Higher E ducation : disciplinary perspectives MPhil/HEEM Master Programme in Higher Education Introductory semester, lecture 5 Peter Maassen Oslo, 3 September 2007

Various analytic dimensions Governance Structure Funding Access/selection/participation Policy issues Globalization

Governance

Structure

Funding

Access/selection/participation

Policy issues

Globalization

Governance Central planning Self-regulation Belarus USA China Other countries

Structure Integrated Binary Segmented Diversified Australia Portugal UK Neth. France USA Norway

Public Funding Basic component: yes/no How large? Teaching part: input?/performance: graduates, credits? Disciplinary differences/weights? Research part: traditions?, performance?, doctoral component? Excellent research?, Open or closed competition? Other parts: specific expenses; earmarked policy-related funds?

Institutional Funding Public funding: Basic grants Competitive Grants Private funding: Tuition fees Contracts Endowments Donations

Access/student selection Institution Government central USA Netherlands Canada

Policy issues Costs Quality Internationalisation Access related issues ICT Degree structure Institutional autonomy System growth Public interest

Costs

Quality

Internationalisation

Access related issues

ICT

Degree structure

Institutional autonomy

System growth

Public interest

Globalization? Trade in higher education (WTO/GATS) Student competition Institutional competition Knowledge society Supra-national or global?

Disciplinary perspectives Higher education studies not a self-standing discipline, but an applied field Higher education has been studied from more than 40 different disciplinary perspectives

Example: sociology Burton Clark: higher education system (1983) What is the main organisational ‘building block’ of HE What is the main professional orientation in HE Innovative/change capacity of HE Change/diversity versus integration Authority distribution: Administratively/Academically

What is the main organisational ‘building block’ of HE

What is the main professional orientation in HE

Innovative/change capacity of HE

Change/diversity versus integration

Authority distribution: Administratively/Academically

Clark’s (sociological) position (1983) Knowledge is main building block HEIs are mono-professional organisations (academic profession) Incremental innovations and changes: HEIs are fragmented Especially universities are traditionally run by academics Authority distribution Administration: centrally Academia: decentrally

Knowledge is main building block

HEIs are mono-professional organisations

(academic profession)

Incremental innovations and changes:

HEIs are fragmented

Especially universities are traditionally run by academics

Authority distribution

Administration: centrally

Academia: decentrally

Main developments of relevance since 1983 Global/international dimension ICT Professionalisation of institutional leadership and administration/management Growth of knowledge Economization/marketization of HE/HE policies (innovation)

Global/international dimension

ICT

Professionalisation of institutional leadership and administration/management

Growth of knowledge

Economization/marketization of HE/HE policies (innovation)

The end