Relational arenas in a regional Higher Education system: Insights from an empirical analysis

Seeber, Marco; Lepori, Benedetto; Agasisti, Tommaso; Tijssen, Robert; Montanari, C; Catalano, Giuseppe

doi:10.1093/reseval/rvs023

Cited by 8 publications

(6 citation statements)

References 43 publications

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“…As educational programmes change from university to university influencing, ceteris paribus, the distribution of students among various universities (SEEBER et al, 2012), we employ a more detailed Competitor's proximity index to corroborate the estimations. Based on the assumption that the more specialised the disciplines of institutions are (niche-seeking strategy), the lower the level of competition to which they are subjected (ROSSI 2009;…”

Section: Research Design 41the Competing Destinations Modelmentioning

confidence: 99%

University spatial competition for students: the Italian case

et al. 2016

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The ability to attract students has progressively become a crucial factor for the survival of universities in Southern European countries, due to decreasing governmental funding. Using a competing destinations model for the population of 75 Italian universities in the period 2002-2012, this paper investigates whether they compete for students and how this rivalry has evolved in response to changing enrolment demand. First, we find that there is competition for students among Italian universities. Second, we document that the characteristics of the competition forces changed after the recent financial crisis, with universities located in close proximity to others (i.e., belonging to agglomerated "clusters") becoming more attractive to students.

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Section: Research Design 41the Competing Destinations Modelmentioning

confidence: 99%

University spatial competition for students: the Italian case

et al. 2016

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“…Van Vught et al, 2011); location (central, provinciale.g. Seeber et al, 2012); or legal status (public, private and private HEIs dependent on public fundinge.g. Raponi, Martella, and Maruotti, 2014).…”

Section: Defining Typologies Of Universities: a Review Of The Extant mentioning

confidence: 99%

Defining typologies of universities through a DEA-MDS analysis: An institutional characterization for formative evaluation purposes

Torre

Casani

Sagarra

2018

Research Evaluation

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Universities are organizational structures with individual activity mixes or strategies that lead to different performance levels by mission. Evaluation techniques based on performance indicators or rankings risk rewarding just a specific type of university and undermining university diversification: they usually introduce homogenising pressures and risk displacing university objectivesneglecting their socioeconomic contribution and focusing on succeeding on the evaluation system. In this study, we propose an alternative evaluation method that overcomes these limitations. We produce a multidimensional descriptive classification of universities into typologies, while analysing the relation between their institutional factors (characteristics) and their (technical) efficiency performance from a descriptive perspective. To do so we apply a bootstrap DEA-MDS analysis to data on the Spanish university system, and unlike previous studies, we include data on an important dimension of the third mission of universities (specifically knowledge transfer) in their characterisation. We identify six types of (homogeneous) universities. Results indicate that to be fairly efficient, universities may focus on teaching, knowledge transfer or overall efficiency, but always have to fairly perform in research. Additionally, results confirm the relevance of the third mission as a source of institutional diversity in Higher Education. This approach could be used to address an alternative evaluation methodology for HEIs with formative purposes, evaluating universities according to their unique characteristics for the improvement of HE systems.

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“…1 In Flemish higher education, location is an important determinant of market competition. Regarding the attraction of students, universities face most competition -and consequently are challenged to differentiate -from the closest competitors (Kelchtermans & Verboven, 2010; see also Seeber et al, 2012). Bearing in mind that the universities are within relatively small distances of each other (the average distance between any two universities being 70 km) and that the universities primarily cater for the domestic (Dutch-speaking) market, there is a fair amount of competition in the student market.…”

Section: Higher Education Research and Developmentmentioning

confidence: 99%

Branding of Flemish higher education institutions: a strategic balance perspective

Mampaey

Huisman²,

Seeber³

2015

Higher Education Research & Development

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Branding of higher education institutions (HEIs) is an expanding area of research. The existing literature mainly draws on the strategic management perspective that argues that HEIs are pressured to develop brands which differentiate them from their competitors. Past studies, however, do insufficiently take into account that most HEIs are positioned in systems that contain both competitive pressures (to differentiate) and institutional pressures (to meet taken-for-granted expectations), where neither of the pressures is clearly dominant. Our multiple case study of the five Flemish universities finds that branding can simultaneously address competitive and institutional pressures and that the universities studied combine aspects of distinctiveness with elements of similarity

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Relational arenas in a regional Higher Education system: Insights from an empirical analysis

Cited by 8 publications

References 43 publications

University spatial competition for students: the Italian case

University spatial competition for students: the Italian case

Defining typologies of universities through a DEA-MDS analysis: An institutional characterization for formative evaluation purposes

Branding of Flemish higher education institutions: a strategic balance perspective

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