Japan’s higher education incorporation policy: a comparative analysis of three stages of national university governance

Hanada, Shingo

doi:10.1080/1360080x.2013.825414

Cited by 11 publications

(3 citation statements)

References 3 publications

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“…This managerial model has been implemented in the USA through the Education Consolidation and Improvement Act (1981), in the UK through the Dearing Report (1997) (Tight, 2006) and in other Anglo-American culture countries such as Australia, where a management protocol has been established (Harman and Treadgold, 2007; Lokuwaduge and Armstrong, 2014). These procedures have been adopted as the reference point for universities in other countries such as Canada (Chan and Richardson, 2012), South Africa (Adams, 2006), Asia (Chan and Lo, 2007; Hanada, 2013), Europe (De Boer et al., 2010) and South America (Contreras et al., 2013), stimulating a wide debate about the effects of and changes brought about by adopting a managerial model.…”

Section: Governance Structure In Universitiesmentioning

confidence: 99%

Corporate governance in Colombian universities

Flórez‐Parra

Pérez

López‐Hernández

2017

International Review of Administrative Sciences

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In a context of greater demands in terms of accountability and transparency in management, we analyse the extent to which Corporate Governance (CG) mechanisms have been adopted and we define the model of governance in universities in Colombia. In the field of higher education, there are usually no compulsory requirements related to CG. Nevertheless, governance mechanisms are nowadays crucial in determining the objectives, strategies and direction of universities. Based on a survey of 81 rectors of higher education institutions in Colombia, we analyse the models of CG adopted (managerial and stakeholder models). The results contribute to a better understanding of key CG concepts at universities. Points for practitioners There is an increasing awareness of the importance of improving the mechanisms of governance that may help to achieve greater effectiveness and efficiency in the management of resources and awareness of society. The analysis of the predominant CG models, the stakeholder model and the managerial model, and the way in which Colombian universities are introducing these models could be used to promote the establishment of a common legal framework. This model should be flexible and include different opinions and preferences. The results may be useful and could be transferred to other countries that have the same characteristics.

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Section: Governance Structure In Universitiesmentioning

confidence: 99%

Corporate governance in Colombian universities

Flórez‐Parra

Pérez

López‐Hernández

2017

International Review of Administrative Sciences

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“…Upon incorporation, the vice chancellor of a university is endowed with discretionary powers, and the financial independence and autonomous administration of the university is thus enhanced. More importantly, incorporation changed the judicial status of national universities, from being government-owned public institutions to being independent public institutions (Hanada, 2013).…”

Section: Marketization Privatization and Corporatizationmentioning

confidence: 99%

A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries

Zhang¹,

Kang²,

Barnes³

2016

Front Educ China

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Resource allocation and funding in higher education is crucial to the success of reform and transformation of our higher education system. With a view to identifying trends and best practices in the area, utilizing a method of systematic literature review, we have critically reviewed relevant theories and practices from developed counties that are covered in the scholarly literature published in English in the past 10 years. Our review has revealed: (1) Several universal trends have exerted a decisive impact on resource allocation in higher education, for example, funding reduction and tuition fee increases, performancebased funding, privatization, corporatization, and internationalization; (2) Several theories underpin key research in the area, for example, new institutional economics, resource dependence theory, and political economy; (3) Several controversial issues have made their way into public debate, for example, higher education as a public good or private good, academic capitalism, educational equity, and the role of econometrics.

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“…Despite the fact that the concept of "corporation" is debatable (Goplikova, 2016;Prigozhin, 2003;Zaporozhets, 2011), it can be stated that the corporatization of higher education institutions has some advantages. Some of them are: a clear mission statement, active involvement in entrepreneurial activity with the help of production and transfer of innovative products to interested public on a reimbursable basis (Blass, 2001;Hanada, 2013;Schelkunov, 2017), modification of interaction with the external environment through the exchange of goods and services (Konstantinov & Filonovich, 2007), creating flexible network structures focused on consumer needs (Firsova & Chelnokova, 2013). One of the logical consequences of the university's corporatization is building a rigid system of administrative management, the characteristic features of which are: extensive and hierarchically built management (administrative) apparatus, which tends to constantly grow and increase the degree of influence on internal and external processes; regulation and formalization of activities; widespread use of penalties and sanctions, focused on coercion; emphasis on the development and maintenance of corporate culture as a tool to unite the staff and develop group thinking.…”

Section: Introductionmentioning

confidence: 99%