By Leo Goedegebuure, Frans Kaiser, Peter Maassen, Lynn Meek, Frans Van Vaght
Super alterations are affecting the constitution and investment of upper schooling in lots of international locations. This quantity makes an attempt to spot and learn the foundations, structural beneficial properties and modes of labor of different greater schooling regulations working in 11 nations, in addition to their commonalities and adjustments within the gentle of either basic overseas developments and country-specific components. nationwide correspondents have been supplied with an overarching framework to steer them of their paintings and to make sure greatest comparison of the ensuing experiences. 4 subject matters inside of larger schooling coverage are explored in each one nation document: an outline of the constitution and objectives of the better schooling structures, authority within the greater schooling process, greater schooling coverage, and the impression of every on institutional governance and administration. the ultimate bankruptcy attracts jointly the final tendencies that have emerged: a flow in the direction of much less country keep watch over, a strengthening of institutional autonomy and elevated governance, festival among associations, privatization of investment, larger industry orientation and transforming into institutional responsibility for caliber and repair
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Additional resources for Higher Education Policy: an International Comparative Perspective. An International Comparative Perspective
Example text
It is likely, however, that rank-and-file academic staff are far less enthusiastic about the direction in which policy is leading higher education than are institutional leaders. F o r o n e thing, the policies attempt to extend the authority of chief executive officers over staff, and, for a n o t h e r , they place university and former college staff at loggerheads with one a n o t h e r in the same institution through amalgamation. A l s o , academic workload has increased with high student-staff ratios, though this is not a direct result of recent policy initiatives.
It remains to be seen to what degree this student load driven character will change in t h e future. T h e bargaining aspect in t h e funding model can be found in the process of negotiations on the educational profiles, in which, amongst others, the student loads are determined. Next to the student load driven model, recurrent funding also contains a research c o m p o n e n t based on a competitive grants index. This index incorporates research load proportions, including n u m b e r of postgraduate research students, competitive research grants, and research grants from other sources.
We can see that they have "diversified their product" through mergers . . [It] can be argued that large institutions joined the merger process in order to (a) retain their competitive edge in terms of size, thus securing their ability to bring in scarce resources from the dominant provider (government); and (b) diversify in order to cover as much of the subject fields as possible to be able to cope with critical contingencies. The conflict in higher education is not so much between "higher education" and " g o v e r n m e n t " as it is between and within institutions themselves.
