Creating a common grammar for European higher education governance

Magalhães, António M.; Veiga, Amélia; Ribeiro, Filipa M.; Sousa, Sofia; Santiago, Rui

doi:10.1007/s10734-012-9583-7

Cited by 37 publications

(26 citation statements)

References 19 publications

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“…Maassen (2002) also stresses that in countries like the USA, Canada, Australia, and the UK, the market-oriented model or "academic capitalism" is the dominant model. Magalhães et al (2013) analyze higher education governance as an aspect of national policy and as a contextual factor. They cite the effect of European Union policies on country-level policies and reforms in England, France, Germany, Italy, the Netherlands, Norway, Portugal, and Switzerland.…”

Section: Higher Education Governance and Corporate Governancementioning

confidence: 99%

Who controls the board in non-profit organizations? The case of private higher education institutions in Colombia

et al. 2017

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How should the governance system in a non-membership non-profit organization be designed? This organizational form has no shareholders; instead, donors provide funds. Thus, at the organizational level, the board of directors could have all the power. Under this legal form, who controls the board? If too powerful, boards could misuse resources or distract the organization from its foundational goals. We examine the case of private higher education institutions (HEIs) in Colombia and the balance of power in university governance systems which feature this organizational form. Most HEIs in our sample have a kind of assembly of representatives as the governance body with the highest authority and able to appoint and control the board. We specifically discuss the assemblies' reason for being, structure, and functions in private HEIs in Colombia. We analyze a total of 204 HEI governance structures and find governance arrangements with the characteristics of an assembly of representatives in 154 (75.9%). Our analysis highlights features in some of these governance bodies that could lead to overly powerful assemblies (e.g., founder donors with tenure for life). Clearly, a proper balance of power is required to avoid rent-seeking behaviors or the pursuit of harmful private non-monetary benefits from assembly members as well as boards.High Educ (2018) 75:909-924

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Section: Higher Education Governance and Corporate Governancementioning

confidence: 99%

Who controls the board in non-profit organizations? The case of private higher education institutions in Colombia

et al. 2017

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“…'Diversificação das fontes de financiamento' ou 'partilha de custos' são tendências globais observadas há várias décadas (cf. CABRITO, 2004) e veiculadas pela política da UE para o ensino superior (CERDEIRA, 2008;MAGALHÃES et al, 2013;KORYAKINA, 2013), mais abertamente no quadro da Agenda de Modernização das Universidades (cf. CE, 2006 13 ).…”

Section: O Processo De Bolonha a Agenda De Modernização Das Universiunclassified

Uma trajetória singular? Apontamentos sobre europeização, privatização e especificidades do ensino superior português

Antunes¹

2017

Reveduc

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ResumoNeste texto propõe-se um roteiro de discussão da trajetória recente do ensino superior (público) em Portugal destacando dinâmicas estruturantes, com base em estudos, dados e investigações empíricas disponíveis: da expansão à privatização exógena; da europeização impulsionada pelo Processo de Bolonha e pela Agenda de Modernização gerencialista às políticas de ajustamento estrutural impulsionadas pela UE; do défice prolongado de financiamento à diversificação das fontes e à privatização por dentro do setor público, atentando em certos aspetos do trabalho docente e da condição académica. Procura-se nesta sequência fundamentar uma leitura da singularidade polifacetada desta trajetória. Palavras-chave: Ensino superior português. Europeização. Privatização. Trabalho docente. AbstractThis paper proposes a script for discussing the recent trajectory of (public) higher education in Portugal highlighting structuring dynamics, based on studies, data and empirical research available: from expansion to exogenous privatization; from Europeanisation driven by the Bologna Process and the managerial Modernization Agenda to the structural adjustment policies promoted by the EU; from prolonged underfunding to the diversification of financing sources and the privatization within the public sector, with attention to certain aspects of teacher's work and academic condition. Based on this debate some arguments are advanced in order to support a perspective about the multifaceted singularity of this trajectory. Keywords: Portuguese higher education. Europeanisation. Privatization. Teacher's work.A adoção do sistema de graus e a consequente adequação dos currículos do ensino superior no âmbito do Processo de Bolonha completaram dez anos em Portugal 2 . Desde 2006, o ensino superior português passou por transformações importantes, algumas associadas ao Processo, outras referentes antes a dinâmicas e tendências supranacionais e nacionais distintas. De entre essas alterações salientar-se-ão: a procura social e a construção do sistema público; as vicissitudes do financiamento do

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“…Using Germany as an example, Dobbins et al (as cited in Nisar, 2015) pointed out that German universities have become more dependent upon the state due to financial needs in spite of their core value of Humboldt's principle of Lernfreiheit and Lehrfreiheit (freedom of teaching and learning). Citing a European Commission report from 2006, Magalhães et al (2013) described the European Commission stance on funding for higher education as that "universities should be funded more for what they do than for what they are, by focusing funding on relevant outputs rather than on inputs" (p. 107). According to the European Commission report, as Magalhães et al (2013) quoted, in Germany, France, the Netherlands, Portugal and the UK, the performance-based funding formula was perceived as "extremely important," and in the Netherlands and the UK, output-related criteria including degrees, credits, assessments, publications, and grants were also perceived as "extremely important."…”

Section: Resurgence Of Performance-based Fundingmentioning

confidence: 99%

“…Citing a European Commission report from 2006, Magalhães et al (2013) described the European Commission stance on funding for higher education as that "universities should be funded more for what they do than for what they are, by focusing funding on relevant outputs rather than on inputs" (p. 107). According to the European Commission report, as Magalhães et al (2013) quoted, in Germany, France, the Netherlands, Portugal and the UK, the performance-based funding formula was perceived as "extremely important," and in the Netherlands and the UK, output-related criteria including degrees, credits, assessments, publications, and grants were also perceived as "extremely important." Magalhães et al's (2013) study compared the perception of the university community in 1995 and in 2008, and found that a contract-based approach (agreement between the government and institution over the performance target) was becoming more popular.…”

Section: Resurgence Of Performance-based Fundingmentioning

confidence: 99%

“…According to the European Commission report, as Magalhães et al (2013) quoted, in Germany, France, the Netherlands, Portugal and the UK, the performance-based funding formula was perceived as "extremely important," and in the Netherlands and the UK, output-related criteria including degrees, credits, assessments, publications, and grants were also perceived as "extremely important." Magalhães et al's (2013) study compared the perception of the university community in 1995 and in 2008, and found that a contract-based approach (agreement between the government and institution over the performance target) was becoming more popular. According to Magalhães et al (2013), in Germany, the contract approach is perceived as "extremely important" and in France as "important."…”

Section: Resurgence Of Performance-based Fundingmentioning

confidence: 99%

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A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries

Zhang¹,

Kang²,

Barnes³

2016

Front Educ China

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Resource allocation and funding in higher education is crucial to the success of reform and transformation of our higher education system. With a view to identifying trends and best practices in the area, utilizing a method of systematic literature review, we have critically reviewed relevant theories and practices from developed counties that are covered in the scholarly literature published in English in the past 10 years. Our review has revealed: (1) Several universal trends have exerted a decisive impact on resource allocation in higher education, for example, funding reduction and tuition fee increases, performancebased funding, privatization, corporatization, and internationalization; (2) Several theories underpin key research in the area, for example, new institutional economics, resource dependence theory, and political economy; (3) Several controversial issues have made their way into public debate, for example, higher education as a public good or private good, academic capitalism, educational equity, and the role of econometrics.

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Creating a common grammar for European higher education governance

Cited by 37 publications

References 19 publications

Who controls the board in non-profit organizations? The case of private higher education institutions in Colombia

Who controls the board in non-profit organizations? The case of private higher education institutions in Colombia

Uma trajetória singular? Apontamentos sobre europeização, privatização e especificidades do ensino superior português

A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries

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