The Transnational Idea of University Autonomy and the Reform of the Finnish Universities Act

Piironen, Ossi

doi:10.1057/hep.2012.22

Cited by 25 publications

(14 citation statements)

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“…These ideas, many of which are linked to the highly influential concept of 'the knowledge economy', often connect the higher education system and its output to the success and survival of national economies by way of the responsibility of the system to provide society with skilled labour and readily accessible (and applicable) knowledge and technology, while at the same time being cost-efficient and competitive (e.g., Bleiklie, 1998;Gornitzka and Maassen, 2000;Amaral et al, 2002;Corbett, 2003;European Commission, 2005;OECD, 2009). Several studies have shown, however, that national higher education systems respond to these inputs very differently, leading to the same ideas being implemented and interpreted differently (Bleiklie and Kogan, 2007;de Boer and File, 2009;Paradeise et al, 2009;Christensen, 2011;Piironen, 2013). This indicates that national contexts deserve particular attention when investigating the influence and impact of new concepts.…”

Section: Introductionmentioning

confidence: 99%

Translating Governance Ideas in Danish Higher Education

Degn

2014

High Educ Policy

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Many of the same ideas seem to crop up repeatedly in the higher education governance reform wave in recent decades, with accountability, flexibility, and strategic capacity being a few of the common concepts. Several studies have shown, however, that national higher education systems receive these inputs very differently, leading to dissimilar implementation and interpretations of the same ideas, indicating that national contexts deserve particular attention when investigating the influence and impact of new concepts. The present paper presents results from a study of how central ideas about management and governance of higher education institutions have shaped and reshaped Danish national higher education policy since the 1970s. This study demonstrates the dynamics of how powerful ideas 'travel' over time, and adds to our knowledge about how 'global' ideas become 'local'.

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Section: Introductionmentioning

confidence: 99%

Translating Governance Ideas in Danish Higher Education

Degn

2014

High Educ Policy

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“…Ao assumir esta realidade de mercado para as IESs, pode-se inferir que a autonomia institucional está de alguma forma relacionada à sua internacionalização. Piironen (2013) admite que a autonomia exerce influência na competitividade de uma IES, bem como outras evidências aprofundam esta inter-relação (Yokoyama, 2011;.…”

Section: Contribuições Da Teseunclassified

“…No caso da autonomia substantiva, é a possibilidade de as IESs decidirem sobre metas, programas, perfil de pesquisa e currículo sem intervenção externa. A autonomia processual representa o conjunto de técnicas selecionadas para alcançar estes objetivos e programas (Ordorika, 2003;Chiang, 2004;Sirat & Kaur, 2010;Baschung et al, 2011;Piironen, 2013;Nokkala & Bladh, 2014;Maassen et al, 2017;Hong, 2018 A primeira dimensão é a financeira. Pandey (2004) Autonomia financeira currículo e oferecer novos cursos e inovar nas metodologias de ensino (Pandey, 2004;Enders et al, 2013;Maassen et al, 2017;Carvalho & Diogo, 2018;Jarernsiripornkul & Pandey, 2018).…”

Section: Autonomia Institucionalunclassified

“…A European University Association (EUA) (2007), baseada na Declaração de Lisboa de 2007, define a existência de quatro dimensões da autonomia institucional: acadêmica, financeira, organizacional e da equipe. Sobre a autonomia acadêmica, é importante esclarecer que se refere à implementação institucional e processual da liberdade educacional, o que se diferencia da denominada liberdade acadêmica que está relacionada à liberdade individual de um membro do corpo acadêmico (Piironen, 2013;De Groof, 2018). A liberdade acadêmica independe do grau de dependência financeira das IESs (Ordorika, 2003).…”

Section: Revisão Teóricaunclassified

“…Desta forma, pressupõe-se a existência de uma relação entre a autonomia institucional e internacionalização das IESs. Assume-se que a autonomia institucional pode ampliar a competitividade das mesmas (Reichert, 2010;Piironen, 2013). Além disso, IESs autônomas e responsivas possuem maior capacidade de fomentar a mobilidade estudantil e apoiar a internacionalização da pesquisa (Hénard et al, 2012).…”

Section: Introductionunclassified

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Autonomia institucional e dimensões da internacionalização de Instituições de Ensino Superior brasileiras

Oliveira¹

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The present dissertation explores the relationship between institutional autonomy and the internationalization of Brazilian Higher Education Institutions (HEIs). It is assumed that the sustainability of the internationalization process of an HEI is influenced by the configuration of its autonomy. From theoretical perspective, it is expected to understand the HEIs within the institutional theory and, in management terms, that institutional managers can broaden their knowledge about the institutional structure, the environmental context and the use and attraction of resources. This dissertation contains three chapters in the format of academic papers, besides the presentation and conclusion. The second chapter consists of a theoretical-empirical article based on the systematic literature review method, carried out on the ISI-Web of Knowledge and Scopus bases. The results showed the existence of several factors associated with institutional autonomy and internationalization in this context, highlighting the influence of external environmental factors. Organizational and structural factors were also found. Among the organizational elements about autonomy, the literature converges. Regarding internationalization, the attempt to establish prescriptive processes that support manager´s decision is perceptible. In this sense, both public and private HEIs are increasingly adapting their structures to more marketable management that can compete in this complex and multidimensional reality. The third chapter presents a theoretical-empirical article based on the empirical validation of experts from nine public HEIs contemplated by CAPES PrInt in 2018, through structured questionnaire and content analysis. The results showed that institutional autonomy presents itself in its academic, financial and organizational form, with several limitations due to regulatory environment conditions. By relating autonomy to internationalization, the influence of academic autonomy on internationalization initiatives was attested in public HEIs. At first, internationalization is often part of the individual initiative of teachers and researchers to be formally incorporated by HEI. It is necessary to understand institutional capacities and motivations in order to consolidate internationalization, which will allow Brazilian HEIs to design flexible and sustainable strategies that expand their competitive conditions. The fourth and final chapter is also a theoretical-empirical article that discusses the interrelationships between autonomy and dimensions of internationalization of a private Brazilian HEI. The results show in private HEIs the organizational and financial autonomy is more expressive for internationalization compared to the academic type, due to the lack of institutional direction. It was found that internationalization occurs formally as a strategic institutional action. In the case of these institutions, the institutional profile (research or market) determines the way in which internationalization is conceived. In market-oriented HE...

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Breaking Bonds: How Academic Capitalism Feeds Processes of Academic Alienation

Poutanen

2023

The Palgrave International Handbook of Marxism and Education

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The Transnational Idea of University Autonomy and the Reform of the Finnish Universities Act

Cited by 25 publications

References 20 publications

Translating Governance Ideas in Danish Higher Education

Translating Governance Ideas in Danish Higher Education

Autonomia institucional e dimensões da internacionalização de Instituições de Ensino Superior brasileiras

Breaking Bonds: How Academic Capitalism Feeds Processes of Academic Alienation

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