Higher Education in Central and Eastern Europe

Scott, Peter

doi:10.1007/978-1-4020-4012-2_21

Cited by 24 publications

(18 citation statements)

References 3 publications

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“…It is not surprising therefore that in the period immediately following the collapse of the Socialist regime in 1990, universities in Central and Eastern Europe first turned to restoring academic and institutional autonomy from the association with the previous economic system (Scott, 2000, pp. 367–368; Scott, 2002, pp.143–144), thus maintaining a strong focus on academe.…”

Section: Student Expectations Deriving From Institutional Characterismentioning

confidence: 99%

Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe

Bateson¹,

Taylor²

2004

Euro J of Education

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Since the 1980s and early 1990s, much attention has focused on the position of students as stakeholders in the process of higher education. The importance of student evaluation is now widely recognised; in many countries, the move toward fee-based funding has increased the power of students as 'consumers' of their education. At the same time, it is often asserted that students are reluctant to participate in university life, concerned primarily (sometimes exclusively) with obtaining their formal qualification and less with wider aspects of higher education. The views and attitudes prevalent in the student population and within institutions themselves on such issues vary widely. This debate is an international one, but is especially relevant in the rapidly changing higher education systems of Central and Eastern Europe.

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Section: Student Expectations Deriving From Institutional Characterismentioning

confidence: 99%

Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe

Bateson¹,

Taylor²

2004

Euro J of Education

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“…As suggested by Kwiek (2015: 77), among others, Poland’s HE system, with its history and problems, may be viewed as a model of other HE systems in Central Europe. However, this model is only an approximation, since it tends to highlight similar problems characteristic of post-communist systems rather than a general organisational affinity of HE sector in Central and Eastern Europe (Scott, 2011). The case of Polish economics universities may provide useful knowledge for architects of university reforms in other countries that intend to introduce radical market-oriented changes.…”

Section: Resultsmentioning

confidence: 99%

Necessary changes, adverse effects? The institutional patterns of adaptation of economics universities to changes prompted by the reform of Poland’s science and higher education system

Jelonek

Mazur

2020

Management Learning

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The currently implemented reform of Poland’s science and higher education system extensively draws on the principles of new public management in both curricula and management. It also replicates, at times uncritically, the changes put into effect in European higher education institutions. As early as 2017, the intentions of the decision makers were made clear by the introduction of a new funding algorithm, which completely altered the existing rules of the game. This algorithm particularly affected public economics universities, which were forced to make some adaptations. In this article, we focus on ways in which economics universities adapted to two specific solutions proposed by the legislator, that is, (1) the new funding algorithm and (2) the new career path called ‘teaching professorship’. Based on an in-depth study and using the theories of new institutionalism, we explore the mechanisms of adaptation to the new provisions as they apply to public economics universities. Finally, we identify and discuss four kinds of risks resulting directly from the new public management–based assumptions adopted by the reformers, namely, (1) the invasiveness of the proposed changes, (2) the fragmentary perception of the science and higher education system, (3) the inconsistency of the actions and (4) the ostensible adaptation measures taken by the institutions.

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“…"The common experience of communist domination" or the most important elements of "communist-imposed uniformity", as Peter Scott (2000) described this phenomenon that has influenced or rather limited the influence of public relations on the evolution of higher education before the transition period of the 1990s, is well described by the adaptation (shown in Table 1) of one of the three models of higher education proposed by Jan Sadlak (1995). …”

Section: The Legacy Of the Socialist Economy And Its Impact On Publicmentioning

confidence: 96%

Why transitional public relations methodologies are needed for the reform of higher education in the countries of central and eastern Europe

Ławniczak¹

2003

Higher Education in Europe

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Higher Education in Central and Eastern Europe

Cited by 24 publications

References 3 publications

Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe

Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe

Necessary changes, adverse effects? The institutional patterns of adaptation of economics universities to changes prompted by the reform of Poland’s science and higher education system

Why transitional public relations methodologies are needed for the reform of higher education in the countries of central and eastern Europe

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