Many higher education system reforms in the past decades have been built on the paradigm of New Public Management. However, these reforms have not allowed HE to fully take its value for society into account. In recent years a growing call can be heard to orient the HE sector towards more collaboration, a focus on a larger set of socio-economic objectives instead of on performance alone, less pressure, more trust and legitimacy.. In this article it is stated that New Public Management has not sufficiently enabled the creation of public value by the HE sector. This article provides (1) insight into the flaws of NPM, (2) an understanding of public value for higher education, and (3) a new model to study higher education reforms built on the concept of public value.

The passage from secondary school to university puts students in an environment with different expectations. Not only the expectations towards learning might change, but also towards ICT competences and computer use. The purpose of this article is to find out whether freshmen, after six months at the university, changed their self-perception of ICT competences and computer use in comparison with their behaviour at secondary school, and what factors can explain the self-perception of ICT competences and computer use in secondary school, in the university and their possible change. Based on a panel research among 714 freshmen of a large university, this article answers the following questions: 1) What is the self-perception of ICT competences among freshmen and is there a change in this self-perception six months after entering the university? 2) How often and for what purpose do freshmen use a computer and is there a change in the frequency of the use of a computer? 3) What factors might influence this attitude, behaviour, and possible change? In function of the basic components of Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis & Davis, 2003) hypotheses were developed and tested to answer these questions. Students

After a short presentation of JV's background, the interview starts] JV: …. I am studying symbolic interactionism and for that reason, I started to make contact with the third generation of people trained at Chicago, and some of the fourth generation in Berkeley.But your situation is a little bit difficult for me. I thought that it was important for me to visit you. Because you see in a lot of books, an indication -Let's put it this way: they mention you as a symbolic interactionist. But for me the problem is, do you see yourself as a symbolic interactionist? EG: Well, if I said I didn't it would depend on your understanding of my feeling about the label. If people insist on using the label like that. I guess I'm as much what you call a symbolic interactionist as anyone else. But I'm also a structural functionalist in the traditional sense, so if I can't answer that question it's because I don't believe the label really covers anything. I don't know what your feelings are on this, but mine have been, coming from Chicago, that there was the tradition of George Herbert Mead to provide the social psychological underpinnings or background for any study. From there one could go in all kinds of directions one of which is the one [Everett] Hughes developed: a sort of occupational sociology and basically urban ethnography. And what I did up to a few years ago before I got somewhat more interested in sociolinguistics was a version of urban ethnography with Meadian social psychology. But that Meadian social psychology with a social psychological underpinning for a large amount of the work in American sociology and 1 Special thanks are due lo Professor Gillian Sankoff, University of Pennsylvania, for her permission to publish this interview as literary executor of Erving Goffman's estate. Professor Sankoff also gave generously of her i.ime to review both the initial and edited versions of the transcript, making a number of helpful suggestions on matters of sense and style.

(2014) "ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students", Education and Information Technologies. 33 pp.

In this article, school self-evaluation as a driving force of organizational learning is scrutinized. The self-evaluation process of three Flemish secondary schools is analysed. The results of intensive case studies are compared with the schools' interpretation of a self-evaluation tool about their organizational learning culture. The study indicates that schools have difficulty in translating the data of a self-evaluation process into adequate recommendations. School administrators have a reflex of mediating organizational problems with more of the same. A longitudinal analysis of the schools' actions based on the self-evaluation process indicates that 12 months after the self-evaluation the schools were unable to realize fundamental changes.