations. The publicly funded
higher education systems in Nordic countries provide solid
empirical insights into how digital transformations have gained
ground before and during the COVID-19 pandemic, and chapter
contributions demonstrate how international digitalisation trends
(such as in the global EdTech industry) impact on the core
activities of higher education institutions (HEIs). The findings
underscore the importance of assessments that consider multiple
sub-systems within HEIs, as well as the complex relationships
between them. By unpacking Nordic dynamics in the light of global
processes and developments, the approach adopted and the results
generated are of relevance to a much broader, global audience of
students and researchers in higher education.
This open access volume explores peer review in the scientific
community and academia. While peer review is as old as modern
science itself, recent changes in the evaluation culture of higher
education systems have increased the use of peer review, and its
purposes, forms and functions have become more diversified. This
book put together a comprehensive set of conceptual and empirical
contributions on various peer review practices with relevance for
the scientific community and higher education institutions
worldwide. Consisting of three parts, the editors and contributors
examine the history, problems and developments of peer review, as
well as the specificities of various peer review practices. In
doing so, this book gives an overview on and examine peer review ,
and asks how it can move forward. This is an open access book.
This Open Access book analyses the past, present and future of the
technical university as a single faculty independent institution.
The point of departure is a view of changing academic realities,
through which the identity as a technical university is challenged
and reconstituted. More specifically, the book connects the
development of technical universities to changes in the structure
and dimensioning of national higher education systems, to changes
in the disciplinary basis of academic research and to changes in
the governance of higher education institutions. Introduced in the
age of industrialization, polytechnical schools rose to prominence
in many national settings during the second half of the 19th
century. Over time, new technologies have been developed and
incorporated into the repertoire, and waves of academisation have
swept over the former polytechnics, transforming them into
technical universities. Their traditions and brands, however,
prevail. Several technical universities are included among the most
prestigious academic institutions of their nations and the training
of engineers and engineering research still enjoys a high level of
prestige and national priority, e.g. in the context of innovation
and industrial policy. But the world keeps changing, and the higher
education sector with it. Will technical universities have an
equally attractive position within university systems in the
decades to come?
This book explores how the notion of the responsible university
manifests itself at various levels within Nordic higher education.
As the impetus of the knowledge society has catapulted the higher
education sector to the forefront of policy agendas, universities
and other types of higher education institutions face increasing
scrutiny, assessment and accountability. This book examines this
phenomenon using the Nordic countries as cases in point, given the
strong public commitment towards widening participation and public
research investments. The editors and contributors analyse the
history and current transformations of the idea of the responsible
university, investigate new innovations in the educational
landscape and look into how universities have begun to organise
themselves to become more responsible. Drawing together scholars
from the humanities and the social sciences, this interdisciplinary
collection will be of interest and value to students and scholars
of the role and nature of the modern university, in addition to
practitioners and policy makers tasked with finding solutions to
address the competing and often contradictory demands posed by a
responsibility agenda.
This Open Access book analyses the past, present and future of the
technical university as a single faculty independent institution.
The point of departure is a view of changing academic realities,
through which the identity as a technical university is challenged
and reconstituted. More specifically, the book connects the
development of technical universities to changes in the structure
and dimensioning of national higher education systems, to changes
in the disciplinary basis of academic research and to changes in
the governance of higher education institutions. Introduced in the
age of industrialization, polytechnical schools rose to prominence
in many national settings during the second half of the 19th
century. Over time, new technologies have been developed and
incorporated into the repertoire, and waves of academisation have
swept over the former polytechnics, transforming them into
technical universities. Their traditions and brands, however,
prevail. Several technical universities are included among the most
prestigious academic institutions of their nations and the training
of engineers and engineering research still enjoys a high level of
prestige and national priority, e.g. in the context of innovation
and industrial policy. But the world keeps changing, and the higher
education sector with it. Will technical universities have an
equally attractive position within university systems in the
decades to come?
This open access book investigates the effects of changes in
leadership and managerial structures of Nordic universities
resulting from reforms in the last decade. It builds on a rich,
comparative dataset across a multiplicity of system-wide (macro)
and organisational (meso and micro) dimensions, namely: reform or
policy initiatives; drivers, aims, instruments and actors;
structural changes within universities; strategic and performance
management; the rise of accountability regimes; incentive and
evaluative systems; and perceived changes/effects by the key actors
involved, at various levels. The volume provides critical insights
to the larger phenomenon of change and adaptation within the public
sector. Its findings and implications are of relevance to social
science researchers, policy makers, managers/administrators, and
external stakeholders.
This book explores how the notion of the responsible university
manifests itself at various levels within Nordic higher education.
As the impetus of the knowledge society has catapulted the higher
education sector to the forefront of policy agendas, universities
and other types of higher education institutions face increasing
scrutiny, assessment and accountability. This book examines this
phenomenon using the Nordic countries as cases in point, given the
strong public commitment towards widening participation and public
research investments. The editors and contributors analyse the
history and current transformations of the idea of the responsible
university, investigate new innovations in the educational
landscape and look into how universities have begun to organise
themselves to become more responsible. Drawing together scholars
from the humanities and the social sciences, this interdisciplinary
collection will be of interest and value to students and scholars
of the role and nature of the modern university, in addition to
practitioners and policy makers tasked with finding solutions to
address the competing and often contradictory demands posed by a
responsibility agenda.
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