Path dependency and the politics of quality assurance in higher education

Abstract

National policy agendas for quality assurance in higher education (HE) are increasingly influenced by supra‐national trends and decisions. Taking Spain, Switzerland and The Netherlands as examples, the paper analyses how supranational trends are re‐interpreted at the national level and how recently formulated national policies combine the demands for cross‐national harmonisation with the long‐lasting influence of decisions and procedures run in the past in the domain of quality assurance. In this perspective, the paper argues that cross‐national policy harmonisation, a key prerequisite for the construction of the European Higher Education Area is challenged by the long‐lasting influence of national path dependent policies.     

A conceptual approach for blended leadership for tertiary education institutions

Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration.     

Stability,performance and innovation orientation of a higher education funding model in Kazakhstan

This article is situated in a growing body of literature, focusing on higher education reforms in countries which emerged, or re-emerged, 25 years ago as the Soviet Union dissolved. With the focus specifically on Kazakhstan, this paper examines how the leadership of universities in this country views a higher education funding model– the state grants. The paper applies the lenses of stability, performance and innovation orientation to the examination of the state grants-based higher education funding model in Kazakhstan. This paper finds that despite recognition of the limitations of the existing funding model, there is limited interest to push for changes. This can be explained by the complex higher education policy environment which is also discussed in this paper.     

Executivism and deanship in selected South African universities

It has been argued that traditional governance practices and decision making associated with the collegial model are no longer effective in universities, and business-like management techniques should be adopted. Dwindling resources, external demands for accountability, and increased competition for market share, have resulted in efficiency measures and increased demand for performativity. Executive leadership techniques that crept into universities during the early 1980s, referred to as ‘managerialism’ or ‘executivism’, are now widely practised. The increased focus on managerialism in the last decade has resulted in collegial crises and heightened conflicts between academics and administrators. The emergence of ‘executive deanship’ in South African higher education about a decade ago was in keeping with international trends and local demands for efficiency and performativity. With specific reference to the universities in the Gauteng province, this paper argues that the blanket introduction of executive deanship (referred to as executivism) appears not to have contributed to the envisaged operational efficiency, performance, and effectiveness, as initially claimed. Rather than fostering an enabling and empowering environment, it has added new layers of complexity to deanship pointing to a potential crisis in the advancement of the academic project. The position of dean is now more management oriented and allows little or no room for strategic intellectual and academic leadership.     

Policy innovation and tertiary education graduation rates: a cross-country analysis

This study extends Trow’s theory of higher education development to examine changes in national-level tertiary education graduation rates. Applying Trow’s framework we arrive at three stages: (1) elite systems with gross tertiary graduation rates less than 15%, (2) massified systems with gross tertiary graduation rates between 15% and 50%, and (3) universal systems with gross tertiary graduation rates above 50%. This study conducts event history analyses using a unique cross-national panel dataset, which spans the time period from 1999–2005. Following the work of Berry and Berry, our event history analyses model both the internal features of each country and the influence that nation-states have on each other with regard to setting tertiary education graduation policy. We find significant influences of both internal determinants and diffusion factors. We find a positive, significant effect of membership in the OECD consistent across both the massified and universal thresholds. We also find a positive, significant effect of having a more stable political system for crossing the 15% threshold. In addition, being located near a pioneering nation, the UK, has a positive, significant effect of crossing the 50% threshold.     

A collaborative governance approach to improving tertiary education in Papua New Guinea

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.     

When neighbours matter most: innovation,diffusion and state policy adoption in tertiary education

We now have ample evidence that public policies diffuse across the American states; that is, policy adoption is due at least in part to the emulation of policies enacted in nearby states. But, policy adoption is the result of a complex process, a process that often takes years and sometimes decades to complete. According to the ‘stage’ or ‘step’ approach, the lawmaking process begins with the identification of a public problem for which redress by governments is sought and ends when programmes are implemented and effects are evaluated. Using the tertiary education system in the USA as a case, this study considers at what stage(s) in the policymaking process pressures created from neighbouring states are brought to bear. Analysis of data from state policymakers reveals that the experiences of neighbours are most pronounced during the agenda‐setting and proposal formulation stages and least during adoption.     

Sustainable leadership and the implication for the general further education college sector

The purpose of this article is to review the models of sustainable leadership which are currently available in the compulsory sector to establish whether the models are appropriate for post‐compulsory education, and in particular for general further education colleges. Due to the complexities of the environment in which further education colleges operate, models of sustainable leadership have not been applied to this sector. In order to achieve this, leadership challenges for further education will be explored and the sector's responses to these will be considered. Many of these challenges are based on government pressure for efficiency and effectiveness savings, and so will be contextualised in a new managerial framework. The article then goes on to examine current models of sustainable leadership, looking at whether they are applicable for general further education colleges. Should they not be appropriate, then a suggested model will be put forward which draws on the transferable components for existing models with additions which are appropriate to the post‐compulsory sector.     

Developing a comprehensive leadership development model in higher education context: A co-design approach

Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation-oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co-designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings.     

Leading curriculum innovation in primary schools project: a final report

This article provides the final report on a research project that investigated the ways in which curriculum innovation can be led successfully in primary schools. Data gathering included 40 semi-structured interviews in 10 successful primary schools in England of varying sizes and types and in a range of geographical and social locations. Findings suggest that in order for curriculum innovation to be successful, school leaders need to create an ethos for change that empowers teachers to experiment with the curriculum through the adoption of distributed forms of leadership, and that in-school and between-school cooperation is a key mechanism for change.     

谈高等院校教学管理的创新

推进教学管理创新是新形势下加快高校教学改革、提升高校教学水平和人才培养质量的需要.高校教学管理应当在管理理念、管理制度、运行机制等方面进行必要的创新和发展.     

the emergence of blissful thinking in the management of education

By the year 2000, the management of education in England had lost much of its capacity to ensure the commitment of headteachers and teachers. As market forces engendered competition among schools, the bureaucratic monitoring of schools by agencies of government increased on the grounds that objective and comparable data about schools should be made public so that parents could express a rational choice of school. Levels of stress increased; workloads intensified. Thereafter, a series of ‘softer’ approaches emerged in order to deal with this. They have coalesced around the concept of ‘leadership’, particularly distributed leadership and, more recently, emotional leadership and spiritual leadership. Distributed leadership draws on socio-cultural activity theory; emotional leadership is informed by positive psychology; spiritual leadership by eastern mysticism. Each has its advocates and its critics. At issue, however, is not so much their relative effectiveness but rather it is to relate them to the economic, cultural and political trends which have allowed them to emerge. These ‘soft’ normative leadership approaches have not supplanted a digitally-informed rational bureaucratic form in education; they are supplementing it. The theoretical stance taken falls within the field of critical theory.     

Leading and managing learning and teaching in higher education

This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.     

Everton/feeder schools’ reading and language project. An exercise in co‐operation

Following concern about the language problems experienced by many children in Everton, a working party was set up to investigate the situation. This consisted of the Language Co‐ordinators from five local primary schools along with English and Special Needs staff from the secondary school, chaired by the Head of the District Reading and Language Service. After three successful years the working party has achieved a high level of co‐operation. For example, a joint Resource Room has been established at the secondary school, containing over £5000 worth of materials; we are now using a ‘Transfer Pack’ consisting of a common test, an agreed information pro forma and examples of the children's work. These projects are looked on as only the start; many others are in the pipeline.     

论高等教育发展的治理模式

治理理论为政府公共事务管理改革提供了新的理论视角,从管制走向治理是高等教育管理改革的重要趋势。市场型治理、参与型治理、解制型治理和弹性化治理是当今世界高等教育发展的四种治理模式,对我国高等教育的改革和发展具有重要的参考价值。     

实施创新教育 培养创新人才

教育创新是实施素质教育的重要课题，本文就教育观念的创新、课堂教学的创新、学生学习的创新、教育管理的创新等方面谈点浅见。 一、教育观念的创新 教育创新首先是教育观念的创新，解放思想、更新观念是教育改革的先导和动力。我们在观念创新中倡导树立四种新型观念：终身教育观念、职业责任观念、人文教育观念、重视学生创造性个性观念。 ──终身教育是未来教育的发展趋势，教师、学生都应牢固树立此观念，不断学习，不断更新知识，以适应不断变革的时代要求。 ──教师应进一步增强对教育的责任心，强化职业责任，并以此自律。 ──树…     

高等教育管理的创新及产业化

泰罗、法约尔、韦伯等创立的西方古典组织理论模式保证了西方现代社会及其教育有序向前发展。我国的教育管理也将面临着一场深刻的革命，即由传统的、经验的、低效的管理模式向科学的、高效的管理模式转变。而教育产业化为这种模式的转变提供了一个支持系统。     

略论社会管理中的思想政治教育创新

随着我国社会管理在管理理念、管理制度和管理方法等方面发生的深刻变化,原有的思想政治教育在社会管理中已经很难再发挥其特有的作用。这就要求思想政治教育必须与时俱进,不断创新。在现代社会管理中,思想政治教育只有在自己的问题意识、致思方式、价值取向和人性假设方面发生深刻的转变,才能重新担当其应有的责任。     

An Examination of the Relationship Between Academic Discipline and Cognitive Complexity in Academic Deans’ Administrative Behavior

This study investigates Braxton and Hargens’ (1996, Variations among academic disciplines: Analytical frameworks and research. Higher Education: Handbook of Theory and Research. Vol. XI, pp. 1–45) assertion of the profound and extensive effects of academic discipline as it might pertain to administrative work. Academic deans in research and doctoral institutions nationwide were surveyed to investigate the relationship between academic discipline and cognitive complexity in their administrative behavior. A bivariate regression showed that being from an applied field was a significant predictor while the influence of consensus was not significant. Discipline effects waned when other predictors were added, suggesting that when other factors are considered, the extent to which one is exposed to their particular disciplinary paradigms becomes more important than mere affiliation with a discipline. Split sample analyses demonstrated variable influence structures. Findings indicate that the effects of discipline cannot be discounted in framing studies of administrators’ perceptions of their leadership context and the behavior which necessarily flows from those perceptions.     

Reality versus perception: Restructuring tertiary education and institutional organisational change – a case study

The purpose of this study was toinvestigate the outcome of restructuring thetertiary system in New South Wales, Australiafive years after its announcement in the late1980s. It was hoped that lessons could belearned to assist policy makers in Nova Scotia,Canada in their attempt to restructure highereducation. Twenty-four senior administratorswere interviewed to collect data on `why' and`how' decisions were made in response to avoluntary restructuring policy. Qualitativedata analysis revealed that (1) voluntaryamalgamations and federations take place whentertiary institutions fear governments willmandate restructuring; (2) restructuring oldestablished institutions is more difficult; (3)personal ambitions of leaders negotiatingmergers play an important role; (4) loosefederations are likely to become morebureaucratic and less efficient; (5)organisational change and development arepoorly understood by senior administrators.To achieve organisational change, more than onefactor must be present. Congruence betweenthese factors is critical to achieve desiredoutcomes. The data inferred that there is arelationship between leadership, restructuring,managing staff relations, organisationaldevelopment, external pressure for change, andorganisational change. To illustrate thisrelationship, the `primary triad model' wascreated suggesting a holistic approach toachieving desired outcomes. Otherwise,organisational change may be perception ratherthan reality.