The Palgrave International Handbook of Higher Education Policy and Governance 2015
DOI: 10.1007/978-1-137-45617-5_5
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Multi-level Governance in Higher Education Research

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Cited by 29 publications
(25 citation statements)
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References 48 publications
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“…however, not all are able to exert control over the outputs and implementation of these processes (Fumasoli 2015;Bache 2008). Fumasoli (2015) when they are considered to be in line with national policy interests.…”
Section: Discussionmentioning
confidence: 99%
“…however, not all are able to exert control over the outputs and implementation of these processes (Fumasoli 2015;Bache 2008). Fumasoli (2015) when they are considered to be in line with national policy interests.…”
Section: Discussionmentioning
confidence: 99%
“…By analysing strategic documents, several studies claimed that convergence and differentiation could be optimally balanced within universities, Kosmützky 2012;Fumasoli 2015;Mampaey 2018). Mampaey et al (2015, p. 11), prove that Flemish universities were able to offset their 'conformity to macro-level institutional values by communicating organization-specific meanings' of these values, thus gaining both legitimacy and distinctiveness at the same time.…”
Section: Attempts At Balancing Conflicting Hypothesesmentioning
confidence: 99%
“…Along this line, centrality is the measure of the location of a university along a continuum between centre and periphery. Equally, we consider centrality as encompassing geographical, political, economic and social aspects (Fumasoli 2015).…”
Section: Organisational Centralitymentioning
confidence: 99%
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“…Być może w tym należy upatrywać przyczyn przejścia Axera do Kolegium Artes Liberales i pilotażowych Międzynarodowych Studiów Doktoranckich, które pozwalają równocześnie rozwijać oba elementy tej formuły. w szkolnictwie wyższym skupiają się obecnie na podejściu sieciowym i wielopoziomowym, w różny sposób ograniczając autonomię uczelni (Ferlie, Musselin i Andresani 2008;Fumasoli 2015). Uczelnie zaczęły być reformowane w trzech kierunkach naraz, znajdując się w centrum "trójkąta wiedzy": standaryzowanej edukacji, wysokiej jakości badań i rozwijanej innowacyjności (Maassen i Stensaker 2010).…”
Section: Systemowa Rola Mish W Polsce?unclassified