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1.
Don F. Westerheijden Bjørn Stensaker Maria J. Rosa Anne Corbett 《European Journal of Education》2014,49(3):421-434
The emergence and development of quality assurance schemes in European countries over the last 15–20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different ways there appear to be some common developmental patterns within the Europe of the Bologna Process. How can these developments be conceptualised? In a first step this paper advances a typology based on the quality assurance literature. In a second step, the paper applies the typology to quality assurance developments in three countries. The third part of the paper discusses the strengths and weaknesses of the modelling approach in the light of the empirical evidence and a political science analysis of policy change. The paper concludes with a discussion on future directions for the comparative study of policy change within the European Higher Education Area on the basis of this conceptualisation of developments in quality assurance policy. 相似文献
2.
Nicoline Frølich Jeroen Huisman Stig Slipersæter Bjørn Stensaker Paulo Charles Pimentel Bótas 《Higher Education》2013,65(1):79-93
The paper draws on institutional theory with special attention to recent contributions that aim at developing its micro-foundations. We address the question of how individual higher education institutions deal with institutional pluralism. We develop an analytical framework inspired by institutional theory, the sensemaking perspective in organisation theory and strategy-as-practice to connect the macro-transformation processes of the organisational field and the micro-processes of organisational strategising. 相似文献
3.
Bjørn Stensaker 《教育政策杂志》2013,28(6):757-769
Accreditation is fast becoming the dominant method of evaluation used in the European Higher Education Area. This paper traces the political process supporting the introduction of this method in Europe and identifies different theoretical understandings and practices which shed light on how we can interpret the spread and role of accreditation in Europe, before discussing current trends in European and US accreditation, which could pave the way for a joint research agenda. In the conclusion, some possible implications of current developments are briefly presented. 相似文献
4.
The knowledge triangle, European higher education policy logics and policy implications 总被引：2，自引：0，他引：2
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. 相似文献
5.
In this paper, the theoretical perspectives and general methodological elements of impact evaluation of quality assurance in higher education institutions are discussed, which should be a cornerstone of quality development in higher education and contribute to improving the knowledge about the effectiveness (or ineffectiveness) of quality assurance. The suggested core methodology consists in comparative and longitudinal studies carried out simultaneously to the quality assurance interventions and relying on surveys and mixed methods. The methodology is applicable to any particular quality assurance procedure and any achievement area of higher education institutions. To round off the methodology presentation, an overview of causal designs, in particular causal social mechanisms, for impact analyses of quality assurance in higher education institutions and its challenges and limits is outlined and some characteristics of survey questionnaire construction are given. 相似文献
6.
The aim of the article is to provide a framework in which the organisational impact of external quality assurance (EQA) can be assessed. Based on existing studies of the impact of EQA in universities and colleges it is suggested that greater systematisation of how impact is measured is needed for a better understanding of how EQA can be used as a policy instrument. The article identifies key dimensions with respect to the categorisation of organisational impact of EQA. It discussing the possible links between different types and forms of EQA and their relation to organisational change and development. It also provides some reflections on elements of hypothetical mechanisms for organisational impact of EQA. 相似文献
7.
Globally, universities are currently facing increased external demands to strengthen and develop their learning environments. The article examines how a sample of Norwegian universities responds to governmental demands concerning establishing good learning environments. Based on document analysis and interviews, the article demonstrates that the concept of the learning environment seems to be interpreted and implemented in a standardised way and that institutional work in this area might suffer from a decoupling between ‘administrative’ and ‘academic’ responsibilities. Furthermore, the analysis shows that the universities studied to a great extent seem to rely on copying and imitating understandings of the concept instead of using it to develop more specific and uniquely local practices. In conclusion, the article calls for more attention to the consequences of specific organisational solutions, and it is argued that more attention should be given to identifying factors that enable or constrain how universities handle external pressure for change. 相似文献
8.
Academic Leadership: Prescriptions,Practices and Paradoxes 总被引：1，自引：0，他引：1
Ideas from the new public managementphilosophy infusing higher education oftenstress the need for strong and strategicacademic leadership if successful adaptation toa changing environment is to take place. Byshowing some of the challenges facing academicleaders in Sweden and Norway, this articlequestions the wisdom of employing new publicmanagement ideas on leadership during changeprocesses in higher education. It is arguedthat an academic leadership able to attachmeaning to paradoxical situations and toilluminate challenging dilemmas may be a morepromising option for a sector where change inthe years to come will be more the standardsituation than the exception. 相似文献
9.
Jeroen Huisman Jorunn D. Norgård Jøgen Rasmussen Bjørn Stensaker 《Tertiary Education and Management》2002,8(4):316-332
In the late 60s and early 70s,several universities were set up in variousEuropean countries with the intention ofproviding an alternative to establishedinstitutions of higher education. The newuniversities were expected, amongst otherthings, to experiment with new forms ofleadership and management internally, giveteaching and learning higher priority, and tobe regional relevant institutions for the areain which they were located. The paper analysesto what extent three such universityestablishments: Aalborg University in Denmark,Maastricht University in the Netherlands andTromsø University in Norway have managed tomaintain and develop their alternative profileduring the last thirty years. The studysuggests that even though the universities insome areas have adapted to environmentalpressure, they have managed to keep theirprofile as innovative and alternative. 相似文献
10.