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This book provides an understanding of how public organizations
adapt to and manage situations characterized by fluidity,
ambiguity, complexity and unclear technologies, thus exploring
public governance in times of turbulence. An impressive selection
of scholars present their research on governance in turbulent times
and explore how public organizations adapt flexibly in turbulent
situations. The editors introduce a diverse analytical toolkit
contributing not only to an understanding of the role of complexity
in public governance, but also suggesting how organizational
formats may serve as usable design tools available to
decision-makers in the pursuit of sustainable and responsible
governance. Chapters explore a variety of topics and cases
including artificial intelligence, antimicrobial resistance and
sexuality education. Providing a broad coverage of empirical cases
and a global outlook, this book will be an excellent read for
scholars and practitioners in political science and public
administration, as well as policy makers with interests in
governance, leadership and citizen engagement.
The study of universities' role in regional engagement has
traditionally been focusing on exceptional cases. This book
presents a reconceptualization which embraces its underlying
complexity and proposes a roadmap for a renewed research agenda.
Starting from the grassroots level of universities' "everyday"
engagements, the book delves into the manifold ways in which
university knowledge agents build connections with regional
partners. Through 11 empirical chapters, the authors not only chart
the diversity among case institutions, engagement mechanisms, and
regional contexts but also use that diversity to advance a novel
conceptual framework, centered on the process of mundaneness, for
unpacking university-regions' everyday activities, taking into
account the dynamic, complex, and co-evolving interplay between (a)
key social agents and institutions, (b) the contexts in which they
are embedded, as well as (c) the historical trajectories and
strategic ambitions underpinning context-specific social
arrangements and interactions that are mediated by temporal and
spatial dimensions. Drawing on evolutionary economic geography,
innovation studies, management and organization studies, and
historical perspectives, the volume advances a new mode of
understanding university-regional engagement as a form of
extendable temporary coupling, which also helps to address
perennial policy and managerial questions alike of what to do with
universities that do not serve local labour market needs and/or are
located in regions suffering from brain drain. The book illustrates
such dynamics from diverse national contexts and three continents:
Brazil, Caribbean, China, Italy, Norway, and Poland. This book will
be valuable reading for advanced students, researchers, and
policymakers working in economic geography, regional development,
innovation, and higher education management. The Open Access
version of this book, available at www.taylorfrancis.com, has been
made available under a Creative Commons Attribution-Non
Commercial-No Derivatives 4.0 license.
Universities are under increasing pressure to help promote
socio-economic growth in their local communities. However until
now, no systematic, critical attention has been paid to the factors
and mechanisms that currently make this process so daunting. In
Universities and Regional Development, scholars from Europe, the
Americas, Africa, and Asia critically address this knowledge gap,
focusing on policy, organization, and the role of individual actors
to uncover the challenges facing higher education institutions as
they seek to engage with their regions. In a systematic and
comparative manner, this book shows internal and external audiences
why, how, and when the institutionalization of universities' "third
missions" should take place, and also: challenges conventional
wisdom about the role of universities in society and the economy
demonstrates how institutions in different nations and regions cope
with local engagement combines the latest national, regional and
local research with international perspectives integrates diverse
conceptual and disciplinary frameworks Universities and Regional
Development is a key resource for researchers and students of
higher education and territorial development, educational policy
makers, and university managers seeking to engage with the world
beyond their university.
Universities are under increasing pressure to help promote
socio-economic growth in their local communities. However until
now, no systematic, critical attention has been paid to the factors
and mechanisms that currently make this process so daunting. In
Universities and Regional Development, scholars from Europe, the
Americas, Africa, and Asia critically address this knowledge gap,
focusing on policy, organization, and the role of individual actors
to uncover the challenges facing higher education institutions as
they seek to engage with their regions.
In a systematic and comparative manner, this book shows internal
and external audiences why, how, and when the institutionalization
of universities "third missions" should take place, and also:
- challenges conventional wisdom about the role of universities
in society and the economy
- demonstrates how institutions in different nations and regions
cope with local engagement
- combines the latest national, regional and local research with
international perspectives
- integrates diverse conceptual and disciplinary frameworks
Universities and Regional Development is a key resource for
researchers and students of higher education and territorial
development, educational policy makers, and university managers
seeking to engage with the world beyond their university.
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 analyses the role of universities as critical actors in
the socio-economic development of peripheral regions in Norway and
the Czech Republic. Examining the ambiguities of the traditional
mission of a university in comparison to contemporary demands, the
editors and contributors move past single-case analyses to adopt an
integrated conceptual and analytical framework. The authors
question whether universities can indeed 'fix' the conditions of
any region they operate in, as is a common assumption, by examining
peripheral regions, many of which have been devastated by natural
or man-made disasters. Simultaneously acknowledging the
complexities at the heart of both higher education institutions and
regions, this book brings together a set of critical contributions
that shed light on how universities can fulfil their role in
peripheral regions rather than knowledge-intensive cities and
towns. This uniquely researched book will be of interest to
students and scholars of higher education, universities and
communities, and education policy.
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.
In spite of the increasing attention attributed to the rise in
prominence of the BRICS (Brazil, Russia, India, China and South
Africa) countries, few studies have looked at the ways in which
broader social expectations with respect to the role of higher
education across the BRICS have changed, or not, in recent years.
Our point of departure is that, contrary to the conventional wisdom
focusing on functionalistic perspectives, higher education systems
are not just designed by governments to fulfill certain functions,
but have a tendency for evolving in a rather unpredictable fashion
as a result of the complex interplay between a number of internal
and external factors. In reality, national higher education systems
develop and change according to a complex process that encompasses
the expectations of governmental agencies, markets, the aspirations
of the population for the benefits of education, the specific
institutional traditions and cultures of higher education
institutions, and, increasingly so, the interests and strategies of
the private firms entering and offering services in the higher
education market. This basically means that it is of outmost
importance to move away from conceiving of "universities" or
"higher education" as single, monolithic actors or sector. One way
of doing this is by investigating a selected number of distinct,
but nonetheless interrelated factors or drivers, which, taken
together, help determine the nature and scope of the social compact
between higher education (its core actors and institutions) and
society at large (government, industry, local communities,
professional associations).
This open access book brings together scholars in the fields of
management, public policy, regional studies, and organization
theory around the concept of resilience. The aim is to provide a
more holistic understanding of the complex phenomenon of resilience
from a multi-sectorial, cross-national, and multidisciplinary
perspective. The book facilitates a conversation across diverse
disciplinary specializations and empirical domains. The authors
contribute both to theory testing and theory development and
provide key empirical insights useful for societies, organizations,
and individuals experiencing disruptive pressures, not least in the
context of a post-COVID-19 world. Diverse chapters are held
together by a clear organization of the volume across levels of
analysis (resilience in organizations and societies) and by an
original perspective on resilience derived from an extended review,
by the editors, of the existing literature and knowledge gaps,
according to which each of the individual chapter contributions is
positioned and connected to.
This open access book brings together scholars in the fields of
management, public policy, regional studies, and organization
theory around the concept of resilience. The aim is to provide a
more holistic understanding of the complex phenomenon of resilience
from a multi-sectorial, cross-national, and multidisciplinary
perspective. The book facilitates a conversation across diverse
disciplinary specializations and empirical domains. The authors
contribute both to theory testing and theory development and
provide key empirical insights useful for societies, organizations,
and individuals experiencing disruptive pressures, not least in the
context of a post-COVID-19 world. Diverse chapters are held
together by a clear organization of the volume across levels of
analysis (resilience in organizations and societies) and by an
original perspective on resilience derived from an extended review,
by the editors, of the existing literature and knowledge gaps,
according to which each of the individual chapter contributions is
positioned and connected to.
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 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.
In the Norwegian national context, the broad educational attainment
and performance of ethnic minority groups living in the country is
below average. Advocates of the human capital theory have presented
convincing evidence of the private and social returns of
educational endeavors. As such, Higher Education is seen as a
critical 'capital' with regard to individuals' social mobility and
consequent levels of socio-economic well-being. Quality of Life has
emerged in recent years as a key policy-instrument used to measure
and tackle socio-economic inequalities amongst inhabitants and
across regions. This conceptual perspective provides a 'holistic'
notion of life and living beyond traditional econometric
assessments used by some social scientists.The analysis provided in
this report brings together the (often) dissociated concepts of
'quality of life', 'ethnic minorities', and 'higher education'. The
study sheds light on the nature of the impacts (direct and
indirect) of individuals' higher education experiences on the
different domains of their quality of life, where, overall, a
positive contribution is shown.
Originally prepared during the spring of 2005, this report is based
on the aggregation of a set of descriptive elements shedding light
on the funding instruments being used by governments across six
countries. The data collected were, in the great majority of the
cases, based on publicly available reports and policy documents.
When suitable, the author drew upon previous studies from higher
education research as to shed light on some of the aspects covered.
Each one of the reports should be read individually, and no attempt
was made here to neither establish a comparison between them nor
theorise upon the results found. This data collection exercise was
part of a larger strategic analysis looking at the future
alternatives for the funding of higher education in Finland. The
project, undertaken by HEG (University of Tampere) and in
collaboration with Hedda (University of Oslo), was part of larger
project commissioned by the Finnish Ministry of Education in the
context of future changes in the policy instruments regulating the
domestic higher education sector.
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