On the Way towards New Public Management? The Governance of University Systems in England, the Netherlands, Austria, and Germany

Boer, Harry; Enders, Jürgen; Schimank, Uwe

doi:10.1007/978-1-4020-5831-8_5

Cited by 236 publications

(132 citation statements)

References 8 publications

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“…What is termed "the governance analytical perspective" provides a "general analytical framework for studying all kinds of coordination problems among actors" (de Boer et al, 2007, p. 138). Following the analysis of the governance of university systems in England, the Netherlands, Austria and Germany proposed by de Boer et al (2007), we took a bird's eye view of Polish universities using the five dimensions: "state regulation" (top-down authority), "stakeholder guidance" (intermediary bodies as goal-setters and advisers), "academic self-governance" (as institutionalized in collegial decision-making at universities), "managerial self-governance" (university leadership as internal goal-setters, regulators and decision-makers), and "competition for scarce resources" (mostly on "quasi-markets"). De Boer et al (2007) argue that "a configuration of governance is made up of a specific mixture of the five dimensions at a particular point of time " (2007: 139).…”

Section: University Governancementioning

confidence: 99%

The unfading power of collegiality? University governance in Poland in a European comparative and quantitative perspective

Kwiek¹

2015

International Journal of Educational Development

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Section: University Governancementioning

confidence: 99%

The unfading power of collegiality? University governance in Poland in a European comparative and quantitative perspective

Kwiek¹

2015

International Journal of Educational Development

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“…According to theories of social coordination and of governance (e.g. Schimank, 2002;Boer, Enders, & Schimank, 2007), the inclusion of a 'third' party will reinforce normative expectations and make it more likely that schools respond to them. From this perspective, social coordination between levels is seen as an important condition for reform.…”

Section: Involving Stakeholders (Process 4)mentioning

confidence: 99%

A conceptual model for research in performance standard policies

Altrichter

Gamsjäger

2017

Nordic Journal of Studies in Educational Policy

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During recent years, many European education systems have attempted to modernise their governance by establishing some variety of an 'evidence-based governance regime'. Since 2008, a policy of performance standards has been introduced in Austrian education. This policy includes the communication of competence-based output standards, the provision of support material (e.g. competence-based assignments, diagnostic tests) and in-service training opportunities, nationwide comparative competence tests (at the end of the primary and lower secondary cycle of schooling), and data feedback of assessments results to students, teachers, schools, and administrative authorities.The paper aims to develop a conceptual model for research into the processes and effects of such a 'performance standard policy'. Official documents are analysed in order to formulate the 'programme theory' underpinning the policy. Main elements of this policy, its intended effects, and the processes and intermediary mechanisms are outlined in a conceptual model that may be used to organise and orchestrate research into performance standard policies. ARTICLE HISTORY

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“…Meanwhile, even decisions about merit pay, tenure, payment-related budgeting, and teaching awards (not only in the United States but also in Asia, Australia, and Europe) are based on these measures of teaching quality (Hénard 2010;Wilkesmann and Schmid 2011). Thus, SET are a central component of a New Public Management in higher education (de Boer, Endres, and Schimank 2007;Lane and Kivisto 2008;Sporn 2011), whereby the wide use of SET is implicitly based on at least three empirical assumptions:…”

Section: Introductionmentioning

confidence: 99%

Class Attendance and Students’ Evaluations of Teaching

Wolbring

2012

Eval Rev

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Background: Many university departments use students' evaluations of teaching (SET) to compare and rank courses. However, absenteeism from class is often nonrandom and, therefore, SET for different courses might not be comparable. Objective: The present study aims to answer two questions. Are SET positively biased due to absenteeism? Do procedures, which adjust for absenteeism, change course rankings? Research Design: The author discusses the problem from a missing data perspective and present empirical results from regression models to determine which factors are simultaneously associated with students' class attendance and course ratings. In order to determine the extent of these biases, the author then corrects average ratings for students' absenteeism and inspect changes in course rankings resulting from this adjustment. Subjects: The author analyzes SET data on the individual level. One or more course ratings are available for each student. Measures: Individual course ratings and absenteeism served as the key outcomes. Results: Absenteeism decreases with rising teaching quality. Furthermore, both factors are systematically related to student and course attributes. Weighting students' ratings by actual absenteeism leads to mostly small changes in ranks, which follow a power law. Only a few, average courses are disproportionally influenced by the adjustment. Weighting by predicted absenteeism leads to very small changes in ranks. Again, average courses are more strongly affected than courses of very high or low in quality. Conclusions: No-shows bias course ratings and rankings. SET are more appropriate to identify high-and lowquality courses than to determine the exact ranks of average courses.

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On the Way towards New Public Management? The Governance of University Systems in England, the Netherlands, Austria, and Germany

Cited by 236 publications

References 8 publications

The unfading power of collegiality? University governance in Poland in a European comparative and quantitative perspective

The unfading power of collegiality? University governance in Poland in a European comparative and quantitative perspective

A conceptual model for research in performance standard policies

Class Attendance and Students’ Evaluations of Teaching

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