Table Of ContentFROM THE EYE OF THE STORM
Higher Education's Changing Institution
From the Eye of the Storm
Higher Education's Changing Institution
Edited by
Ben Jongbloed
Center for Higher Education Policy Studies (CHEPS),
University of Twente, The Netherlands
Peter Maassen
Center for Higher Education Policy Studies (CHEPS),
University of Twente, The Netherlands
and
Guy Neave
International Association of Universities (IAU),
Paris, France
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
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ISBN 978-90-481-5355-8 ISBN 978-94-015-9263-5 (eBook)
DOI 10.1007/978-94-015-9263-5
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Contents
CONTRIBUTORS xi
PREFACE
XV
1 Introduction: Organisational adaptation in higher education 1
Peter Maassen, Guy-NeaveandBen Jongbloed
1 Introduction 1
2 Understanding organisational adaptation 5
3 Organisation theory 7
4 Structure of the book 8
References 10
2 People on a bridge: Central European higher education
institutions in a storm of reform 13
Don F. Westerheijden and Karen Sorensen
1 They yield to time: Introduction 13
2 People on a bridge in the storm: Two Polish economics
academies en route to the market 15
2.1 The Warsaw School ofEconomics 16
2.2 The Oskar Lange Academy of Economics in
Wroclaw 21
3 Visibly quickening their step: Explanations for different
reactions 24
4 Others on the bridge: Cases from other central European
countries 26
v
vi Contents
4.1 Czech Technical University in Prague 27
4.2 Slovak Technical University in Bratislava 29
4.3 Lajos Kossuth University in Debrecen 30
4.4 J6zsef Attila University in Szeged 31
5 Running the same never-to-be-finished race: Some
comparisons and contrasts 33
References 3 7
3 Academic staff between threat and opportunity: Changing
employment and conditions of service 39
Egbert de Weert and Lieteke van Vucht Tijssen
I Introduction 39
2 The changing context of academic staff 41
3 Two notable developments 44
3.1 The changing composition of academic staff 44
3 .2 Changing authority in the management of
institutions 45
4 The institutional pattern of employment relationships 47
4.1 From civil servant status to contract relationship 47
4.2 An interim assessment 50
4.3 National or local agreements? 52
5 Organisational changes and human resource management 54
5.1 Tenure: necessity or anachronism? 55
5.2 Mobility and flexibility in the academic labour
market 58
6 In conclusion 6I
References 62
4 Internationalisation as a cause for innovation in higher
education: A comparison between European cooperation and
the Dutch cross-border cooperation programme 65
Marijk van der Wende, Eric Beerkens and Ulrich Teichler
I Introduction 65
I.I Defining intemationalisation 65
1.2 Scope of the chapter 68
2 Theoretical framework: An innovation perspective on
intemationalisation of higher education 70
2.I Types of innovation 7I
2.2 Phases in the innovation process 74
2.3 Factors determining institutionalisation 74
3 Methodology 77
Contents vii
4 Analysis of the institutional responses to the Socrates
programme 78
4.I Introduction to the programme 78
4.2 Envisaged activities and types of innovation that
can be expected 80
4.3 Compatibility and profitability 82
5 Analysis of the institutional responses to the Dutch
programme for cross-border cooperation with Belgium and
Germany 85
5 .I Introduction to the programme 85
5.2 Envisaged activities and types of innovation that
can be expected 86
6 Conclusions and some directions for further research 90
References 92
5 Assessing institutional change at the level of the faculty:
Examining faculty motivations and new degree programmes 95
Ineke Jenniskens and Christopher Morphew
I Introduction 95
2 Problem statement 97
3 Academic drift and faculty motivations: An overview
ofthe literature 98
4 Theoretical framework I 02
5 Research methods I 04
6 Findings I 05
6.1 Professionalisation, specialisation and curricular
innovation 105
6.2 Student considerations and curricular innovation 109
6.3 External factors and curricular innovation 113
7 Discussion and conclusions II6
References II8
6 New study programmes at universities: Strategic adaptation
versus institutional adjustment 121
Jeroen Huisman and Lynn Meek
1 Introduction 121
l.I The two perspectives on organisations and
organisational change I22
I.2 The two perspectives in studies in higher
education I25
1.3 A typology of strategic responses I27
viii Contents
1.4 The institutional context of Dutch university
education 129
2 Empirical results 131
2.1 Erasmus Universiteit Rotterdam (EUR) 131
2.2 Rijksuniversiteit Groningen (RUG) 134
3 Overview of the empirical results 136
4 Conclusions and discussion 137
References 139
7 Budgeting at the institutional level: responding to internal
pressures and external opportunities 141
Ben Jongbloed and Han van der Knoop
1 Introduction 141
2 Institutional budgeting, decentralisation and management
control 143
3 Responsibility centre budgeting 146
4 Some principles of institutional budgeting 150
5 The budgeting models of two Dutch universities 154
6 Conclusions 161
References 162
8 Marketisation, hybrid organisations and accounting in higher
education 165
Jos Koelman and Piet de Vries
1 Introduction 165
2 Marketisation and quasi-markets in higher education 168
3 The analytical background of marketisation in higher
education 170
4 Institutions of higher education as hybrid organisations 173
5 Institutional setting and accounting system 176
6 The limits of commercial accounting in institutions of
higher education 178
7 Conclusions 183
References 185
9 Hey, big spender! Institutional responsiveness to student
demand 189
Hans J.J. Vossensteyn and Ian R. Dobson
1 Introduction 189
2 Markets in higher education 191
2.1 The student perspective 193
2.2 The institutional perspective 194
Contents IX
2.3 Marketing in higher education 195
3 Marketisation in higher education: Australia and The
Netherlands 196
3.1 Australia 197
3.2 The Netherlands 199
4 Institutional responsiveness to students 200
4.1 Australia 201
4.2 The Netherlands 204
5 Conclusions 207
References 209
10 Analysis of institutions of university governance:
A classification scheme applied to postwar changes in
Dutch higher education 211
Harry de Boer and Bas Denters
1 Introduction 211
2 Democracy and guardianship 214
3 Distribution of powers 218
3.1 The horizontal dimension 219
3.2 A horizontal subdivision 222
3.3 The vertical dimension 223
4 Application of the classification scheme for university
governance structures 225
5 Final remarks 231
References 232
11 Institutional change in doctoral education: The graduate
school 235
Jeroen Bartelse and Leo Goedegebuure
I Introduction 235
2 The rise of the graduate schools in European higher
education 237
3 Theoretical perspective 240
4 Conceptualisations 247
4.1 Compatibility 247
4.2 Profitability 249
4.3 States of institutionalisation 252
5 Empirical analysis 253
6 Conclusions 255
References 260
X Contents
12 Higher education policies and institutional response in
Flanders: Instrumental analysis and cultural theory 263
Oscar van Heffen, JefVerhoeven and Kurt De Wit
1 Introduction 263
2 Theoretical framework: Instrumental analysis, cultural
theory and institutional response 266
2.1 Power-dependencies and instrumental tactics 266
2.2 Cultural theory 270
3 The Flemish steering model of higher education 274
4 Governmental policies and institutional policy plans 277
4.1 Transparency and rationality 278
4.2 New educational methods on behalf of the
knowledge society 281
4.3 Intemationalisation 283
5 Conclusion: Instrumental and cultural explanations 286
5.1 Instrumental explanations 286
5.2 Cultural explanations 288
5.3 Reflection 291
References 292
13 Integrating two theoretical perspectives on organisational
adaptation 295
Peter Maassen and Ase Gomitzka
1 Introduction 295
2 Main theoretical perspectives explaining organisational
change 296
2.1 Resource dependency 297
2.2 Neo-institutional theory 299
3 Combining the two theories 300
4 The nature and structure of higher education organisations
as factors in organisational change 3 0 1
5 Characteristics of policy process and content 304
6 Policy processes 306
7 Characteristics of policy content 307
8 Summary 313
References 314
Contributors
Jeroen Bartelse is Research Associate at the Center for Higher Education
Policy Studies (CREPS) at the University ofTwente, The Netherlands.
Eric Beerkens is Research Associate at the Center for Higher Education
Policy Studies (CREPS) at the University of Twente, The Netherlands.
Harry de Boer is Research Associate at the Center for Higher Education
Policy Studies (CREPS) at the University of Twente, The Netherlands.
Bas Denters is Associate Professor in Political Science at the Faculty of
Public Administration and Public Policy at the University of Twente, The
Netherlands.
Ian R. Dobson is Associate to the Deputy Vice-Chancellor at Monash
University, Australia.
Leo Goedegebuure is Associate Director at the Center for Higher Education
Policy Studies (CREPS) at the University ofTwente, The Netherlands.
Ase Gomitzka is Research Associate at the Norwegian Institute for Studies
in Research and Higher Education (NIFU), Oslo, Norway. She was seconded
to CREPS from October 1997 to November 1999.
Oscar van Heffen is Research Associate at the Center for Higher Education
Policy Studies (CREPS) at the University ofTwente, The Netherlands.
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