This paper presents the results of a systematic literature review showing how the literature on quality management (QM) in higher education (HE) has evolved. As a first contribution, this work presents a systematic breakdown of research in the field of HE quality management. Its second and most innovative contribution is its coverage of the process of introducing quality management into institutions' global management systems. Theoretically, we believe this second point to be a general trend in the evolution of the quality management literature, and empirically it represents a trend for quality management principles and practices in governance and management systems of higher education institutions (HEIs). The literature was analysed by distinguishing three main levels in HEIs: a process level, an organisational level, and, since our focus is specifically on the field of quality management, a quality management principles level. Overall, this paper concludes that integration at the three levels of analysis is strong. Moreover, we were able to identify a trend towards the development of holistic and comprehensive quality management approaches both in conceptual and empirical research studies.
This paper provides a new and systematic characterization of 488 universities (HEIs) coming from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history of foundation of universities, dynamics of growth, specialization patterns, subject mix, funding composition, differentiation of the offering profile and productivity.
The aim of this paper is to understand to what extent the introduction of performance management systems has affected the roles and influences of the key actors in the governance of universities, especially the role of academics, and whether or not the introduction of these systems has altered accountability regimes within universities.Results from a high performing English university show that, in spite of a substantial increase in the measurement of performance in most areas, there seems to be a lack of action, especially regarding individual performance. In relation to the key actors in the governance of the university, it is clear that they are now held more accountable, especially in a managerial way, mainly resulting from pressures coming both from the state and the market, and their roles have changed.
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