Exploring higher education governance in Poland and Romania: Re-convergence after divergence?

2017 ◽  
Vol 16 (5) ◽  
pp. 684-704 ◽  
Author(s):  
Michael Dobbins
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Higher Education Governance ◽  
Public Higher Education ◽  
New Governance ◽  
Ideal Types ◽  
Education Governance ◽  
Governance Model ◽  
Anglo American ◽  
Self Rule

This analysis focuses on changes in higher education governance in Poland and Romania in the post-communist era. The author applies a theoretical framework based on institutional isomorphism and historical institutionalism and maps the policy trajectories of both systems on the basis of three governance ideal-types. The public higher education systems of both countries initially took a markedly different reform path after 1989. Polish higher education by and large returned to its historical model of ‘academic self-rule’ and has resisted pressures for stronger marketization, even during the Bologna Process, while Romania has been characterized by an early and strong isomorphic orientation towards higher education models primarily of Anglo-American inspiration. The main argument of the paper is that – after a period of marked divergence – both systems are visibly ‘re-converging’ towards a new hybrid governance model. The new governance model aims to (re-)embed the research mission of universities to foster homegrown research and innovations. These new hybrid constellations enable both countries to simultaneously deal with global pressures for change and liberate themselves from economic dependence on the West, while not throwing historical institutions entirely overboard.

Governance of Portuguese Universities Within European Higher Education

2019 ◽  
pp. 196-209
Author(s):  
António Rendas
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Planning Process ◽  
Board Of Trustees ◽  
Leadership Role ◽  
European Countries ◽  
New Governance ◽  
Education Governance ◽  
Governance Model

National legislation for higher education that was introduced in 2007 by the Portuguese Government changed the higher education governance model into a more centralized system with increased institutional autonomy. This allowed for a better strategic planning process that was more able to respond to society needs and, in public university foundations, gave rectors a stronger leadership role supported by a general council and by a board of trustees. A decade later, the overall autonomy scores of Portuguese universities when compared with those from other European countries according to academic, financial, organizational, and staffing (senior) criteria showed better Portuguese performance when compared with most Southern and Central European countries. This pattern remained stable between 2011 and 2016. Changes that occurred at Nova University, Lisbon, are described as a case stud to exemplify the effects of this new governance model on the sustainability of long-term strategic planning and its management.

scholarly journals Dampak Komersialisasi Pendidikan terhadap Tata Kelola Pendidikan Tinggi di Indonesia

2017 ◽  
Author(s):  
Achmad Zulfikar
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Private Higher Education ◽  
Higher Education Governance ◽  
Quality Of Education ◽  
Public Higher Education ◽  
Literature Study ◽  
Education Governance ◽  
The Impact

Tulisan ini bertujuan untuk mengkaji dampak komersialisasi terhadap tata kelola pendidikan tinggi di Indonesia dan mengkaji strategi yang dapat digunakan oleh pendidikan tinggi dalam menghadapi dampak komersialisasi. Kajian ini menggunakan studi pustaka. Hasil kajian menunjukkan bahwa terdapat tiga dampak yang ditimbulkan oleh komersialisasi pendidikan terhadap tata kelola pendidikan tinggi yakni dampak terhadap standar akademik, semangat kolegialitas dan kepercayaan di antara civitas akademika dan citra perguruan tinggi di mata publik. Strategi yang dapat dilakukan untuk pendidikan tinggi negeri antara lain mempertahankan mutu pendidikan dan menjaga pola akses masuk anak didik tetap pada jalur semestinya, dan mengusahakan bentuk-bentuk pengumpulan modal untuk membiayai pendidikan melalui jalur perbankan. Sedangkan untuk pendidikan tinggi swasta, strategi yang dapat dilakukan yakni melakukan koordinasi dengan Kopertis, meningkatkan mutu pendidikan melalui pengembangan kemampuan siswa dan melakukan efisiensi terhadap pengeluaran yang tidak prioritas untuk menekan terjadinya lonjakan biaya pendidikan.---This paper aims to examine the impact of commercialization on higher education governance in Indonesia and examine strategies that can be used by higher education to face the impact of commercialization. This study uses literature study. The results of the study indicate that there are three impacts caused by the commercialization of education on higher education governance i.e. the impact on academic standards, the spirit of collegiality and trust among the academic community and the image of universities in the public. Strategies that can be undertaken for public higher education, among others, maintain the quality of education and keep the pattern of access to students stay on the track, and seek forms of capital collection to finance education through the banking channel. While for private higher education, a strategy that can be done is to coordinate with Kopertis (Coordinator of Private Higher Education), improve the quality of education through the development of students' skills and efficiency of expenditures that are not a priority to reduce education costs.

scholarly journals Taking Stock of the Bologna Process at 20: The Possibilities and Limits of Soft Law Governance

2020 ◽  
pp. 417-436
Author(s):  
Ligia Deca ◽  
Robert Harmsen
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Regional Cooperation ◽  
Bologna Process ◽  
Balance Sheet ◽  
Soft Law ◽  
Governance Model ◽  
Nuanced Understanding ◽  
The Bologna Process

Abstract The Bologna Process stands as both an exemplar of regional cooperation in the higher education policy sector and as a comparatively successful instance of the use of so-called ‘soft law governance’ policy instruments. While the formal launch of the European Higher Education Area (EHEA) in 2010 represents a significant milestone in the process, it nevertheless left many politically sensitive questions unanswered. Today, as this pan-European process now marks two decades of existence, many of the questions concerned with the direction and purpose of the process are being addressed with increasing urgency. Against this background, the present paper specifically focuses on recent debates surrounding the (non-)implementation of key commitments; on the functioning of the EHEA as a policy forum in relation to both its own membership and the wider international higher education policy landscape; and on the manner in which the EHEA may respond to increasingly serious challenges to the fundamental values that underpin the process. The authors draw on both the substantial body of scholarship that has emerged on the process and practitioner insights to examine its past achievements and current challenges, while having in mind the specificity of the EHEA as a policy process in a complex European context. Finally, the paper underlines the need for a more nuanced understanding of the EHEA governance model, based on an overall balance sheet that suggests the likely direction(s) of the process going forward.

Called to Account: Analyzing the Origins and Spread of State Performance-Accountability Policies for Higher Education

2006 ◽  
Vol 28 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Michael K. McLendon ◽  
James C. Hearn ◽  
Russ Deaton
Keyword(s):  
Higher Education ◽  
Event History Analysis ◽  
Policy Innovation ◽  
Public Higher Education ◽  
Education Governance ◽  
History Analysis ◽  
Performance Accountability ◽  
Innovation And Diffusion ◽  
Party Strength ◽  
And Diffusion

Employing a theoretical framework derived from the policy innovation and diffusion literature, this research examines how variations over time and across state sociopolitical systems influence states’ adoption of accountability policies in higher education. Specifically, factors influencing the adoption of three kinds of performance-accountability policies for public higher education in the period 1979–2002 were investigated. Findings from the event history analysis supported the authors’ original hypotheses only in part; the primary drivers of policy adoption were legislative party strength and higher-education governance arrangements, but the direction of these influences varied across the policies studied.

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