Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned?

Geschwind, Lars; Hansen, Hanne Foss; Pinheiro, Rómulo; Pulkkinen, Kirsi

doi:10.1007/978-3-030-11738-2_9

Cited by 6 publications

(4 citation statements)

References 49 publications

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“…The question asked is whether the Nordic educational systems and educational research can deal with the current challenges. In order to survive, HEIs need to develop governance models that are inclusive and participatory enough to ensure stakeholder representation, consultation, and feedback (Geschwind et al, 2019).…”

Section: Cross-campus and Cross-institution Practicesmentioning

confidence: 99%

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

De Caro-Barek,

Støckert

2024

Front. Educ.

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The most recent UN publication on Sustainable Development Goals (SDGs), which covers issues related to socioeconomic, environmental, and technological development on a global scale towards 2030, has expanded its focus to include tertiary education and the role of Universities in contributing to societal development. SDG 4, particularly, calls for equal access to tertiary education from a lifelong perspective, and consequentially an increasing need for flexible education. It has therefore become pivotal for Higher Education Institutions to promote the implementation of both flexible study programs and related innovative learning environments to sustain learners’ lifelong education and the development of critical skills in an increasingly digitalized world. Innovation, however, has a cost. In Higher Education, innovation must necessarily reconcile academic advantages with economic conveniences. In this paper, we look in retrospect and share our experiences from a major research project linked to creating and implementing an innovative hybrid learning space within the frame of a cross-campus and cross-institution master’s degree based at two Norwegian universities. In the evaluation phase of the project, tension became apparent between the underlying pedagogical visions that sparked the enthusiasm for the project and the challenging reality of having to create, organize, and manage a complex cross-campus and cross-institution study program and build the learning space related to it. It seems that traditional university structures as a closed ecosystem made it difficult to anchor the development of the program in/within/between the organizations. The administration did not seem equipped to manage the uncertainty such an innovative project presented in the form of many new unforeseen, challenging, and unpredictable variables. In two related publications we have specifically discussed the results from the project by focusing on the experiences educators and students collectively reported about working and studying in the ad hoc learning environment developed for the master’s program. We wish now to look back and explore the topic from an organizational perspective where the administration of the cross-campus and cross-institution project acts as a filter between the educators’ pedagogical vision and the students’ experiences. In this exploratory case study, we have opted for a phenomenological investigation and a qualitative approach to research design that is informed by constructivist grounded theory methods. We went back to the educators’ and students’ feedback and tried to understand not just what worked and what did not, but why. What contributed the most to the increasing tension between the initial pedagogical vision of the educators and the practical development of the project in reality? We believe that sharing the experiences harvested from our project along the road can be of help to other researchers and stakeholders in confronting and finding solutions to the challenges that complex innovative projects might constitute for higher education institutions.

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Section: Cross-campus and Cross-institution Practicesmentioning

confidence: 99%

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

De Caro-Barek,

Støckert

2024

Front. Educ.

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“…Universities are now paying more attention to their reputation as an important competitive factor. This competition encourages universities to focus on productivity, accountability, and internal competition (Geschwind et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Management Information System for Achieving Main Performance Indicators for Higher Education

Mewengkang,

Sumual,

Podung

et al. 2024

IJITE

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The aim of this research is to develop a management information system for the achievement of Main Performance Indicators (MPI) for universities in Indonesia, especially the achievement of indicators for Students Gaining Experience Outside the University Campus and to be able to monitor the performance achievements of each study program in accordance with performance targets, especially at Universitas Negeri Manado (Unima). The development of this management information system uses the Extreme Programming Method which consists of Planning, Design, Coding and Testing. The result of this research is the Unima MPI Achievement Management Information System, which can be used by universities to input and report the performance achievements of each study program. From the research results, this Management Information System helps in: 1) planning the achievement of MPI by providing the data and information needed to formulate appropriate goals, strategies and action plans 2) in organizing the process of achieving MPI by managing the flow of information, tasks and responsibilities responsibilities between main actors such as students, admin, study program and rector; 3) facilitate the implementation of the achievement of main performance indicators by providing appropriate access to each actor to enter, verify and view data on the achievement of main performance indicators and 4) Management information systems play an important role in controlling the achievement of MPI by providing appropriate access control and regulation and provide the information necessary to evaluate the successful implementation of educational policies and programs. With the Management Information System for Achieving Main Performance Indicators, educational institutions can plan, organize, implement and control the achievement of main performance indicators effectively and efficiently in accordance with the performance targets that have been set by the Indonesian Ministry of Education, Culture, Research and Technology.

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“…In the last decades, university systems in the Nordic countries have experienced continuous change. Funding arrangements, accountability measures as well as institutional management and organizational structures have been transformed (Geschwind et al, 2019;Hansen et al, 2019a). Universities have increasingly developed into what observers have termed "corporate actors" with organizational traits such as identity, hierarchy and rationality (de Boer et al, 2007), and "complete organizations" where an authoritative center coordinates and controls actions through the hierarchy (Brunsson & Sahlin-Andersson, 2000;Seeber et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Many Faces of Peer Review

Hansen

2022

Peer Review in an Era of Evaluation

Self Cite

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In academia peer review is an essential and multifarious form of evaluation in relation to both research and educational activities. Further, peer review practices are continuously developing alongside institutional changes and reforms. This chapter sheds light on how peer review as an evaluation concept has developed over time and discusses which roles peer review play today. A typology distinguishing between classical peer review, informed and standards-based peer review, modified peer review and extended peer review is developed. A finding is that peer review today is found with all these faces. Further, peer review practices play many roles, including decision-making, rewarding, naming and shaming, learning and improvement as well as legitimating activities and leadership.

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Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned?

Cited by 6 publications

References 49 publications

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

Management Information System for Achieving Main Performance Indicators for Higher Education

The Many Faces of Peer Review

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