University Governance: Western European Comparative Perspectives - Higher Education Dynamics Softcover reprint of hardcover 1st ed. 2009 edition

Marc Notes: Includes bibliographical references (p. 291-310) and indexes. Jacket Description/Back: This book deals with change processes in higher education systems in seven countries and explores which public policies have been chosen, and which organizational designs and steering tools have been implemented. Doctoral education and research budgets are studied in depth. To what extent do national specificities survive, and to what extent does European convergence occur? All seven countries tend to turn universities into rationalized organizations linking multiple heterogeneous stakeholders and clarifying their training and research missions. They also reform methods used by public authorities to steer at a distance by way of performance evaluation and incentive approaches. This book suggests that grand narratives such as NPM and Network Governance narratives do not tell the history of change. They may influence visions and tools developed by reformers, but policymaking and its implementation remain dependent on specific national settings. Table of Contents: 1. THE STEERING OF HIGHER EDUCATION SYSTEMS: A PUBLIC MANAGEMENT PERSPECTIVE; Ewan FERLIE, Christine MUSSELIN & Gianluca ANDRESANI. 2. FRANCE. FROM INVISIBLE TRANSITIONS TO INSTITUTIONAL CHANGE; Christine MUSSELIN & Catherine PARADEISE. 3. GERMANY: A LATECOMER TO NEW PUBLIC MANAGEMENT; Uwe SCHIMANK & Stefan LANGE. 4. ITALY: LOCAL POLICY LEGACY AND MOVING TO AN IN BETWEEN CONFIGURATION; Emanuela REALE & Bianca POTI. 5. NETHERLANDS: AN ECHTERNACH PROCESSION IN DIFFERENT DIRECTIONS OSCILLATING STEPS TOWARDS REFORM; Don F. WESTERHEIJDEN, Harry DE BOER & Jurgen ENDERS. 6. NORWAY: FROM TORTOISE TO EAGER BEAVER; Ivar BLEIKLIE. 7. SWITZERLAND: BETWEEN COOPERATION AND COMPETITION; Lukas BASCHUNG, Martin BENNINGHOFF, Gaele GOASTELLEC & Juan PERELLON. 8. UNITED KINGDOM: FROM BUREAU PROFESSIONALISM TO NEW PUBLIC MANAGEMENT? Ewan FERLIE & Gianluca ANDRESANI. 9. A COMPARATIVE APPROACH TO HIGHER EDUCATION REFORMS IN WESTERN EUROPE; Catherine PARADEISE, Emanuela REALE & Gaele GOASTELLEC. 10. UNIVERSITIES STEERING BETWEEN STORIES AND HISTORY; Catherine PARADEISE, Emanuela REALE, Gaele GOASTELLEC & IVAR BLEIKLIE. THEMATIC CHARTS. Bibliography. Index."Publisher Marketing: Higher education reforms have been on the agenda of Western European countries for 25 years, trying to deal with self governed professional bureaucracies politically weakened by massification when an emerging common understanding enhanced their role as major actors in knowledge based economies. While university systems are deeply embedded in national settings, the ex post rationale of still on-going reforms is surprisingly uniform and de-nationalized . They promote (1) the organizational turn of universities, to varying extent substituting collegial loosely coupled entities by integrated, goal-oriented entities deliberately choosing their own actions (and therefore open to differentiation), that can thus be held responsible for what they do (2) the diversification of stakeholders, supposedly offering solutions to problems as various as the democratisation of universities, the shrinking of State budget resources and the diversification of university missions offering answers to changes in the making and in the use of science. When it comes to accounting for these reforms, two grand narratives of public management share the floor. NPM implies a strengthening of the capacity of the core State to direct public services organizations through management by objectives and results or contractualization, assessment, evaluation and. Governance focuses on network-based governance systems, where coordinating power and control are collectively shared between the major social actors or partners at all levels of the decision-making system. Our results suggest that all higher education systems under study were more or less transformed according to both these narratives. It is therefore needed to understand how they combine or create contradictions. This leads us to test a third neo-weberian model. This model reaffirms the role of the State, of representative democracy, (central, regional and local), of public law (suitably modernized), preserves the idea of a public service with a distinctive status, culture and terms and conditions. It shifts from an internal orientation to bureaucratic rules towards an external orientation in meeting citizens needs and wishes by means of standardization of work processes and their products, based on a distinctive public service and a particular legal order survived as the foundations beneath the various packages of modernizing reforms. This book traces the national dynamics of public policies, organizational design and steering tools in seven European higher education and research systems, using these narratives to interpret and test the actual changes and the degree of national specificities and European convergence. This book is not a sum of national chapters like other presumably comparative. It does not intend to tell once again the story of the transformation of the relationships between the state and universities. It tries to use Higher education system to discuss issues on state intervention and steering and more generally the NPM, governance and neo-weberian models in a specific field. Furthermore, this book intends breaking the walls between specialists in higher education and specialist in public management and research policy. This well rooted division of labour is less that ever justified as the university mission in research (fundamental, applied, strategic) is underscored by commentors and reformers themselves. For that reason, we have chosen to observe the consequences of the dynamics of public policies, organizational design and steering tools on two specific issues related to the development of research training and organizing within universities: the transformation of research funding on the one hand and the expansion of graduate studies and doctoral schools on the other."

Contributor Bio:  Paradeise, Catherine Catherine Paradeise is presently professor of sociology at the University of Lyon in France. She is now pursuing work on the bureaucratic dimensions of economic decision-making. Contributor Bio:  Bleiklie, Ivar Ivar Bleiklie is a professor in administration and organization theory and the director of the Norwegian Research Centre in Organization and Management at the University of Bergen and the Norwegian School of Economics and Business Administration. He has published several books and articles on higher education and public welfare administration in Norway and the Nordic countries. Contributor Bio:  Ferlie, Ewan Ewan Ferlie has previously worked at the Personal Social Services Research Unit, University of Kent (1979-1986) and then the Centre for Corporate Strategy and Change, Warwick Business School (1986-1997), University of Warwick. He was awarded a personal chair there in 1996. Between 1997 and 2003, hewas a Professor at Imperial College Business School, London, and joined the School of Management, Royal Holloway University of London as Professor and Head of Department in autumn 2003. He is also Director of the Centre of Public Services Organisations there. He has also been a non executive memberon Warwickshire Health Authority. Laurence E. Lynn Jr. graduated from the University of California at Berkeley, after which he undertook doctoral study at Yale University, where he was awarded a Ph. D. in economics, and a stint in the U. S. Army, Lynn held various policy making and budgeting positions in the U. S. Federal Government, including Deputy Assistant Secretary of Defense, Director of Program Analysis at the National Security Council, Assistant Secretary of Health, Education, and Welfare, and Assistant Secretary of Interior. His academic career has included positions at Stanford University's Graduate School of Business, Harvard University's John F. Kennedy School of Government, and the University of Chicago's School of Social Service Administration and Harris Graduate School of Public Policy Studies, where he is the Sydney Stein, Jr. Professor of Public Management Emeritus. Christopher Pollitt began his working life as a civil servant in Whitehall, where he worked in policy divisions and as a private secretary to two ministers. Subsequently pursued an academic career, including periods at the Open University (1975-1990) and as Head of Department and Dean at BrunelUniversity, West London (1990-1999). Since 1999 he has been Professor of Public Management at Erasmus University Rotterdam. Pollitt has also served as Editor of the international journal Public Administration (1980-1989), President of the European Evaluation Society (1996-98) and Scientific Directorof the Netherlands Institute of Government (since 2004). He has carried out consultancy and advice work for many governmental organizations, including the European Commission, the OECD and the World Bank. His special research interests lie in comparative public management and in programme evaluationand performance audit.