Abstract
Higher education institutions have become in practically every society the main institutionalized domains for handling advanced knowledge. They have survived since their origin in more or less the same organizational form (Kerr, 2001), which is all the more remarkable given the fundamental changes that have taken place in their environments. Their main organizational building blocks have always been the knowledge areas around which chairs, departments, faculties, schools and centres are positioned (Clark, 1983), and universities and colleges are populated by academic staff, students, and administrators, whose interactions determine the institutional day-to-day life. These relatively stable elements can still be found as basic organisational characteristics in any higher education institution in the world and are still used as reference points for legitimisation or quality assurance purposes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References/Bibliography
Amaral A. European integration and the governance of higher education and research. Dordrecht: Springer; 2009.
Arrow KJ. Excellence and Equity in Higher Education. Education Economics. 1993;1(1):5–12.
Becher T, Trowler PR. Academic tribes and territories: intellectual enquiry and the culture of disciplines. Buckingham: Society for Research into Higher Education / Open University Press; 2001.
Braun D. Organising the political coordination of knowledge and innovation policies. Science and Public Policy. 2008;35(4):227–239.
Brennan J. Higher education and social change. Higher Education. 2008;56(3):381–393.
Clark BR. The higher education system: academic organization in cross-national perspective. Berkeley, Calif.: University of California Press; 1983.
Clark BR. Creating entrepreneurial universities: organizational pathways of transformation. New York: Pergamon; 1998.
de Boer H, Jongbloed B, Enders J, File J, editors. Progress of higher education reform throughout Europe. CHEPS, INCHER, NIFU STEP: Governance reform. Enschede; 2010.
Elken M, Gornitzka Ä, Maassen P, Vukasovic M. European integration and the transformation of higher education. Oslo: University of Oslo; 2011.
Enders J. Academic staff in Europe: changing contexts and conditions. Westport, Conn.: Greenwood Press; 2001.
Ensor P. Contesting discourses in higher education curriculum restructuring in South Africa. Higher Education. 2004;48(3):339–359.
Etzkowitz H, Leydesdorff L. The dynamics of innovation: from National Systems and "Mode 2" to a Triple Helix of university-industry-government relations. Research Policy. 2000;29(2):109–123.
Commission E. Delivering on the modernization agenda for universities: Education, research and innovation. Brussels: European Commission; 2006.
Commission E. Mapping the Maze: Getting More Women to the Top in Research. Brussels: European Commission; 2008.
Ferlie E, Musselin C, Andresani G. The Governance of Higher Education Systems: A Public Management Perspective. In: Paradeise C, Reale E, Bleiklie I, Ferlie E, editors. University Governance. Dordrecht: Springer Netherlands; 2009. p. 1–19.
Gornitzka Ä. Bologna in Context: a horizontal perspective on the dynamics of governance sites for a Europe of Knowledge. European Journal of Education. 2010;45(4):535–548.
Gornitzka Ä, Kyvik S, Stensaker B. Implementation Analysis in Higher Education. In: Gornitzka Ä, Kogan M, Amaral A, editors. Reform and Change in Higher Education. Dordrecht: Springer Netherlands; 2005. p. 1–19.
Gornitzka, Ä., & Maassen, P. (2011). University governance reforms, global scripts and the "Nordic Model". Accounting for policy change? In J. Schmid, K. Amos, J. Schrader & A. Thiel (Eds.), Welten der Bildung? Vergleichende Analysen von Bildungspolitik und Bildungssystemen. Nomos Verlagsgesellschaft, 149–177
Guri S. Equality and excellence in higher education — Is it possible? Higher Education. 1986;15(1):59–71.
Henkel M. Academic identities and policy change in higher education. London: Jessica Kingsley; 2000.
Huisman J. International perspectives on the governance of higher education: alternative frameworks for coordination. New York: Routledge; 2009.
Karseth B. Qualifications frameworks for the European Higher Education Area: a new instrumentalism or ‘Much Ado about Nothing’? Learning and Teaching. 2008;1(2):77–101.
Keeling R. The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher education discourse. European Journal of Education. 2006;41(2):203–223.
Kerr C. The uses of the university. Cambridge, Mass.: Harvard University Press; 2001.
Knorr Cetina K. Culture in global knowledge societies: knowledge cultures and epistemic cultures. Interdisciplinary Science Reviews. 2007;32(4):361–375.
Kyvik, S. (2007). Academic drift—a reinterpretation. In J. Enders & F. van Vugth (Eds.), A Festschrift in Honour of Guy Neave. Towards a cartography of higher education policy change. Enschede: CHEPS, University of Twente, 333–338
Kyvik, S. (2009). The dynamics of change in higher education: expansion and contraction in an organisational field. [New York]: Springer.
Locke W, Teichler U, editors. The Changing Condition for Academic Work and Career in Select Countries. Kassel: University of Kassel; 2007.
Maassen P. The Modernisation Of European Higher Education. In: Amaral A, Bleiklie I, Musselin C, editors. From Governance to Identity. Dordrecht: Springer Netherlands; 2009. p. 95–112.
Maassen P. Higher Education Diversification in Europe. In: Yamamoto S, editor. Diversifying Higher Education Systems in the International and Comparative Perspectives. Hiroshima: Research Institute for Higher Education. Hiroshima University; 2011. p. 49–75.
Maassen, P., & Stensaker, B. (2011). The knowledge triangle, European higher education policy logics and policy implications. [Article]. Higher Education, 61(6), 757–769.
Maassen PAM, Olsen JP. University dynamics and European integration. Dordrecht: Springer; 2007.
Musselin, C. (2005). Change or Continuity in Higher Education Governance? In I. Bleiklie & M. Henkel (Eds.), Governing Knowledge (Vol. 9, pp. 65–79): Springer Netherlands.
Neave G. Redefining the Social Contract. Higher Education Policy. 2006;19(2):269–286.
Nerland M, Jensen K. The Construction of a New Professional Self: A Critical Reading of the Curricula for Nurses and Computer Engineers in Norway. In: Brown A, Kirpal S, Rauner F, editors. Identities at Work. Dordrecht: Springer Netherlands; 2007. p. 339–360.
Nespor J. Knowledge in motion: space, time, and curriculum in undergraduate physics and management. London: Falmer Press; 1994.
Neumann R. Disciplinarity. In: Tight M, Mok KH, Huisman J, Morphew CC, editors. The Routledge International Handbook of Higher Education. New York: Routledge; 2009. p. 487–500.
Olsen JP. The Institutional Dynamics of the European University. In: Maassen P, Olsen JP, editors. University Dynamics and European Integration. Dordrecht: Springer Netherlands; 2007. p. 25–54.
Paradeise C, Reale E, Bleiklie I, Ferlie E. University Governance: Western European Comparative Perspectives. Dordrecht: Springer Netherlands; 2009.
Parry S. Disciplines and doctorates. Dordrecht: Springer; 2007.
Pfeffer J, Salancik GR. The external control of organizations: a resource dependence perspective. Stanford, Calif.: Stanford Business Books; 2003.
Powell WW, Colyvas JA. Microfoundations of institutional theory. In: Greenwood R, Oliver C, Sahlin K, Suddaby R, editors. The SAGE Handbook of Organizational Institutionalism. SAGE: Los Angeles; 2008.
Powell WW, DiMaggio PJ, editors. The New Institutionalism in Organizational Analysis. Chicago: The University of Chicago Press; 1991.
Schuster JH, Finkelstein MJ. The American faculty: the restructuring of academic work and careers. Baltimore: Johns Hopkins University Press; 2006.
Simons M, Elen J. The ‘research-teaching nexus’ and ‘education through research’: an exploration of ambivalences. Studies in Higher Education. 2007;32(5):617–631.
Spelt E, Biemans H, Tobi H, Luning P, Mulder M. Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review. Educational Psychology Review. 2009;21(4):365–378.
Stensaker B, Harvey L, Amaral A. Accountability in higher education: global perspectives on trust and power. New York: Routledge; 2011.
Teichler, U. (1996). The Condition of the Academic Profession: An International, Comparative Analysis of the Academic Profession in Western Europe, Japan and the USA. In P. Maassen & F. Van Vugth (Eds.), Inside Academia. New Challenges for the Academic Profession. Utrecht: De Tijdstroom, 15–65
Tomusk V. Creating the European area of higher education: voices from the periphery. Dordrecht: Springer; 2006.
Tynjälä P, Välimaa J, Sarja A. Pedagogical perspectives on the relationships between higher education and working life. Higher Education. 2003;46(2):147–166.
Vaira M. Globalization and higher education organizational change: A framework for analysis. Higher education. 2004;48(4):483–510.
Välimaa J. Higher Education Cultural Approach. Psychology and Social Research: Jyväskulä Studies in Education; 1995. 113.
Westerheijden DF, Stensaker B, Rosa MJ. Quality assurance in higher education: trends in regulation, translation and transformation. Dordrecht: Springer; 2007.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Maassen, P., Nerland, M., Pinheiro, R., Stensaker, B., Vabø, A., Vukasović, M. (2012). Change Dynamics and Higher Education Reforms. In: Vukasović, M., Maassen, P., Nerland, M., Stensaker, B., Pinheiro, R., Vabø, A. (eds) Effects of Higher Education Reforms. Higher Education Research in the 21st Century Series, vol 4. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-016-3_1
Download citation
DOI: https://doi.org/10.1007/978-94-6209-016-3_1
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-016-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)