2007
DOI: 10.1057/palgrave.hep.8300167
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Organization and Governance of Universities

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Cited by 304 publications
(190 citation statements)
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“…Both the policy and the projects therefore proved particularly attractive to post-92 universities and one part of the pre-92 sector, and this may have made for greater acceptance across institutions. Furthermore, with the increasing dominance of the "multiversity" model (Kerr, 2001), institutions can be perceived as fragmented sets of business units pursuing specific objectives with devolved budgets, cultures and practices held together by a strategic managerialist core (Bleiklie and Kogan, 2007;Deem et al, 2007). This enables disparate activity to co-exist simultaneously, which is particularly useful if there are "traditionalist" reservations.…”
Section: Resultsmentioning
confidence: 99%
See 1 more Smart Citation
“…Both the policy and the projects therefore proved particularly attractive to post-92 universities and one part of the pre-92 sector, and this may have made for greater acceptance across institutions. Furthermore, with the increasing dominance of the "multiversity" model (Kerr, 2001), institutions can be perceived as fragmented sets of business units pursuing specific objectives with devolved budgets, cultures and practices held together by a strategic managerialist core (Bleiklie and Kogan, 2007;Deem et al, 2007). This enables disparate activity to co-exist simultaneously, which is particularly useful if there are "traditionalist" reservations.…”
Section: Resultsmentioning
confidence: 99%
“…These isomorphic pressures interact with innovations at the institutional level (Stensaker and Norgard, 2001) as institutions attempt to reconcile external sectoral pressures with imperatives to make internal change coherent. In higher education sectors there are often powerful concepts of what a "university" is or should be, with commitments to notions of disinterested truth seeking and individual academic autonomy, values and stewardship (Watson, 2007;Stevens, 2004), in addition to "entrepreneurial" models that are aligned with a discourse that views the university as increasingly embedded in a web of industrial knowledge co-production (Bleiklie and Kogan, 2007;Gibbons et al, 1994). These concepts also share the higher education landscape with the traditions of professional development for "higher vocations" (Delanty, 2001) and a broader pragmatic "vocationalism", which for most of the 20th century in England was primarily associated with the technical institutes, technological universities and the polytechnics (Burgess and Pratt, 1970;Pratt, 1997;Pratt and Burgess, 1974).…”
Section: "Appropriate" Institutional Strategiesmentioning
confidence: 99%
“…Részint összevontak egyetemeket, részint az intézmények egységei között megerősítették a kapcsolatokat, hogy minél hatékonyabban és gazdaságosabban lehessen működtetni azokat. A tömegessé vált felsőoktatás egyre fontosabbá vált a politikai szféra számára: a kormányzati szerveknek mind nagyobb aggodalmat jelentett az egyre növekvő, felsőoktatással kapcsolatos kiadás, ezért minden eddiginél jobban érdekeltté vált a kormányzat, hogy befolyásolja a felsőoktatási intézmények termékkínálatát mind a hallgatók, mind pedig a kutatások tekintetében (Bleiklie és Kogan, 2007).…”
Section: Táblázat a Hazai Felsőoktatás Autonómiájának Változásaunclassified
“…Yükseköğretimin yönetimi tüm dünyada ve Türkiye'de oldukça yoğun bir şekilde tartışılmakta ve birçok ülkede yükseköğretim sistemlerinin bir reforma ihtiyaç duyduğu sıklıkla ifade edilmektedir (Bleiklie ve Kogan, 2007;Doğan, 2015;Ergüder, Şahin, Terzioğlu ve Vardar, 2009;Fielden, 2008;Küçükcan ve Gür, 2009). Reform taleplerinin ve tartışmalarının artmasının nedeni, günümüz dünyasının ekonomik ve toplumsal yapısında yükseköğretimden beklentilerin artmasıdır (Miller, 1999;Pusser ve Ordorika, 2001).…”
Section: Introductionunclassified
“…Tüm bu gelişmeler doğrultusunda üniversitelerden, ileri eğitim ve araştırma kurumları olarak, bilgi ekonomisinin gelişiminde temel ve anlamlı role sahip olması ve halen büyük ölçüde bağımlı olduğu kamusal kaynakları daha etkili, verimli, şeffaf bir şekilde kullanması ve hesap verebilir olması beklenmektedir (Bargh, Scott ve Smith, 1996;Saint, 2009). Bu beklentiler, yükseköğretimin yönetimi, örgütlenmesi ve finansmanında değişime neden olmuş; yükseköğretim kurumları "akademisyenler/meslektaşlar cumhuriyeti"nden (republic of scholars) "paydaşların üniversitesi"ne (stakeholder university) doğru dönüşmeye başlamıştır (Bleiklie ve Kogan, 2007). Böylece üniversite yönetimi ve karar alma süreçlerinde akademisyenlerin etkisinin belirgin olduğu geleneksel yapıdan, toplumun ve paydaşların çıkarlarını karşılamayı temel görevi olarak gören bir anlayışın ön plana çıktığı yeni bir yapıya geçiş söz konusu olmaktadır.…”
Section: Introductionunclassified