Governance Models and Policy Instruments

Vught, Franciscus A. van; Boer, Harry F. de

doi:10.1007/978-1-137-45617-5_3

Cited by 34 publications

(30 citation statements)

References 41 publications

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“…In Europe, the Bologna process, as well as other concurrent developments, has hastened the introduction and elaboration of institutionalized quality assurance (QA) and quality management (QM) mechanisms. 1 Most importantly, under the new public management paradigm, (standardized) comparison of educational outcomes, rankings, and a higher degree of university autonomy and accountability have become an integral part of university managers' day-to-day work (Broucker and de Witt 2015;van Vught and de Boer 2015).…”

Section: Introductionmentioning

confidence: 99%

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Seyfried

Pohlenz

2018

European Journal of Higher Education

133

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The present article offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions. We collected survey data from German higher education institutions to analyse the degree to which quality managers perceive their approaches to quality assurance as effective. Based on this data, we develop an ordinary least squares regression model which explains perceived effectiveness through structural variables and certain quality assurance-related activities of quality managers. The results show that support by higher education institutions' higher management and cooperation with other education institutions are relevant preconditions for larger perceived degrees of quality assurance effectiveness. Moreover, quality managers' role as promoters of quality assurance exhibits significant correlations with perceived effectiveness. In contrast, sanctions and the perception of quality assurance as another administrative burden reveal negative correlations.

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Section: Introductionmentioning

confidence: 99%

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Seyfried

Pohlenz

2018

European Journal of Higher Education

133

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“…Finally, the distinction between nodality, authority, treasure and organisation was introduced by Hood () and Hood and Margetts (). van Vught and de Boer () argue that mixes of information, authority and treasure instruments seem to be policy instruments that are well‐suited to the specific characteristics of higher education. This particular mix is based on classical assumptions about characteristics of academic institutions in which the handling of knowledge is the core activity (Clark, ).…”

Section: Introductionmentioning

confidence: 99%

“…Largely loosely‐coupled from other parts of the organisation, academics used their autonomy and expertise to perform the basic activities of teaching and research (Weick, ). Despite the higher education reforms aimed at reducing or modifying these characteristics in the last decades, higher education institutions qua knowledge‐producing organisations still create specific challenges for governments that aim at steering them (van Vught & de Boer , p. 47). According to van Vught and de Boer (), suitable instruments in this setting would be instruments of information, mild instruments of authority and indirect instruments of treasure aimed at changing behaviour without reducing self‐regulatory capacities.…”

Section: Introductionmentioning

confidence: 99%

Academic Institutions, Ambiguity and Learning Outcomes as Management Tools

Bleiklie

Frølich

Sweetman

et al. 2017

Euro J of Education

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Specifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management tools that higher education learning outcomes (HELOs) are, based on a conceptually-informed comparative empirical analysis. The comparison is based on two types of disciplines (the humanities and STEM) in two national contexts (Norway and England) at two researchintensive universities in each country. These settings offer an opportunity to look for evidenceinspired by public administration literatureas to whether HELOs have some specific characteristics as management tools. HELOs share the characteristics that afflict most reform policiesthat of ambiguity and the potential of being shaped by a number of circumstantial factors. Higher education institutions are highly dependent on, and embedded in, multiple relationships to the environment. Hence, as decision making structures, they are 'penetrated' and influenced in ways that are likely to vary across countries, types of institutions and academic disciplines.Because institutions and disciplinary groups are embedded in different policy (varying degrees and forms of state steering and policy implementation) and organisational environments (different degrees and forms of hierarchical leadership, managerial control, and autonomy) and different disciplines (different perceptions of scientific-, professional-, educational mission, and relationships to external stakeholders) they also constitute different organisational spaces for participation and engagement in shaping and using HELOs. K E Y W O R D S higher education, leadership, learning outcomes, management, policy instrument 68 |

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“…This model is focused on ‘instruments of authority’ (Van Vught and De Boer, 2015: 41–43), such as licences, warrants and vouchers, and instruments of ‘the power of treasure’, such as transfers and bearer‐directed payments (Van Vught and De Boer, 2015: 41–43). Some examples of the former type of instruments include conditionals, which ‘are the promises by the government to act in a certain way when certain conditions arise’ (Van Vught and De Boer, 2015: 43); while an example of the second type are government payments under specific conditions. Although one might expect that market‐oriented models use both types of instruments, in general, (positive or negative) constraints, prohibitions activities and treasures are mainly used by governments.…”

Section: Models and Policy Instruments Of The Regulatory State In Higher Educationmentioning

confidence: 99%

“…This article aims to contribute to the understanding of how QA agencies have evolved in Mexico, as well as the difficulties faced in gaining leverage in a complex institutional landscape. To analyse the evolution and the current design of the Mexican QA regulatory governance of HE – their agencies and instruments – we use the three models of higher education developed by Dobbins, Knill, and Vögtle (2011) and Dobbins and Knill (2009), as well as the HE (hybrid) governance models and their instruments highlighted by Capano and Pritoni (2018, 2020), Van Vught (1995), and Van Vught and De Boer (2015). In addition, we examine the activities carried out by QA agencies for both public and private HEIs in Mexico.…”

mentioning

confidence: 99%

Regulation and Quality Assurance Agencies of Higher Education in Mexico

Hernández-Fernández

Durán

Portugal-Celaya

2021

Bull Latin American Res

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This article examines the quality assurance (QA) regime of higher education (HE) in Mexico. In particular, we examine how the regulatory framework of HE quality has evolved in the past three decades and the different regulatory configurations and policy instruments used by QA agencies. We argue that the Mexican case is illustrative of a (weak) hybrid regulatory model that combines the policy instruments of both a state‐centred model and a market‐oriented model. Our results show diverse institutional patterns in the evaluation and accreditation of both public and private institutions.

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Governance Models and Policy Instruments

Cited by 34 publications

References 41 publications

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Academic Institutions, Ambiguity and Learning Outcomes as Management Tools

Regulation and Quality Assurance Agencies of Higher Education in Mexico

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