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Journal ArticleDOI

Higher Education Policy: An International Comparative Perspective

01 Dec 1994-British Journal of Educational Studies (Pergamon Press)-Vol. 42, Iss: 4, pp 424
TL;DR: Higher education policy in international perspective: an overview (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert, L. Meek) as mentioned in this paper.
Abstract: Higher education policy in international perspective: an overview (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert). Higher education policy in Australia (L. Meek). Higher education policy in Califomia (W. Fox). Higher education policy in Denmark (P. Bache, P. Maassen). Higher education policy in France (F. Kaiser, G. Neave). Higher education policy in Germany (E. Frackman, E. de Weert). Higher education policy in Japan (A. Arimoto, E. de Weert). Higher education policy in the Netherlands (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert). Higher educational policy in Ontario (G. Jones). Higher education policy in Sweden (G. Svanfeldt). Higher education policy in Switzerland (K. Weber). Higher education policy in the United Kingdom (J. Brennan, T. Shah). International perspectives on trends and issues in higher education policy (L. Goedegebuurre, F. Kaiser, P. Maassen, L. Meek, F. Van Vught, E. de Weert).
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01 Jan 2008
TL;DR: In this article, the authors argue that the widespread recognition that tertiary education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality tertiary learning more important than ever, and the imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society.
Abstract: Tertiary education policy is increasingly important on national agendas. The widespread recognition that tertiary education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality tertiary education more important than ever. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society.

487 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore the nature of markets in higher education, the policy mechanisms related to their implementation, and some emerging questions regarding their impact, and explore the impact of market competition on higher education.

292 citations

Journal ArticleDOI
TL;DR: In this article, a theoretical framework designed for a comparative research project on organisational change in higher education is presented, where the main focus is on how organizational change in universities and colleges is affected by governmental policies and programmes.
Abstract: In this article a theoretical framework designed for a comparative research project on organisational change in higher education is presented. In the project the main focus is on how organisational change in universities and colleges is affected by governmental policies and programmes. The framework is based upon two major theoretical perspectives, resource dependency and neo-institutionalism. It is argued that for examining changes in universities and colleges both the relationship between these organisations and the government, as well as their internal dynamics are of importance. In addition to integrating the two main theoretical perspectives in the project also attempts to do justice to the complexities of the concept of (governmental) steering by attempting to incorporate general models on the role of the state. The article suggests that these models offer a meaningful insight into how and why governmental steering approaches have been changed over time.

258 citations

Journal ArticleDOI
TL;DR: In this article, it is argued that one can identify three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges as to how knowledge is created, diffused and governed by the university.
Abstract: The Author(s) 2010. This article is published with open access at Springerlink.com Abstract While it is common to claim that university reforms are based on universal and standardised ideas about 'modernising' the university, few studies have examined in a more coherent way how the combined external pressure for change with respect to the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current pressure for reform might change the university as we know it, or whether new institutional translations might emerge from the process renewing the university while maintaining its identity.

225 citations


Cites background from "Higher Education Policy: An Interna..."

  • ...In a number of countries higher education witnessed the introduction of a selfregulatory mode of governance (Goedegebuure et al. 1994), which combined elements derived from cybernetics, as well as from market-oriented state models (Maassen and Stensaker 2003)....

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