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This essay considers recent implications of 'new public management' (NPM) strategies for the universities of Germany. It argues that NPM poses a threat to the traditional values of the academic profession, and asks what the universities should do to restore public trust in their methods and management.

Three patterns of the relationship of teaching and research in European university systems can be distinguished: the Humboldtian, the post-Humboldtian, and the pre-Humboldtian. The distinction rests on the kind and degree of differentiation of these university tasks in terms of situations, roles, resources, organisations, or societal sub-systems. Recent developments exhibit two main trends. First, the Humboldtian and the pre-Humboldtian pattern are increasingly criticised for their deficits. Thus, there is some movement towards an emerging post-Humboldtian pattern. Second, however, this new pattern is not stabilised anywhere yet, particularly because it is in the interest of professors to maintain or establish the Humboldtian pattern. These developments are described and assessed with respect to their consequences for research at universities.Dr Uwe Schimank is at the Fern Universität Hagen, Fachbereich Erziehungs-, Sozial-und Geisteswissenschaften Lehrgebiet Soziologie II,

Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Vel wertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustin mung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfält gungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbe tung in elektronischen Systemen.

Since the 1990s, "new governance" has been at the forefront of discussions on governance in higher education and elsewhere. "Less government and more governance" has become the widely shared credo (Frederickson 1999:705). Supported by neo-liberal ideologies, authorities and powers have been redistributed across the various levels of higher education systems. In many European countries, coordination has changed from a classical form of regulation by one actor, the state, to forms in which various actors at various system levels coordinate the system ("multi-level multiactor governance"). Coordination increasingly takes place through interconnected policy levels, ranging from the local to the global level, with a substantial number of actors who in networks of interdependent relationships influence agenda setting, policy development, policy determination, policy implementation and evaluation (de Boer 2006). Generally speaking, we witness the blend of various forms of governance, in which elements of traditional governance, with a key role of the state, self-governance, having a long tradition in higher education, and network governance are present.In this chapter, we will take a more differentiated and analytical view on governance in four university systems. We will compare changes of university governance in England, the Netherlands, Austria and Germany over the last two decades. For this purpose, we have established what we call the "governance equalizer". After a brief introduction on governance, this analytical tool is presented in the first part of this chapter. The second