Von Sorbonne nach Bologna und darüber hinaus Zur Ideologie derzeitiger europäischer Hochschulpolitik

Kellermann, Paul

doi:10.1007/s11617-006-0006-y

Cited by 10 publications

(3 citation statements)

References 2 publications

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“…The existing literature on the German higher education system deals with a number of detailed developments on the macro-level such as the impact of Bologna reforms on German universities (Bührmann 2008 ;Hanft and Müskens 2005 ;Kellermann 2006 ;Nickel 2007 ), the Excellence Initiatives by the federal government (Bloch et al 2008 ;Hartmann 2006 ;Hornbostel et al 2008 ; Kehm and Pasternack 2008 ;Leibfried 2010 ;Münch 2006Münch , 2007Sieweke 2010 ), the emergence of New Public Management (Lange 2008 ;Lanzendorf and Pasternack 2009 ;Löffl er 2003 ;Meier 2009 ;Meier and Schimank 2009 ;Nickel 2007 ;Schmoch and Schubert 2010 ), or the change of governance of universities and research (Dobbins and Knill 2014 ;Jansen 2009 ;Schimank 2015 ;von Lüde 2010 ;Welpe et al 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Multi-Level Governance in Universities: Strategy, Structure, Control

Frost¹,

Hattke²,

Reihlen

2016

Multi-Level Governance in Universities

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Section: Introductionmentioning

confidence: 99%

Multi-Level Governance in Universities: Strategy, Structure, Control

Frost¹,

Hattke²,

Reihlen

2016

Multi-Level Governance in Universities

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“…Meanwhile, surveys amongst students and graduates focus on the effects of the cycled degree structure on students (Köhler, ; Müller, ; Bargel et al ., ). Beyond that, ideologies, objectives and implementation of the Bologna Process are discussed in theoretical debates and debates generating theory (Lamnek, ; Kellermann, ; Nagel, ; Toens, ). In spite of the central role assigned to teaching staff—especially to professors—by law (HFG, ) regarding the implementation of the reform, only particular studies expose the attitude of teachers towards the Bologna Process (Fischer and Minks, ; Gallup, ; Välimaa et al ., ; Jaksztat and Briedis, ; Shaw et al ., ; Schomburg et al ., ; Sin, ; Louvel, ; Neave and Veiga, ; Brändle and Wendt, ; Leisyte et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Only a Matter of Education Policy Ideals? German Professors’ Perception of the Bologna Process

Brändle¹

2016

Higher Education Quarterly

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Recently, it has been discussed how actors at universities perceive the Bologna Process. However, there is a lack of understanding about the determinants influencing attitudes towards the reform. In particular, the relation between education policy ideals and perceptions of the Bologna Process has gone unobserved. Based on a survey at three universities in North Rhine-Westphalia in Germany, this article shows that a congruence of education policy ideals with the goals of the Bologna Process leads to a more positive perception of the reform. Ordinary least squares (OLS) regression models show that these findings are stable when controlled for socio-demographic characteristics, changes of everyday work and involvement in the implementation of the Bologna Process. Thus, it is worthwhile to take into account the education policy ideals of involved actors when analysing perceptions of educational reforms.Higher Education Quarterly, 0951-5224

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“…While the existing literature on the German higher education system deals with a number of detailed developments on the macro-level such as the emergence of New Public Management (Lange, 2008;Lanzendorf & Pasternack, 2009;Löffler, 2003;Meier, 2009;Meier & Schimank, 2009;Nickel, 2007;Schmoch & Schubert, 2010), the new Excellence Initiatives by the federal government (Bloch, Keller, Lottmann, & Würmann, 2008;Hartmann, 2006;Hornbostel, Simon, & Heise, 2008;Kehm & Pasternack, 2008;Leibfried, 2010;Münch, 2006;Münch, 2007;Sieweke, 2010), or the impact of Bologna reforms on German universities (Bührmann, 2008;Hanft & Müskens, 2005;Kellermann, 2006;Nickel, 2007), very little research exists that synthesizes these existing findings into a broader, longitudinal analysis of the institutional changes that have unfolded during the postwar period. (Pasternack & Wissel, 2010 provide a temporal typology of university concepts in Germany since 1945) We argue that understanding these changes in institutional logics, actors, and governance is crucial for explaining the nature of the unique setting of the German higher education system, which has created a path-dependency with distinctive institutional pressures.…”

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confidence: 99%