Constructing Organizations: The Example of Public Sector Reform

Brunsson, Nils; Sahlin‐Andersson, Kerstin

doi:10.1177/0170840600214003

Cited by 616 publications

(287 citation statements)

References 19 publications

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“…Both national economies and universities themselves are increasingly ranked and assessed according to standardised global measures. Universities are increasingly constructed as organisations (rather than as merely institutions -what Ramirez [2006] called their 'rationalization' -see Brunsson & Sahlin-Andersson, 2000), internationally compared and ranked. As Meyer at al (2007) stress, the modern university in a globalised and rationalised world is a 'purposive actor':…”

Section: Knowledge Production In Central Europe and Economic Competitmentioning

confidence: 99%

Universities and Knowledge Production in Central Europe

Kwiek¹

2012

European Educational Research Journal

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The article discusses an East/West divide in Europe in university knowledge production. It argues that the communist and post-communist legacies in the four major Central European economies studied (Poland, Hungary, the Czech Republic and the Slovak Republic) matter substantially for educational and research systems. The differences in university knowledge production may be bigger than expected, and the role of historical legacies may be more long term than generally assumed in both social sciences and public policy studies on the region. The gradual convergence of both higher education and research systems in two parts of Europe cannot be taken for granted without thoughtful changes in both university funding (both modes and levels) and governance. The article discusses links between knowledge production, economic competitiveness and regulatory and other environments in which both universities and knowledge-intensive companies operate. The role of factors other than higher education and innovation systems is substantially more important for competitiveness and growth in Central Europe than in affluent Western economies. The international visibility of universities as knowledge production centres is low and the analysis of the geography of knowledge production at the level of regions may indicate that Central Europe is in danger of being effectively cut off from the emergent European Research Area.

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Section: Knowledge Production In Central Europe and Economic Competitmentioning

confidence: 99%

Universities and Knowledge Production in Central Europe

Kwiek¹

2012

European Educational Research Journal

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“…These criteria are: In an example derived from the literature regarding Dutch higher education, de Boer et al (2007), formulated a set of indicators taken from Brunsson and Sahlin-Andersson (2000), who propose a number of indicators for organizational transformation in Higher education. They consisted of 3 main concepts identity, hierarchy and rationality.…”

Section: The Concept Of Organizational Change In Educationmentioning

confidence: 99%

Effective Change in Educational Institutions

Theodotou

Papastathopoulos

Koutsouvelis

2016

Advances in Logistics, Operations, and Management Science

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“…These questions can be discussed from two main analytical views. On the one hand, universities can be perceived "as any kind of organisation", and on the other hand, universities can be considered as unique organisations with special challenges with regard to acting as a strategic actor (Brunsson & Sahlin-Andersson, 2000;Krücken & Meier, 2006).…”

Section: Strategic Change In Universitiesmentioning

confidence: 99%

The Strategically Manageable University: Perceptions of Strategic Choice and Strategic Change among Key Decision Makers

Frølich¹,

Stensaker²,

Scordato³

et al. 2014

HES

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One common way of conceptualising recent changes in university governance is by stating that the universities are being pushed towards a market-like setting where the uniqueness of each university's strategy and capacity for introducing organizational change is seen as necessary to improve the functioning of the university. We argue that the strategic functioning of the university is conditioned by the extent to which key decision makers, in the strategic decision-making process, share interpretations of the university's strategic advantages and hence have a coherent view of the strategic choices to be made. Our discussion is based on an analysis of a unique survey among principal decision makers at 26 universities in 8 countries in Europe.

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Constructing Organizations: The Example of Public Sector Reform

Cited by 616 publications

References 19 publications

Universities and Knowledge Production in Central Europe

Universities and Knowledge Production in Central Europe

Effective Change in Educational Institutions

The Strategically Manageable University: Perceptions of Strategic Choice and Strategic Change among Key Decision Makers

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