Organisation and leadership in higher education. Learning from experiences in the Netherlands |
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| Institution: | 1. Department of Civil Engineering, National Institute of Technology Agartala, Tripura 700046, India;2. Environmental and Water Resources Engineering Division, Department of Civil Engineering, Indian Institute of Technology Madras, Chennai 600036, Tamil Nadu, India;1. Toxoplasmosis Research Center, Mazandaran University of Medical Sciences, Sari, Iran;2. Student Research Committee, Mazandaran University of Medical Sciences, Sari, Iran;3. Department of Parasitology, Faculty of Medicine, Mazandaran University of Medical Sciences, Sari, Iran;4. Department of Medicinal Chemistry and Pharmaceutical Sciences Research Center, Faculty of Pharmacy, Mazandaran University of Medical Sciences, Sari, Iran;5. Department of Immunology, Faculty of Medicine, Mazandaran University of Medical Sciences, Sari, Iran;6. Department of Laboratory Sciences, Faculty of Paramedicine, Mazandaran University of Medical Sciences, Sari, Iran;7. Department of Parasitology, Faculty of Medicine, Sari Branch, Islamic AZAD University, Sari, Iran;1. The Key Lab of Advanced Functional Materials, Ministry of Education China, School of Materials Science and Engineering, Beijing University of Technology, Beijing 100022, China;2. Baishan Institute of Science and Technology, Baishan, Jilin 134300, China;1. Department of Civil and Environmental Engineering, Ehime University, 3 Bunkyo, Matsuyama, Ehime 790-8577, Japan;2. Department of Mechanical and Environmental Informatics, Tokyo Institute of Technology, 2-12-1-W8-22, O-okayama, Meguro-ku, Tokyo 152-8552, Japan |
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| Abstract: | Similar to several other Western European countries, a ‘managerial revolution’ has swept through Dutch higher education. Partly in response to the new Act to Modernise the Structure of University Governance, many universities have set up education institutes.Purpose of the investigation was to find out whether the establishment of education institutes serves to improve education quality. A suitable framework for analysing the information gathered was obtained by applying Ernst Marx's analytical model of the university administrative organisation. The application of this framework isolated four factors critical for the success of education institutes. In four out of the eight institutes the organisation of education is having a beneficial influence upon education quality. The director of the education institute plays an important role due to either demonstrable educational or transformative leadership qualities or by allowing teachers to take initiatives and above all making teaching teams responsible for parts of the curriculum. |
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