The Higher Education Managerial Revolution?Alberto Amaral, V.L. Meek, I.M. Larsen Springer Science & Business Media, 31 Ê.¤. 2003 - 296 ˹éÒ Hedda, founded on 1 January 2001, is a consortium of nine European centres and institutes devoted to research on higher education (see web site: www. uv. uio. nolhedda). Theconsortium·saims are to strengthen the relationship between higher education research and practice, organise and support available academic expertise, and further knowledge on higher education in Europe in such a way that it becomes more accessible and visible at the supranational and international levels. To contribute to the consortium's objectives CIPES, one of its member institutes, and Hedda have taken a new initiative in the field of research on higher education, that is, an annual seminar focused on one specific topic of research. The topic is determined by the Hedda Board from among the most burning issues of present day higher education policies. The tirst seminar was a four-day scientific event on Governance Structures in Higher Education Institutions. The seminar was held along the banks of the Douro River, Portugal, on 13-17 October 2001. The second seminar focused on the Emergence of Managerialism in Higher Education Institutions and took place at the same location on 4-9 October 2002. The theme of the third seminar is Markets in Higher Education to be held 2-6 October 2003. Participation in the seminars is limited to select Hedda researchers and invited researchers of international standing, all of whom are active in the research theme of each particular seminar. |
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˹éÒ 11
... practices . Nonetheless , unless we can distinguish between management as practice and management as ideology , there is no relationship to discover . While once the intellectual products of the universities were regarded as public ...
... practices . Nonetheless , unless we can distinguish between management as practice and management as ideology , there is no relationship to discover . While once the intellectual products of the universities were regarded as public ...
˹éÒ 12
... practices contained in the individual country chapters . 5.1 . Size and Shape of the Higher Education Systems The size and shape of the system varies markedly across the countries . Clearly , the largest and , in a number of ways , the ...
... practices contained in the individual country chapters . 5.1 . Size and Shape of the Higher Education Systems The size and shape of the system varies markedly across the countries . Clearly , the largest and , in a number of ways , the ...
˹éÒ 18
... Practices The distinction between Anglo - Saxon and traditional Continental models of university governance and management structures with respect to institutional autonomy was alluded to above . But , as will become obvious from ...
... Practices The distinction between Anglo - Saxon and traditional Continental models of university governance and management structures with respect to institutional autonomy was alluded to above . But , as will become obvious from ...
˹éÒ 19
... practice , ministerial appointments , including the rector , were drawn from nominations put forward by the university council and the board of deans . All powers not assigned to the university council were assigned to the executive ...
... practice , ministerial appointments , including the rector , were drawn from nominations put forward by the university council and the board of deans . All powers not assigned to the university council were assigned to the executive ...
˹éÒ 25
... practices in UK higher education . However , the study also shows that the new managerialism has not colonised all in its path . What we find in UK higher education is a ' hybridised form of new managerialism ' , and one which in its ...
... practices in UK higher education . However , the study also shows that the new managerialism has not colonised all in its path . What we find in UK higher education is a ' hybridised form of new managerialism ' , and one which in its ...
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An Interpretation of the Introduction of New Management Structures in Higher Education | 31 |
THE CASE OF UNIVERSITIES | 55 |
DEPARTMENTAL LEADERSHIP IN NORWEGIAN UNIVERSITIES IN BETWEEN TWO MODELS OF GOVERNANCE? | 71 |
The Colourful World of Management Reforms | 89 |
Transformation of Academic Management in Austrian Universities | 109 |
THE RISE OF ACADEMIC MANAGERIALISM IN PORTUGAL | 131 |
UNSTABLE HYBRIDITY AND THE COMPLICATIONS OF IMPLEMENTATION | 155 |
ENEMIES WITHIN AND WITHOUT | 179 |
THE ROLE OF THE INSTITUTION IN UNITED STATES HIGHER EDUCATION | 203 |
MANAGERIALISM WITHIN A FRAMEWORK OF COOPERATIVE GOVERNANCE? | 229 |
A CASE STUDY | 253 |
A MANAGERIAL REVOLUTION? | 275 |
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The Higher Education Managerial Revolution? Alberto Amaral,V.L. Meek,Ingvild Marheim Larsen,Waelgaard Lars ªÁºÒ§Êèǹ¢Í§Ë¹Ñ§Ê×Í - 2003 |
The Higher Education Managerial Revolution? Alberto Amaral,V.L. Meek,Waelgaard Lars ªÁºÒ§Êèǹ¢Í§Ë¹Ñ§Ê×Í - 2012 |
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academic freedom academic staff actors Amaral analysis apartheid approach Argentina Australian higher education Austria Brazil central chapter collegial competitive context corporate Council countries culture decision decision-making economic efficiency entrepreneurial equity external faculty Finnish funding globalisation governance and management governance model governing bodies head of department higher education institutions higher education management Higher Education Policy higher education systems ideology implementation increased institutional autonomy institutional governance institutional management intellectual property interest internal Kluwer Academic Publishers knowledge leaders leadership Maassen management reforms management structures manager-academics managerialism Meek Ministry Netherlands Norway Norwegian Norwegian universities OECD Open University organisational participation patent performance personnel perspective political Portugal professional Public Administration public management public sector rector respect responsibility role senate shift social stakeholders steering strategic traditional transformation university governance university management University of Oslo University of Twente values vice-chancellor Vught