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 10
... public interest ( McCabe and Vinzant 1999 ) . Others have suggested that ... sector for the last two decades , NPM has failed to deliver on many of its ... public service labour force , has not been maintained across the board , and the ...
... public interest ( McCabe and Vinzant 1999 ) . Others have suggested that ... sector for the last two decades , NPM has failed to deliver on many of its ... public service labour force , has not been maintained across the board , and the ...
˹éÒ 13
... public and private sectors . Brazil too is a very large country with a population in excess of 164 million ... sector . In the same year , the 71 public universities enrolled 816,913 students and the 85 private universities enrolled ...
... public and private sectors . Brazil too is a very large country with a population in excess of 164 million ... sector . In the same year , the 71 public universities enrolled 816,913 students and the 85 private universities enrolled ...
˹éÒ 14
... public funding comes from the federal government . Both financially and legally , the TAPE sector is mainly the responsibility of the states and territories and contains publicly funded as well as for - profit private institutions . In ...
... public funding comes from the federal government . Both financially and legally , the TAPE sector is mainly the responsibility of the states and territories and contains publicly funded as well as for - profit private institutions . In ...
˹éÒ 15
... public institutions . In addition to the 13 traditional universities , the university sector also contains a private university for business administration , four theological schools and a humanistic university . The Open University ...
... public institutions . In addition to the 13 traditional universities , the university sector also contains a private university for business administration , four theological schools and a humanistic university . The Open University ...
˹éÒ 16
... public sector . Only universities have the right to establish doctoral programmes ( Doktoratsstudien ) . In Austria ... sector in the early 1990s in response to perceived problems with their respective university sectors . Portugal has ...
... public sector . Only universities have the right to establish doctoral programmes ( Doktoratsstudien ) . In Austria ... sector in the early 1990s in response to perceived problems with their respective university sectors . Portugal has ...
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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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