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Author: Lyman A. Glenny
Publisher:
ISBN:
Category : State universities and colleges
Languages : en
Pages : 370
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Book Description
Author: Lyman A. Glenny
Publisher:
ISBN:
Category : State universities and colleges
Languages : en
Pages : 370
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Book Description
Author: Michael Shattock
Publisher: Routledge
ISBN: 1317668200
Category : Education
Languages : en
Pages : 227
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Book Description
Governance is becoming increasingly important in universities just as it is in the wider world of commerce and banking. Historically, universities were run by their academic communities but as mass higher education has taken root, as university research has become a critical element in national economies and as the demand for more accountability both financial and in academic performance has grown, pressure has mounted for a ‘modernisation’ of governance structures. One aspect of ‘modernisation’, particularly important in many European systems, and in Japan, has been the decision by governments to give institutions greater autonomy, more control over their budgets and legal responsibility for the employment of their staff. International trends to introduce greater competition between institutions, to encourage greater institutional differentiation and give greater play to market forces has led to an emphasis on leadership, a more systematic involvement of external stakeholders and a more ‘corporate style of governance. At the same time this has often led to a sense of loss of collegiality, a redistribution of authority and a growing gap between the ‘centre’ and the ‘periphery’ within universities. This book analyses governance change in nine major higher education systems, Australia, Finland, France, Germany, Italy, Japan, Norway, the UK and the USA, each account being the result of independent research by a leading authority in the field and describes how a convergence of governance structures has been mediated by the historical, cultural, political and social characteristics of the different systems. Michael Shattock is a leading authority on university governance; this study offers the most up to date account of governance reform in a range of higher education systems, an analysis of the common trends and an assessment of their impact on the idea of a university. It will be essential reading for academics, postgraduates and practitioners in higher education.
Author: Paul Leroy Dressel
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 136
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Book Description
Author: Adrian Curaj
Publisher: Springer
ISBN: 3319774077
Category : Education
Languages : en
Pages : 727
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Book Description
This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.
Author:
Publisher:
ISBN:
Category : State universities and colleges
Languages : en
Pages : 12
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Book Description
Author: Eric A. Nordlinger
Publisher: Harvard University Press
ISBN: 9780674634091
Category : Political Science
Languages : en
Pages : 260
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Book Description
On the Autonomy of the Democratic State challenges the assumption that elected and appointed public officials are consistently constrained by society in the making of public policy. Nordlinger demonstrates that the opposite is true and systematically identifies the state's many capacities and opportunities for enhancing its autonomy.
Author: Lyman A. Glenny
Publisher: Berkeley : Center for Research and Development in Higher Education, University of California
ISBN:
Category : Education, Higher
Languages : en
Pages : 212
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Book Description
Author: New Jersey. Commission on Educational Accountability
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 92
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Book Description
Author: Neal H.. Hutchens
Publisher:
ISBN:
Category : Legislative oversight
Languages : en
Pages : 217
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Book Description
This study contributes to our understanding of state constitutional provisions designed to provide constitutional authority for state college and university governing boards to direct the internal affairs of institutions under their control. In these states, independent constitutional authority for public colleges and universities is meant to limit excessive political interference from other parts of state government (Beckham, 1977, 1978; Glenny & Dalglish, 1973). This authority granted to governing boards of public colleges and universities is commonly referred to as constitutional autonomy (Beckham, 1977, 1978; McKnight, 2004). While constitutional language serves as the initial grant of internal control, court cases interpreting the provisions determine to a significant extent the legally recognized constitutional authority exercised by these governing boards (Beckham, 1977, 1978; Glenny & Dalglish, 1973). This study builds on the work of Beckham (1977, 1978) to update the current legal status of constitutional autonomy. The study shows that Michigan, California and Minnesota continue as the states with the most substantial legal recognition of constitutional autonomy. Court decisions in six states (Louisiana, Montana, Nevada, New Mexico, North Dakota and Oklahoma) and attorney general opinions in Idaho confirm the existence of moderate to limited constitutional authority for public higher education governing boards. A substantially restricted form of constitutional autonomy may exist in Nebraska and South Dakota. In Florida and Georgia, the legal status of constitutional autonomy is ambiguous. The status of constitutional autonomy was still not completely settled in the four states of Alabama, Alaska, Hawaii and Mississippi, but cases suggest judicial recognition of constitutional autonomy in these states unlikely. For Arizona, Colorado, Missouri and Utah, legal opinions reflect judicial rejection of constitutional autonomy. In addition to assessing whether case law suggests strong, weak or ambiguous judicial treatment of constitutional autonomy or outright rejection of the legal doctrine, the study also analyzes constitutional autonomy cases using the concepts of procedural and substantive autonomy derived from the higher education literature. This analysis indicates that the concepts of procedural and substantive autonomy provide a useful analytical lens to better understand the impact of the legal doctrine on institutional autonomy.
Author: COUNCIL OF EUROPE.
Publisher:
ISBN: 9789287190185
Category : Democracy
Languages : en
Pages : 270
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Book Description
Academic freedom and institutional autonomy are essential for universities to produce the research and teaching necessary to improve society and the human condition. Academic freedom and institutional autonomy are increasingly important components of the development of democracy. At the same time, these fundamental democratic values are subject to pressure in many countries. The relationship between academic freedom, institutional autonomy and democracy is fundamental: it is barely conceivable that they could exist in a society not based on democratic principles, and democracy is enriched when higher education institutions operate on this basis. Higher education institutions need to be imbued with democratic culture and that, in turn, helps to promote democratic values in the wider society. None of these issues are simple and the lines between legitimacy and illegitimacy are sometimes hard to discern, as is illustrated by perspectives from Europe, North America, Asia, Australia and the Mediterranean region.
