德国大学治理的差异:探索组织领域职位的影响

IF 1.7 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2023-12-07 DOI:10.1057/s41307-023-00332-1
Marian Döhler, Christoph Hönnige, Anna Kosmützky, Eva Ruffing, Helge Staff
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引用次数: 0

摘要

大学越来越被视为具有战略意义的组织行为者,在声誉、资源和人才的竞争中为自己定位。本研究提出的问题是,这种在组织领域中的定位能否解释大学治理结构的差异。我们以实际组织结构为基础,定量探讨并解释了德国大学治理结构的分布情况。我们的研究使用了手工编码的原始数据,这些数据涉及 80 所德国州立大学的办公室、选举和决策规则,我们的研究在两个方面对现有文献做出了贡献。首先,我们对德国大学治理进行了创新、全面和详细的描述,捕捉到了全部的经验差异。其次,我们检验了以 (1) 国家立法、(2) 竞争和 (3) 学科重点为特征的组织领域地位的影响。研究结果表明,国家立法对治理结构的分布产生了重大影响,而战略和学科组织领域则产生了非系统性影响。
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The Variance of German University Governance: Exploring the Effects of Organizational Field Positions

Universities are increasingly perceived as strategic organizational actors that position themselves in the competition for reputation, resources, and talent. This study asks whether such positioning within the organizational field can explain variance in university governance structures. We quantitatively explore and explain the distribution of governance structures in German universities based on the actual organizational structures. Using original, hand-coded data on office, election, and decision rules of 80 German state universities managed by the subnational states (Länder), our study contributes to the existing literature in two regards. First, we provide an innovative and comprehensive, as well as a detailed description of German university governance—capturing the full empirical variance. Second, we test the effects of organizational field positions characterized by (1) state legislation, (2) competition, and (3) disciplinary foci. The findings indicate significant effects on the distribution of governance structures by state legislation and unsystematic effects of strategic and disciplinary organizational fields.

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来源期刊
Higher Education Policy
Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.60
自引率
6.20%
发文量
38
期刊介绍: Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.
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