Pub Date : 2022-05-07DOI: 10.1080/23322969.2022.2072380
J. M. Salazar, Mauricio Rifo, Pete Leihy
ABSTRACT This study reviews the performance of the Improvement of Quality and Equity in Higher Education programme (MECESUP). MECESUP was executed in three stages between 1999 and 2016 by Chile’s Ministry of Education and its directly state-subsidised university sector, with World Bank financing and advisory. The account explores achievements and failures in pursuing the twin expansion and modernisation of Chilean universities under a New Public Management (NPM) consciousness. A review of primarily European understandings of policy rationalisation in the context of the massification of higher education informs and contrasts with the Chilean case, which in turn may be instructive for similar initiatives in other Latin American and developing world contexts. The study tables illustrative interview data from personnel contemporaneously embedded in government, quasi-autonomous regulatory agencies and universities. The data falls into four key dimensions: first, participants’ initial expectations of the programme; second, issues that stem from the throwing open of substantial contestable funding; third, how an NPM philosophy would be planted within universities through MECESUP’s influence; and, lastly, the ways in which quality assurance attained centrality within Chilean higher education policy.
{"title":"NPM of the masses: the expansion and modernisation in Chilean higher education, 1999–2016","authors":"J. M. Salazar, Mauricio Rifo, Pete Leihy","doi":"10.1080/23322969.2022.2072380","DOIUrl":"https://doi.org/10.1080/23322969.2022.2072380","url":null,"abstract":"ABSTRACT This study reviews the performance of the Improvement of Quality and Equity in Higher Education programme (MECESUP). MECESUP was executed in three stages between 1999 and 2016 by Chile’s Ministry of Education and its directly state-subsidised university sector, with World Bank financing and advisory. The account explores achievements and failures in pursuing the twin expansion and modernisation of Chilean universities under a New Public Management (NPM) consciousness. A review of primarily European understandings of policy rationalisation in the context of the massification of higher education informs and contrasts with the Chilean case, which in turn may be instructive for similar initiatives in other Latin American and developing world contexts. The study tables illustrative interview data from personnel contemporaneously embedded in government, quasi-autonomous regulatory agencies and universities. The data falls into four key dimensions: first, participants’ initial expectations of the programme; second, issues that stem from the throwing open of substantial contestable funding; third, how an NPM philosophy would be planted within universities through MECESUP’s influence; and, lastly, the ways in which quality assurance attained centrality within Chilean higher education policy.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125572372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-27DOI: 10.1080/23322969.2022.2066014
Tanja Klenk, Dominik Antonowicz, Lars Geschwind, R. Pinheiro, A. Pokorska
ABSTRACT There is growing interest in the underlying mechanisms affecting female leaders in Higher Education (HE). This article compares four countries – Germany, Norway, Poland and Sweden to identify key structural conditions (enablers and barriers) for female representation in academia by studying the regulative framework of government policy. Two research questions are guiding the analysis: first, what (if any) policy instruments are chosen to increase the number of female leaders in HE? Second, to what extent does this choice of instruments mirror either sectorial logic (HE) or national policy styles? The empirical results of the article show that while processes of policy diffusion are observable at the sectoral level, gender equality policies and instrument choice differ considerably in the four countries under consideration. The article thus concludes that national policy styles need to be understood as enabling and disabling policy factors for gender equality in HE shaping the process of translating diffused models decisively.
{"title":"Taking women on boards: a comparative analysis of public policies in higher education","authors":"Tanja Klenk, Dominik Antonowicz, Lars Geschwind, R. Pinheiro, A. Pokorska","doi":"10.1080/23322969.2022.2066014","DOIUrl":"https://doi.org/10.1080/23322969.2022.2066014","url":null,"abstract":"ABSTRACT\u0000 There is growing interest in the underlying mechanisms affecting female leaders in Higher Education (HE). This article compares four countries – Germany, Norway, Poland and Sweden to identify key structural conditions (enablers and barriers) for female representation in academia by studying the regulative framework of government policy. Two research questions are guiding the analysis: first, what (if any) policy instruments are chosen to increase the number of female leaders in HE? Second, to what extent does this choice of instruments mirror either sectorial logic (HE) or national policy styles? The empirical results of the article show that while processes of policy diffusion are observable at the sectoral level, gender equality policies and instrument choice differ considerably in the four countries under consideration. The article thus concludes that national policy styles need to be understood as enabling and disabling policy factors for gender equality in HE shaping the process of translating diffused models decisively.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115763122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/23322969.2022.2029213
E. Hazelkorn, W. Locke
The first five volumes of Policy Reviews in Higher Education Policy Reviews in Higher Education (PRiHE) was launched in 2017, and was the first new journal published by the Society for Research into Higher Education (SRHE) for more than 40 years. The journal aims to open up a space for publishing in-depth accounts of significant areas of policy development affecting higher education internationally. The longer format of the articles (between 8000 and 12,000 words) offers scope for high-quality, original research and analysis. After five years and five volumes, it is timely to review the 50 articles published thus far as a way of emphasising the aims and scope of the journal. The survey illustrates how the articles selected for publication exemplify many of the key characteristics the editorial team is looking for. Below we summarise the country locations of authors, the geographical focus of their articles, topics covered and the conceptual frameworks employed (where explicit).
{"title":"Policy Reviews in Higher Education: looking back, looking forward","authors":"E. Hazelkorn, W. Locke","doi":"10.1080/23322969.2022.2029213","DOIUrl":"https://doi.org/10.1080/23322969.2022.2029213","url":null,"abstract":"The first five volumes of Policy Reviews in Higher Education Policy Reviews in Higher Education (PRiHE) was launched in 2017, and was the first new journal published by the Society for Research into Higher Education (SRHE) for more than 40 years. The journal aims to open up a space for publishing in-depth accounts of significant areas of policy development affecting higher education internationally. The longer format of the articles (between 8000 and 12,000 words) offers scope for high-quality, original research and analysis. After five years and five volumes, it is timely to review the 50 articles published thus far as a way of emphasising the aims and scope of the journal. The survey illustrates how the articles selected for publication exemplify many of the key characteristics the editorial team is looking for. Below we summarise the country locations of authors, the geographical focus of their articles, topics covered and the conceptual frameworks employed (where explicit).","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128884376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-09DOI: 10.1080/23322969.2021.2012242
S. Lomer, M. Lim
ABSTRACT In the context of global debates regarding the purpose of higher education, many national governments have adopted ‘cost-sharing’ mechanisms. Yet in 2017 the Philippines introduced legislation to provide ‘Universal Access’ to higher education by subsidizing tuition fees for all Filipino students in public institutions, partial fee subsidies students in private institutions, and further means-tested support. This article uses a conceptual framework integrating multiple models of social justice to examine 73 legislative texts: 59 individual House of Representative bills, 11 individual Senate bills, the cumulative House and Senate bill, and the final Republic Act. We develop an innovative methodology for analysing legislation that incorporates both structured content and reflexive thematic analysis. The findings show a striking consensus on representing access to HE as a social justice issue, but concepts of procedural fairness varied. Economic rationales intersected with justice narratives, positioning universal tuition as ensuring equal access to income, fostering ‘inclusive growth’ for national development that includes the private sector. The Philippines offers an instructive case for other liberal democracies where ‘who pays’ for higher education remains politically divisive. Our analysis suggests that legislators achieved consensus w by situating social justice as compatible with marketised, neo-liberal paradigms of higher education.
{"title":"Understanding issues of ‘justice’ in ‘free higher education’: policy, legislation, and implications in the Philippines","authors":"S. Lomer, M. Lim","doi":"10.1080/23322969.2021.2012242","DOIUrl":"https://doi.org/10.1080/23322969.2021.2012242","url":null,"abstract":"ABSTRACT In the context of global debates regarding the purpose of higher education, many national governments have adopted ‘cost-sharing’ mechanisms. Yet in 2017 the Philippines introduced legislation to provide ‘Universal Access’ to higher education by subsidizing tuition fees for all Filipino students in public institutions, partial fee subsidies students in private institutions, and further means-tested support. This article uses a conceptual framework integrating multiple models of social justice to examine 73 legislative texts: 59 individual House of Representative bills, 11 individual Senate bills, the cumulative House and Senate bill, and the final Republic Act. We develop an innovative methodology for analysing legislation that incorporates both structured content and reflexive thematic analysis. The findings show a striking consensus on representing access to HE as a social justice issue, but concepts of procedural fairness varied. Economic rationales intersected with justice narratives, positioning universal tuition as ensuring equal access to income, fostering ‘inclusive growth’ for national development that includes the private sector. The Philippines offers an instructive case for other liberal democracies where ‘who pays’ for higher education remains politically divisive. Our analysis suggests that legislators achieved consensus w by situating social justice as compatible with marketised, neo-liberal paradigms of higher education.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115641629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-07DOI: 10.1080/23322969.2021.1996266
Srikanth Ramani, Deidre Henne, D. Kotsopoulos, B. Dickson, Carson Boyd, Braeden DeDecker, R. Hill
ABSTRACT In this research, we explore responsible investing in Canadian Universities. Interviews were conducted with 31 universities that were identified as having endowments or pension portfolios greater than $50M. We also reviewed publicly available data for these institutions. Universities reported facing numerous barriers but perhaps most noteworthy was a lack of knowledge about RI and a concern about performance risk. Other findings included concerns about structural barriers, governance, development of highly qualified professionals, data gaps, and variability. We conclude with recommendations connected to global frameworks and share a Responsible Investing (RI) Categorization that may be a useful roadmap for advancing RI engagement.
{"title":"Responsible investing in Canadian Universities","authors":"Srikanth Ramani, Deidre Henne, D. Kotsopoulos, B. Dickson, Carson Boyd, Braeden DeDecker, R. Hill","doi":"10.1080/23322969.2021.1996266","DOIUrl":"https://doi.org/10.1080/23322969.2021.1996266","url":null,"abstract":"ABSTRACT In this research, we explore responsible investing in Canadian Universities. Interviews were conducted with 31 universities that were identified as having endowments or pension portfolios greater than $50M. We also reviewed publicly available data for these institutions. Universities reported facing numerous barriers but perhaps most noteworthy was a lack of knowledge about RI and a concern about performance risk. Other findings included concerns about structural barriers, governance, development of highly qualified professionals, data gaps, and variability. We conclude with recommendations connected to global frameworks and share a Responsible Investing (RI) Categorization that may be a useful roadmap for advancing RI engagement.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115163799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.1080/23322969.2021.1969990
F. Hamilton, C. Giles
ABSTRACT Globalisation is a major driving factor in the Higher Education sector, which has resulted in significant developments relating to international academic mobility. This includes the establishment of international campuses, increasingly global facing research and extensive student international exchange schemes. We explore the advice given to LGBTQ+ staff and students in UK Higher Education Institutions (‘HEIs’) who engage in international mobility of this kind. Analysing data collected through Freedom of Information requests, we demonstrate that the advice given is overwhelmingly heteronormative, ignoring the potential challenges that LGBTQ+ travellers might fact and underestimating the impact of the disparate global landscape of LGBTQ+ rights. Drawing on agency literature, we argue that HEIs should develop detailed and informed policy which gives LGBTQ+ travellers greater agency during the travel process. We suggest that the lessons that can be learned from the UK context can be applied internationally by HEIs adapting to and developing in the increasingly globalised HE landscape.
{"title":"International academic mobility, agency, and LGBTQ+ rights: a review of policy responses to internationally mobile LGBTQ+ staff/students at UK HE institutions with recommendations for a global audience","authors":"F. Hamilton, C. Giles","doi":"10.1080/23322969.2021.1969990","DOIUrl":"https://doi.org/10.1080/23322969.2021.1969990","url":null,"abstract":"ABSTRACT Globalisation is a major driving factor in the Higher Education sector, which has resulted in significant developments relating to international academic mobility. This includes the establishment of international campuses, increasingly global facing research and extensive student international exchange schemes. We explore the advice given to LGBTQ+ staff and students in UK Higher Education Institutions (‘HEIs’) who engage in international mobility of this kind. Analysing data collected through Freedom of Information requests, we demonstrate that the advice given is overwhelmingly heteronormative, ignoring the potential challenges that LGBTQ+ travellers might fact and underestimating the impact of the disparate global landscape of LGBTQ+ rights. Drawing on agency literature, we argue that HEIs should develop detailed and informed policy which gives LGBTQ+ travellers greater agency during the travel process. We suggest that the lessons that can be learned from the UK context can be applied internationally by HEIs adapting to and developing in the increasingly globalised HE landscape.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127818384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/23322969.2021.1957196
E. Hazelkorn, W. Locke
Over the last year, there has been considerable praise for scientific collaboration. Over 100 countries have been involved in research on Covid-19 (Lee and Haupt 2020). Our successes today are due to the fact that our knowledge and innovation processes have become more dispersed, more openly accessible and more collaborative. The cross-border movement of people and ideas which form the vital knowledge value chains have become indispensable to our way of life. The world’s increasing interconnectedness means that countries, people and issues which were previously unfamiliar or distant can become immediate and challenging in ways we were previously able to ignore. As Sebastian Conrad has written, thinking about the way in which ‘the world has evolved more and more into a single political, economic, and cultural entity’ enables us to understand how ‘local events are increasingly shaped by a global context that can be understood structurally or even systemically’ (Conrad 2016, 11). Today, there are 250 million students worldwide, and this is estimated to reach 660 million by 2040. Over 5.3 million students are pursuing their higher education abroad (OECD 2019, 230). An estimated 272 million people are living in a country other than their country of birth (UN Department of Economic and Social Affairs Population Division 2019, 3), and almost 25–30% of the world’s migrants are tertiary educated (Kone and Özden 2017, 3, 6). More than 40 countries are involved in global science (Leydesdorff et al. 2013). The spirit of internationalisation and scientific exchangehas been intrinsic to universities and the spread of ideas and the discourses around them. Travelling scholars became common, journeying great distances and establishing connections between European, Asian and North African centres of learning. Oxford welcomed its first international student in 1190. By the nineteenth century, networks were becoming a normal part of scientific endeavour. But academic and research collaboration does not just happen. They depend upon agreed frameworks, systems and practices which have developed and been nurtured over time.
在过去的一年里，科学合作得到了相当多的赞扬。100多个国家参与了新冠肺炎的研究(Lee and Haupt 2020)。我们今天的成功是由于我们的知识和创新过程变得更加分散、更开放、更协作。人员和思想的跨境流动构成了至关重要的知识价值链，已成为我们生活方式不可或缺的一部分。世界的相互联系日益紧密，这意味着以前不熟悉或遥远的国家、人民和问题可以以我们以前能够忽视的方式变得紧迫和具有挑战性。正如塞巴斯蒂安·康拉德(Sebastian Conrad)所写的那样，思考“世界越来越多地演变成一个单一的政治、经济和文化实体”的方式，使我们能够理解“局部事件如何越来越多地受到全球背景的影响，而全球背景可以从结构上甚至是系统上加以理解”(Conrad 2016,11)。今天，全世界有2.5亿学生，预计到2040年将达到6.6亿。超过530万学生在国外接受高等教育(经合组织2019年，230)。估计有2.72亿人生活在其出生国以外的国家(联合国经济和社会事务部人口司2019,3)，世界上近25-30%的移民受过高等教育(Kone和Özden 2017, 3,6)。40多个国家参与全球科学(Leydesdorff et al. 2013)。国际化和科学交流的精神一直是大学及其周围思想和话语传播的内在特征。旅行学者变得普遍起来，他们长途跋涉，在欧洲、亚洲和北非的学习中心之间建立联系。牛津大学在1190年迎来了第一个国际学生。到了19世纪，网络已经成为科学研究的正常组成部分。但是学术和研究合作并不是随随便便就发生的。它们依赖于经过长期发展和培育的商定框架、制度和做法。
{"title":"It’s time for fresh thinking on international higher education and global science","authors":"E. Hazelkorn, W. Locke","doi":"10.1080/23322969.2021.1957196","DOIUrl":"https://doi.org/10.1080/23322969.2021.1957196","url":null,"abstract":"Over the last year, there has been considerable praise for scientific collaboration. Over 100 countries have been involved in research on Covid-19 (Lee and Haupt 2020). Our successes today are due to the fact that our knowledge and innovation processes have become more dispersed, more openly accessible and more collaborative. The cross-border movement of people and ideas which form the vital knowledge value chains have become indispensable to our way of life. The world’s increasing interconnectedness means that countries, people and issues which were previously unfamiliar or distant can become immediate and challenging in ways we were previously able to ignore. As Sebastian Conrad has written, thinking about the way in which ‘the world has evolved more and more into a single political, economic, and cultural entity’ enables us to understand how ‘local events are increasingly shaped by a global context that can be understood structurally or even systemically’ (Conrad 2016, 11). Today, there are 250 million students worldwide, and this is estimated to reach 660 million by 2040. Over 5.3 million students are pursuing their higher education abroad (OECD 2019, 230). An estimated 272 million people are living in a country other than their country of birth (UN Department of Economic and Social Affairs Population Division 2019, 3), and almost 25–30% of the world’s migrants are tertiary educated (Kone and Özden 2017, 3, 6). More than 40 countries are involved in global science (Leydesdorff et al. 2013). The spirit of internationalisation and scientific exchangehas been intrinsic to universities and the spread of ideas and the discourses around them. Travelling scholars became common, journeying great distances and establishing connections between European, Asian and North African centres of learning. Oxford welcomed its first international student in 1190. By the nineteenth century, networks were becoming a normal part of scientific endeavour. But academic and research collaboration does not just happen. They depend upon agreed frameworks, systems and practices which have developed and been nurtured over time.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128769763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-16DOI: 10.1080/23322969.2021.1924847
P. Ashwin
ABSTRACT There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.
{"title":"Developing effective national policy instruments to promote teaching excellence: evidence from the English case","authors":"P. Ashwin","doi":"10.1080/23322969.2021.1924847","DOIUrl":"https://doi.org/10.1080/23322969.2021.1924847","url":null,"abstract":"ABSTRACT There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123970318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-07DOI: 10.1080/23322969.2021.1904791
Y. Lebeau, Jaber Alruwaili
ABSTRACT The paper discusses the leadership and management challenges of a public university in Saudi Arabia from the perspective of academic managers. Based on a series of interviews at one of the regional universities established in the mid-2000s, the paper sheds light on one of those rarely investigated contexts where models of public management are arbitrarily patched on frameworks of institutional governance in the name of modernisation. The perspective of those tasked with implementing the modernisation agenda of the government within recently established universities is considered here, in an attempt to highlight the fortune of prescribed models of university governance and management in their confrontation with local social and cultural orders. A micro-level situationist perspective is adopted, drawing on the concept of local orders to identify local factors affecting the organisational capabilities and institutional status of a remote institution where the dominant cultural and social orders permeate workplaces more easily. Our unique perspective also reveals an increasingly diverse Saudi higher education landscape, and the challenges it poses to the government’s one-size-fits-all model of governance for public universities.
{"title":"Convergence and local orders in the dynamics of change in higher education: a perspective from Saudi Arabia","authors":"Y. Lebeau, Jaber Alruwaili","doi":"10.1080/23322969.2021.1904791","DOIUrl":"https://doi.org/10.1080/23322969.2021.1904791","url":null,"abstract":"ABSTRACT The paper discusses the leadership and management challenges of a public university in Saudi Arabia from the perspective of academic managers. Based on a series of interviews at one of the regional universities established in the mid-2000s, the paper sheds light on one of those rarely investigated contexts where models of public management are arbitrarily patched on frameworks of institutional governance in the name of modernisation. The perspective of those tasked with implementing the modernisation agenda of the government within recently established universities is considered here, in an attempt to highlight the fortune of prescribed models of university governance and management in their confrontation with local social and cultural orders. A micro-level situationist perspective is adopted, drawing on the concept of local orders to identify local factors affecting the organisational capabilities and institutional status of a remote institution where the dominant cultural and social orders permeate workplaces more easily. Our unique perspective also reveals an increasingly diverse Saudi higher education landscape, and the challenges it poses to the government’s one-size-fits-all model of governance for public universities.","PeriodicalId":212965,"journal":{"name":"Policy Reviews in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127977121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.1080/23322969.2021.1896376
V. Carpentier
ABSTRACT This paper explores the historical relationship between the expansion of the UK HE system through sectorial diversification, processes of differentiation/convergence and (in)equalities since the 1960s. It examines the extent to which the connections and tensions between three stories of resource, mission and social differentiations might be influenced (alongside other forces) by the emergence and crisis of successive socio-economic regimes. The empirical analysis of the three types of differentiation compares and contrasts new historical data on funding, enrolment and qualifications for the whole system and its institutional segments. The analysis shows that the ongoing tensions between resource, mission and social differentiations were exacerbated by the effect of the crises of 1973 and 2008 which provoked their misalignment and the destabilisation of the phases of expansion started in the 1960s and the 1990s. This pleads for a new social compromise to overcome the 2008 crisis to which a new HE expansion based on a realignment of, rather than a trade-off between the three dimensions of differentiation might contribute. This realignment requires a reversal of the public/private substitution of funding ensuring that a less unequal resource differentiation reflects and drives fairer processes of mission differentiation or convergence rather than stratifying social inequalities.
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