The Master in Research and Innovation in Higher Education (MARIHE) is an Erasmus Mundus Masters Course offered by a consortium of Danube University Krems (Austria), University of Tampere (Finland), Beijing Normal University (China) and University of Applied Sciences Osnabrück (Germany).
Background information of the creation of the HRM e-book
This e-book is a selected collection of ... more Background information of the creation of the HRM e-book This e-book is a selected collection of student papers on the course ‘Human Resource Management in Higher Education’ in MARIHE program. The course ‘Human Resource Management in Higher Education’, led by Attila Pausits with contributions from Hans Pechar and others, aims to enable students to: 1) understand the theoretical foundations and the strategic role and practical instruments of HRM in HEIs 2) to assess the strategic role of HRM in HEI and 3) to implement some of the most crucial instruments of HR management in their specific institutional context. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces the HR context in HEI – extent of institutional autonomy for HR decisions in HEI in labour market conditions, discusses the current challenges of HR management in Europe and the dimensions of HR, analyses the instruments and methods of strategic HR management, manpower planning, staffing and workload targets, staff recruitment, staff development and appraisal of performance, provides an introduction into the structures, roles and responsibilities for HR management and also into the contracts, remuneration and incentives generally used in this field. (MARIHE; 2014)¸
MARIHE e-books are published in "EPUB" format, which can be viewed using the (free) software Adobe Digital Editions.
MARIHE Quality Management Module
This book contains a selection of some of the best essays submit... more MARIHE Quality Management Module This book contains a selection of some of the best essays submitted as the final assignment of the MARIHE Quality Management Module. The book is a reflection of the quality of the students’ work but also gives credit to the engagement and passion with which the students addressed issues relating to quality management in higher education. The students come from a wide range of countries from across the world and this diversity is reflected in the subject matter of the essays.
Background information of the creation of the NPM e-book
This e-book is a selected collection of... more Background information of the creation of the NPM e-book
This e-book is a selected collection of student papers on the course ‘New pubic management’ in MARIHE program. The course “New public management’, led by Prof. Dr. Frank Ziegele and Prof. Dr. Volker Gehmilich from Osnabruck University of Applied Science, aims to enalble students to: 1) understand the rationales and objectives of the major changes in the tertiary education and research system towards new public management, deregulation, autonomy and marketization; 2) analyze these developments with theoretical approaches of New Public Management, institutional economics, governance theories and principal-agent theory, and gain insights from these approaches for practical problems of tertiary education and research management; 3) analyze and deal with the tensions between New Public Management and academic culture: 4) recognize and deal productively with the potentials and limitations of management tools and economic thinking in a tertiary education and research context; 5) be aware of the relationship between development of the system, governmental policy and institutional management. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces new public management as the starting point managerial reforms in the academic sector (as well as the starting point of MaRIHE program), discusses economic theories relevant for steering and management and application and applicability of management tools to higher education, potentials and limits of managerialism, and the use of market mechanisms in higher education and research, and also analyze several cases in the aspect of application of NPM, concerning the differences, as well as similarities, between higher education institutions and other public sectors, between tertiary education and primary and secondary education, and between different countries at system level.(MARIHE, 2013).
The selected course papers included in this e-book provide important perspectives of higher education governance as it takes place in countries from different continents. The discussion of diverse experiences, contexts, and on-going development paths of NPM in the setting of higher education enriches readers with insights from various corners of the world:
Mihut begins by discussing the governance equalizer and other conceptual delimitations to help set the scene. Each of the governance equalizer components are then brought to in-depth analysis by means of which Romania’s higher education governance is scrutinized. Mihut’s paper concludes by making rather critical remarks such as questioning the importance of all the governance equalizer elements for the Romanian context, challenging the completeness of the approach used to define the concept of stakeholders, calling for a growing awareness to the importance of nonlinear evolutions in the NPM approach, and suggesting the incorporation of international dimension as a separate element to the governance equalizer model.
Calugareanu also discussed the governance structure of Romanian higher education. She looked into the Romanian higher education system, starting with its history, the analysis of Romanian higher education system by applying governance equalizer, and closing with its strengths and weaknesses.
Nestorowicz examines the governance structure of the higher education system in Austria. Her paper is structured in two main parts. The first, more theoretically oriented part refers to the definition of the concept of governance in the context of Higher Education. Furthermore, the different dimensions of governance of universities will be identified which form the basis of the governance equalizer. The second part has a more practical approach by applying the governance equalizer to the specific case of the Austrian higher education system. Thus, the governance structure of the Austrian higher education system will be analysed over time in order to illustrate the development of the governance dimensions in the governance equalizer.
Holubek and Milutinović's paper analyses the governance mode of HE system in Serbia. This is done by positioning Serbia on five dimensions of governance (state regulation, stakeholder guidance, academic self-governance, managerial self-governance, and competition) and examining past, present and future expectations. Opinion of HE community in Serbia is also taken into consideration in outlining the governance mode in Serbian HE sector.
Geleski and Mihut use the governance equaliser framework to comparatively analyse and discuss the state of affairs of NPM in Slovenia, Romania, Serbia and Macedonia. Additionally, as the selected countries vary according to EU membership status, evidence suggesting the impact of the supranational institution on national higher education systems is discussed. Trends counterweighting to NPM ideals are presented for all selected countries, with the impact of EU membership status on the use of NPM in higher education governance being nonlinear and limited.
Tung brings some insight of higher education governance in Vietnam. Since 1993, after a resolution on radical education reform adopted by the Communist Party of Vietnam, the higher education system of the country has undergone a radical reform with a rapid growth in size but also in the number of problems and predicaments it has been facing. At the same time new actors and forces affecting the dynamics of governance in higher education have been introduced. This complexity makes it more difficult to find out which factors are pulling the strings in the new context and to what extent and more importantly which are causing problems. Often the new dynamics is interpreted too simply as the shift from state control to state supervision and the rise of market force. In other words, this could be interpreted that Vietnam HE Governance is adopting New Public Management (NPM). However by using The Governance Equalizer as an analytical instrument, Tung is able to break down and get to the core of the governance of Vietnam's higher education, and argues that Vietnam's higher education governance components are not approaching NPM configuration but balancing themselves, moving from extremes.
Zheng explores the Chinese university governance in the post-Mao era. This interesting paper centers its arguments at the very heart of conflict and dynamics between western impacts and the reality of Chinese. Zheng makes the case that China has been struggling to follow its own method governing its higher education in the face of a more “active” Western influence to adopt the NPM approach and the “subtle” impact of the ongoing process of globalization. The various rounds of educational governance reform in the Post-Mao period are discussed. This is followed by an overview of the quantitative and qualitative aspects of the present Chinese higher education system. The paper then devotes most of its effort to analyzing how the Chinese higher education governance can be explained by based on the concepts embedded in the elements of the NPM model. By doing so, Zheng shows how the governance of higher education has been developing and transforming in this quickly growing nation.
Traveller presents the higher education governance in the context of a country from the continent Australia. Traveller examines the situation in the Southwestern Pacific Ocean island of New Zealand. He starts off by giving a brief overview of the major economic transformations that led New Zealand from a welfare state to an early pioneer of neo-libralism whereby a push to a more market-oriented agenda of liberalization, deregulation, and privatization were made. The country’s diverse tertiary education sector is also pinpointed. The meaning of the NPM approach and the governance equalizer model then is explained. In the main part of the paper, Traveller extensively analyses the mix of governance equalizer of New Zealand. For each equalizer element, he scrutinizes what has happened in the past, what is happening at present, and to which direction in the future the situation is going regarding the country’s higher education governance.
The discussion of higher education governance in Ethiopia – in the horn of Africa – is made by Woldegiyorgis. The paper begins by making three major points in setting its scene. He gave an overview of the history of Ethiopian higher education and the progress to a “massive expansion”. The dynamics of the “precarious relationship” between higher education and politics of the country is also noted. This is followed by a discussion of the concept of the governance equalizer. Woldegiyorgis then presents an in-depth analysis of the Ethiopian higher education from the perspectives of the five major elements of the governance equalizer model. Past, present and future circumstances are well scrutinized. In the end, critical concluding remarks are made and the way for better higher education governance is pointed.
Background information of the creation of the HRM e-book
This e-book is a selected collection of ... more Background information of the creation of the HRM e-book This e-book is a selected collection of student papers on the course ‘Human Resource Management in Higher Education’ in MARIHE program. The course ‘Human Resource Management in Higher Education’, led by Attila Pausits with contributions from Hans Pechar and others, aims to enable students to: 1) understand the theoretical foundations and the strategic role and practical instruments of HRM in HEIs 2) to assess the strategic role of HRM in HEI and 3) to implement some of the most crucial instruments of HR management in their specific institutional context. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces the HR context in HEI – extent of institutional autonomy for HR decisions in HEI in labour market conditions, discusses the current challenges of HR management in Europe and the dimensions of HR, analyses the instruments and methods of strategic HR management, manpower planning, staffing and workload targets, staff recruitment, staff development and appraisal of performance, provides an introduction into the structures, roles and responsibilities for HR management and also into the contracts, remuneration and incentives generally used in this field. (MARIHE; 2014)¸
MARIHE e-books are published in "EPUB" format, which can be viewed using the (free) software Adobe Digital Editions.
MARIHE Quality Management Module
This book contains a selection of some of the best essays submit... more MARIHE Quality Management Module This book contains a selection of some of the best essays submitted as the final assignment of the MARIHE Quality Management Module. The book is a reflection of the quality of the students’ work but also gives credit to the engagement and passion with which the students addressed issues relating to quality management in higher education. The students come from a wide range of countries from across the world and this diversity is reflected in the subject matter of the essays.
Background information of the creation of the NPM e-book
This e-book is a selected collection of... more Background information of the creation of the NPM e-book
This e-book is a selected collection of student papers on the course ‘New pubic management’ in MARIHE program. The course “New public management’, led by Prof. Dr. Frank Ziegele and Prof. Dr. Volker Gehmilich from Osnabruck University of Applied Science, aims to enalble students to: 1) understand the rationales and objectives of the major changes in the tertiary education and research system towards new public management, deregulation, autonomy and marketization; 2) analyze these developments with theoretical approaches of New Public Management, institutional economics, governance theories and principal-agent theory, and gain insights from these approaches for practical problems of tertiary education and research management; 3) analyze and deal with the tensions between New Public Management and academic culture: 4) recognize and deal productively with the potentials and limitations of management tools and economic thinking in a tertiary education and research context; 5) be aware of the relationship between development of the system, governmental policy and institutional management. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces new public management as the starting point managerial reforms in the academic sector (as well as the starting point of MaRIHE program), discusses economic theories relevant for steering and management and application and applicability of management tools to higher education, potentials and limits of managerialism, and the use of market mechanisms in higher education and research, and also analyze several cases in the aspect of application of NPM, concerning the differences, as well as similarities, between higher education institutions and other public sectors, between tertiary education and primary and secondary education, and between different countries at system level.(MARIHE, 2013).
The selected course papers included in this e-book provide important perspectives of higher education governance as it takes place in countries from different continents. The discussion of diverse experiences, contexts, and on-going development paths of NPM in the setting of higher education enriches readers with insights from various corners of the world:
Mihut begins by discussing the governance equalizer and other conceptual delimitations to help set the scene. Each of the governance equalizer components are then brought to in-depth analysis by means of which Romania’s higher education governance is scrutinized. Mihut’s paper concludes by making rather critical remarks such as questioning the importance of all the governance equalizer elements for the Romanian context, challenging the completeness of the approach used to define the concept of stakeholders, calling for a growing awareness to the importance of nonlinear evolutions in the NPM approach, and suggesting the incorporation of international dimension as a separate element to the governance equalizer model.
Calugareanu also discussed the governance structure of Romanian higher education. She looked into the Romanian higher education system, starting with its history, the analysis of Romanian higher education system by applying governance equalizer, and closing with its strengths and weaknesses.
Nestorowicz examines the governance structure of the higher education system in Austria. Her paper is structured in two main parts. The first, more theoretically oriented part refers to the definition of the concept of governance in the context of Higher Education. Furthermore, the different dimensions of governance of universities will be identified which form the basis of the governance equalizer. The second part has a more practical approach by applying the governance equalizer to the specific case of the Austrian higher education system. Thus, the governance structure of the Austrian higher education system will be analysed over time in order to illustrate the development of the governance dimensions in the governance equalizer.
Holubek and Milutinović's paper analyses the governance mode of HE system in Serbia. This is done by positioning Serbia on five dimensions of governance (state regulation, stakeholder guidance, academic self-governance, managerial self-governance, and competition) and examining past, present and future expectations. Opinion of HE community in Serbia is also taken into consideration in outlining the governance mode in Serbian HE sector.
Geleski and Mihut use the governance equaliser framework to comparatively analyse and discuss the state of affairs of NPM in Slovenia, Romania, Serbia and Macedonia. Additionally, as the selected countries vary according to EU membership status, evidence suggesting the impact of the supranational institution on national higher education systems is discussed. Trends counterweighting to NPM ideals are presented for all selected countries, with the impact of EU membership status on the use of NPM in higher education governance being nonlinear and limited.
Tung brings some insight of higher education governance in Vietnam. Since 1993, after a resolution on radical education reform adopted by the Communist Party of Vietnam, the higher education system of the country has undergone a radical reform with a rapid growth in size but also in the number of problems and predicaments it has been facing. At the same time new actors and forces affecting the dynamics of governance in higher education have been introduced. This complexity makes it more difficult to find out which factors are pulling the strings in the new context and to what extent and more importantly which are causing problems. Often the new dynamics is interpreted too simply as the shift from state control to state supervision and the rise of market force. In other words, this could be interpreted that Vietnam HE Governance is adopting New Public Management (NPM). However by using The Governance Equalizer as an analytical instrument, Tung is able to break down and get to the core of the governance of Vietnam's higher education, and argues that Vietnam's higher education governance components are not approaching NPM configuration but balancing themselves, moving from extremes.
Zheng explores the Chinese university governance in the post-Mao era. This interesting paper centers its arguments at the very heart of conflict and dynamics between western impacts and the reality of Chinese. Zheng makes the case that China has been struggling to follow its own method governing its higher education in the face of a more “active” Western influence to adopt the NPM approach and the “subtle” impact of the ongoing process of globalization. The various rounds of educational governance reform in the Post-Mao period are discussed. This is followed by an overview of the quantitative and qualitative aspects of the present Chinese higher education system. The paper then devotes most of its effort to analyzing how the Chinese higher education governance can be explained by based on the concepts embedded in the elements of the NPM model. By doing so, Zheng shows how the governance of higher education has been developing and transforming in this quickly growing nation.
Traveller presents the higher education governance in the context of a country from the continent Australia. Traveller examines the situation in the Southwestern Pacific Ocean island of New Zealand. He starts off by giving a brief overview of the major economic transformations that led New Zealand from a welfare state to an early pioneer of neo-libralism whereby a push to a more market-oriented agenda of liberalization, deregulation, and privatization were made. The country’s diverse tertiary education sector is also pinpointed. The meaning of the NPM approach and the governance equalizer model then is explained. In the main part of the paper, Traveller extensively analyses the mix of governance equalizer of New Zealand. For each equalizer element, he scrutinizes what has happened in the past, what is happening at present, and to which direction in the future the situation is going regarding the country’s higher education governance.
The discussion of higher education governance in Ethiopia – in the horn of Africa – is made by Woldegiyorgis. The paper begins by making three major points in setting its scene. He gave an overview of the history of Ethiopian higher education and the progress to a “massive expansion”. The dynamics of the “precarious relationship” between higher education and politics of the country is also noted. This is followed by a discussion of the concept of the governance equalizer. Woldegiyorgis then presents an in-depth analysis of the Ethiopian higher education from the perspectives of the five major elements of the governance equalizer model. Past, present and future circumstances are well scrutinized. In the end, critical concluding remarks are made and the way for better higher education governance is pointed.
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Books by MARIHE Erasmus Mundus
This e-book is a selected collection of student papers on the course ‘Human Resource Management in Higher Education’ in MARIHE program. The course ‘Human Resource Management in Higher Education’, led by Attila Pausits with contributions from Hans Pechar and others, aims to enable students to: 1) understand the theoretical foundations and the strategic role and practical instruments of HRM in HEIs 2) to assess the strategic role of HRM in HEI and 3) to implement some of the most crucial instruments of HR management in their specific institutional context. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces the HR context in HEI – extent of institutional autonomy for HR decisions in HEI in labour market conditions, discusses the current challenges of HR management in Europe and the dimensions of HR, analyses the instruments and methods of strategic HR management, manpower planning, staffing and workload targets, staff recruitment, staff development and appraisal of performance, provides an introduction into the structures, roles and responsibilities for HR management and also into the contracts, remuneration and incentives generally used in this field. (MARIHE; 2014)¸
MARIHE e-books are published in "EPUB" format, which can be viewed using the (free) software Adobe Digital Editions.
This book contains a selection of some of the best essays submitted as the final assignment of the MARIHE Quality Management Module. The book is a reflection of the quality of the students’ work but also gives credit to the engagement and passion with which the students addressed issues relating to quality management in higher education. The students come from a wide range of countries from across the world and this diversity is reflected in the subject matter of the essays.
This e-book is a selected collection of student papers on the course ‘New pubic management’ in MARIHE program. The course “New public management’, led by Prof. Dr. Frank Ziegele and Prof. Dr. Volker Gehmilich from Osnabruck University of Applied Science, aims to enalble students to: 1) understand the rationales and objectives of the major changes in the tertiary education and research system towards new public management, deregulation, autonomy and marketization; 2) analyze these developments with theoretical approaches of New Public Management, institutional economics, governance theories and principal-agent theory, and gain insights from these approaches for practical problems of tertiary education and research management; 3) analyze and deal with the tensions between New Public Management and academic culture: 4) recognize and deal productively with the potentials and limitations of management tools and economic thinking in a tertiary education and research context; 5) be aware of the relationship between development of the system, governmental policy and institutional management. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces new public management as the starting point managerial reforms in the academic sector (as well as the starting point of MaRIHE program), discusses economic theories relevant for steering and management and application and applicability of management tools to higher education, potentials and limits of managerialism, and the use of market mechanisms in higher education and research, and also analyze several cases in the aspect of application of NPM, concerning the differences, as well as similarities, between higher education institutions and other public sectors, between tertiary education and primary and secondary education, and between different countries at system level.(MARIHE, 2013).
The selected course papers included in this e-book provide important perspectives of higher education governance as it takes place in countries from different continents. The discussion of diverse experiences, contexts, and on-going development paths of NPM in the setting of higher education enriches readers with insights from various corners of the world:
Mihut begins by discussing the governance equalizer and other conceptual delimitations to help set the scene. Each of the governance equalizer components are then brought to in-depth analysis by means of which Romania’s higher education governance is scrutinized. Mihut’s paper concludes by making rather critical remarks such as questioning the importance of all the governance equalizer elements for the Romanian context, challenging the completeness of the approach used to define the concept of stakeholders, calling for a growing awareness to the importance of nonlinear evolutions in the NPM approach, and suggesting the incorporation of international dimension as a separate element to the governance equalizer model.
Calugareanu also discussed the governance structure of Romanian higher education. She looked into the Romanian higher education system, starting with its history, the analysis of Romanian higher education system by applying governance equalizer, and closing with its strengths and weaknesses.
Nestorowicz examines the governance structure of the higher education system in Austria. Her paper is structured in two main parts. The first, more theoretically oriented part refers to the definition of the concept of governance in the context of Higher Education. Furthermore, the different dimensions of governance of universities will be identified which form the basis of the governance equalizer. The second part has a more practical approach by applying the governance equalizer to the specific case of the Austrian higher education system. Thus, the governance structure of the Austrian higher education system will be analysed over time in order to illustrate the development of the governance dimensions in the governance equalizer.
Holubek and Milutinović's paper analyses the governance mode of HE system in Serbia. This is done by positioning Serbia on five dimensions of governance (state regulation, stakeholder guidance, academic self-governance, managerial self-governance, and competition) and examining past, present and future expectations. Opinion of HE community in Serbia is also taken into consideration in outlining the governance mode in Serbian HE sector.
Geleski and Mihut use the governance equaliser framework to comparatively analyse and discuss the state of affairs of NPM in Slovenia, Romania, Serbia and Macedonia. Additionally, as the selected countries vary according to EU membership status, evidence suggesting the impact of the supranational institution on national higher education systems is discussed. Trends counterweighting to NPM ideals are presented for all selected countries, with the impact of EU membership status on the use of NPM in higher education governance being nonlinear and limited.
Tung brings some insight of higher education governance in Vietnam. Since 1993, after a resolution on radical education reform adopted by the Communist Party of Vietnam, the higher education system of the country has undergone a radical reform with a rapid growth in size but also in the number of problems and predicaments it has been facing. At the same time new actors and forces affecting the dynamics of governance in higher education have been introduced. This complexity makes it more difficult to find out which factors are pulling the strings in the new context and to what extent and more importantly which are causing problems. Often the new dynamics is interpreted too simply as the shift from state control to state supervision and the rise of market force. In other words, this could be interpreted that Vietnam HE Governance is adopting New Public Management (NPM). However by using The Governance Equalizer as an analytical instrument, Tung is able to break down and get to the core of the governance of Vietnam's higher education, and argues that Vietnam's higher education governance components are not approaching NPM configuration but balancing themselves, moving from extremes.
Zheng explores the Chinese university governance in the post-Mao era. This interesting paper centers its arguments at the very heart of conflict and dynamics between western impacts and the reality of Chinese. Zheng makes the case that China has been struggling to follow its own method governing its higher education in the face of a more “active” Western influence to adopt the NPM approach and the “subtle” impact of the ongoing process of globalization. The various rounds of educational governance reform in the Post-Mao period are discussed. This is followed by an overview of the quantitative and qualitative aspects of the present Chinese higher education system. The paper then devotes most of its effort to analyzing how the Chinese higher education governance can be explained by based on the concepts embedded in the elements of the NPM model. By doing so, Zheng shows how the governance of higher education has been developing and transforming in this quickly growing nation.
Traveller presents the higher education governance in the context of a country from the continent Australia. Traveller examines the situation in the Southwestern Pacific Ocean island of New Zealand. He starts off by giving a brief overview of the major economic transformations that led New Zealand from a welfare state to an early pioneer of neo-libralism whereby a push to a more market-oriented agenda of liberalization, deregulation, and privatization were made. The country’s diverse tertiary education sector is also pinpointed. The meaning of the NPM approach and the governance equalizer model then is explained. In the main part of the paper, Traveller extensively analyses the mix of governance equalizer of New Zealand. For each equalizer element, he scrutinizes what has happened in the past, what is happening at present, and to which direction in the future the situation is going regarding the country’s higher education governance.
The discussion of higher education governance in Ethiopia – in the horn of Africa – is made by Woldegiyorgis. The paper begins by making three major points in setting its scene. He gave an overview of the history of Ethiopian higher education and the progress to a “massive expansion”. The dynamics of the “precarious relationship” between higher education and politics of the country is also noted. This is followed by a discussion of the concept of the governance equalizer. Woldegiyorgis then presents an in-depth analysis of the Ethiopian higher education from the perspectives of the five major elements of the governance equalizer model. Past, present and future circumstances are well scrutinized. In the end, critical concluding remarks are made and the way for better higher education governance is pointed.
This e-book is a selected collection of student papers on the course ‘Human Resource Management in Higher Education’ in MARIHE program. The course ‘Human Resource Management in Higher Education’, led by Attila Pausits with contributions from Hans Pechar and others, aims to enable students to: 1) understand the theoretical foundations and the strategic role and practical instruments of HRM in HEIs 2) to assess the strategic role of HRM in HEI and 3) to implement some of the most crucial instruments of HR management in their specific institutional context. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces the HR context in HEI – extent of institutional autonomy for HR decisions in HEI in labour market conditions, discusses the current challenges of HR management in Europe and the dimensions of HR, analyses the instruments and methods of strategic HR management, manpower planning, staffing and workload targets, staff recruitment, staff development and appraisal of performance, provides an introduction into the structures, roles and responsibilities for HR management and also into the contracts, remuneration and incentives generally used in this field. (MARIHE; 2014)¸
MARIHE e-books are published in "EPUB" format, which can be viewed using the (free) software Adobe Digital Editions.
This book contains a selection of some of the best essays submitted as the final assignment of the MARIHE Quality Management Module. The book is a reflection of the quality of the students’ work but also gives credit to the engagement and passion with which the students addressed issues relating to quality management in higher education. The students come from a wide range of countries from across the world and this diversity is reflected in the subject matter of the essays.
This e-book is a selected collection of student papers on the course ‘New pubic management’ in MARIHE program. The course “New public management’, led by Prof. Dr. Frank Ziegele and Prof. Dr. Volker Gehmilich from Osnabruck University of Applied Science, aims to enalble students to: 1) understand the rationales and objectives of the major changes in the tertiary education and research system towards new public management, deregulation, autonomy and marketization; 2) analyze these developments with theoretical approaches of New Public Management, institutional economics, governance theories and principal-agent theory, and gain insights from these approaches for practical problems of tertiary education and research management; 3) analyze and deal with the tensions between New Public Management and academic culture: 4) recognize and deal productively with the potentials and limitations of management tools and economic thinking in a tertiary education and research context; 5) be aware of the relationship between development of the system, governmental policy and institutional management. Through guiding students’ self-learning and group-work, lectures and workshops, the course introduces new public management as the starting point managerial reforms in the academic sector (as well as the starting point of MaRIHE program), discusses economic theories relevant for steering and management and application and applicability of management tools to higher education, potentials and limits of managerialism, and the use of market mechanisms in higher education and research, and also analyze several cases in the aspect of application of NPM, concerning the differences, as well as similarities, between higher education institutions and other public sectors, between tertiary education and primary and secondary education, and between different countries at system level.(MARIHE, 2013).
The selected course papers included in this e-book provide important perspectives of higher education governance as it takes place in countries from different continents. The discussion of diverse experiences, contexts, and on-going development paths of NPM in the setting of higher education enriches readers with insights from various corners of the world:
Mihut begins by discussing the governance equalizer and other conceptual delimitations to help set the scene. Each of the governance equalizer components are then brought to in-depth analysis by means of which Romania’s higher education governance is scrutinized. Mihut’s paper concludes by making rather critical remarks such as questioning the importance of all the governance equalizer elements for the Romanian context, challenging the completeness of the approach used to define the concept of stakeholders, calling for a growing awareness to the importance of nonlinear evolutions in the NPM approach, and suggesting the incorporation of international dimension as a separate element to the governance equalizer model.
Calugareanu also discussed the governance structure of Romanian higher education. She looked into the Romanian higher education system, starting with its history, the analysis of Romanian higher education system by applying governance equalizer, and closing with its strengths and weaknesses.
Nestorowicz examines the governance structure of the higher education system in Austria. Her paper is structured in two main parts. The first, more theoretically oriented part refers to the definition of the concept of governance in the context of Higher Education. Furthermore, the different dimensions of governance of universities will be identified which form the basis of the governance equalizer. The second part has a more practical approach by applying the governance equalizer to the specific case of the Austrian higher education system. Thus, the governance structure of the Austrian higher education system will be analysed over time in order to illustrate the development of the governance dimensions in the governance equalizer.
Holubek and Milutinović's paper analyses the governance mode of HE system in Serbia. This is done by positioning Serbia on five dimensions of governance (state regulation, stakeholder guidance, academic self-governance, managerial self-governance, and competition) and examining past, present and future expectations. Opinion of HE community in Serbia is also taken into consideration in outlining the governance mode in Serbian HE sector.
Geleski and Mihut use the governance equaliser framework to comparatively analyse and discuss the state of affairs of NPM in Slovenia, Romania, Serbia and Macedonia. Additionally, as the selected countries vary according to EU membership status, evidence suggesting the impact of the supranational institution on national higher education systems is discussed. Trends counterweighting to NPM ideals are presented for all selected countries, with the impact of EU membership status on the use of NPM in higher education governance being nonlinear and limited.
Tung brings some insight of higher education governance in Vietnam. Since 1993, after a resolution on radical education reform adopted by the Communist Party of Vietnam, the higher education system of the country has undergone a radical reform with a rapid growth in size but also in the number of problems and predicaments it has been facing. At the same time new actors and forces affecting the dynamics of governance in higher education have been introduced. This complexity makes it more difficult to find out which factors are pulling the strings in the new context and to what extent and more importantly which are causing problems. Often the new dynamics is interpreted too simply as the shift from state control to state supervision and the rise of market force. In other words, this could be interpreted that Vietnam HE Governance is adopting New Public Management (NPM). However by using The Governance Equalizer as an analytical instrument, Tung is able to break down and get to the core of the governance of Vietnam's higher education, and argues that Vietnam's higher education governance components are not approaching NPM configuration but balancing themselves, moving from extremes.
Zheng explores the Chinese university governance in the post-Mao era. This interesting paper centers its arguments at the very heart of conflict and dynamics between western impacts and the reality of Chinese. Zheng makes the case that China has been struggling to follow its own method governing its higher education in the face of a more “active” Western influence to adopt the NPM approach and the “subtle” impact of the ongoing process of globalization. The various rounds of educational governance reform in the Post-Mao period are discussed. This is followed by an overview of the quantitative and qualitative aspects of the present Chinese higher education system. The paper then devotes most of its effort to analyzing how the Chinese higher education governance can be explained by based on the concepts embedded in the elements of the NPM model. By doing so, Zheng shows how the governance of higher education has been developing and transforming in this quickly growing nation.
Traveller presents the higher education governance in the context of a country from the continent Australia. Traveller examines the situation in the Southwestern Pacific Ocean island of New Zealand. He starts off by giving a brief overview of the major economic transformations that led New Zealand from a welfare state to an early pioneer of neo-libralism whereby a push to a more market-oriented agenda of liberalization, deregulation, and privatization were made. The country’s diverse tertiary education sector is also pinpointed. The meaning of the NPM approach and the governance equalizer model then is explained. In the main part of the paper, Traveller extensively analyses the mix of governance equalizer of New Zealand. For each equalizer element, he scrutinizes what has happened in the past, what is happening at present, and to which direction in the future the situation is going regarding the country’s higher education governance.
The discussion of higher education governance in Ethiopia – in the horn of Africa – is made by Woldegiyorgis. The paper begins by making three major points in setting its scene. He gave an overview of the history of Ethiopian higher education and the progress to a “massive expansion”. The dynamics of the “precarious relationship” between higher education and politics of the country is also noted. This is followed by a discussion of the concept of the governance equalizer. Woldegiyorgis then presents an in-depth analysis of the Ethiopian higher education from the perspectives of the five major elements of the governance equalizer model. Past, present and future circumstances are well scrutinized. In the end, critical concluding remarks are made and the way for better higher education governance is pointed.