Institutional Innovation in Central Europe

Darvas, Peter

doi:10.6017/ihe.1995.2.6179

Cited by 4 publications

(2 citation statements)

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“…However, it is possible that many of the new universities have not been established as a response to educational needs but reflect miscalculations of foreign donors or irresponsible behaviour of emerging local academic capitalists. Darvas (1997) admits that the availability of donor funding can encourage universities to initiate programmes which are inconsistent with the institution's academic goals. According to an earlier Council of Europe report the emergence of new institutions is a lateral consequence of the attainment of other goals -pursuing individual interests or implementing hardly related higher education state policies (CoE, 1994c).…”

Section: Market Of Reformsmentioning

confidence: 97%

Market as metaphor in central and East European higher education

Tomusk¹

1998

International Studies in Sociology of Education

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Markets constitute the very centre of the post-communist reforms in the countries of Central and East Europe and the former Soviet Union. The two alternative approaches available for framing the market reform conceptually are, however, both inadequate. Those in favour of revolutionary theories fail to see the strong inertia of the academe and its desire for stability. Proponents of evolutionary theories of market reforms do not recognise qualitatively new relationships in many areas. Those eager to demonstrate the success of the market reforms as well as those presenting the success of the centralised higher education in a number of areas fail to realise the lack of legal framework for market reforms and missing political decisions on which the reforms could be based on. This article discusses the role of labour markets, markets of degrees and qualifications as well as the market of educational services as related to higher education reforms. It is proposed that downsizing the State has shifted many of its previous functions to random, often external agents. This creates a meta-level market -the market of market reforms in higher education. Through this quasi market formerly unified higher education systems and even institutions are broken into segments often ignoring each other's existence and seeking individual short term goals. As a result markets' pressure on higher education has taken extremely aggressive forms limiting access to quality higher education while the systemwide enrolment is rapidly growing through the activities of new low calibre universities and diploma mills.

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Section: Market Of Reformsmentioning

confidence: 97%

Market as metaphor in central and East European higher education

Tomusk¹

1998

International Studies in Sociology of Education

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“…For example, Darvas (1997) writes: Through the uncertainties and rapid changes which have characterised the post-1990 transition period in Central Europe, two major trends are discernible in higher education reform. It has happened quite often over the last decade that people gather together, look at something totally irrelevant and tell each other encouraging stories about the future.…”

Section: Introductionmentioning

confidence: 99%

Enlightenment and minority cultures: Central and East European higher education reform ten years later

Tomusk

2001

Higher Education Policy

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The article discusses general trends of the higher education reform in the Central and East Europe and the countries of the former Soviet Union over the last decade. Author notices that re ections on the reforms have not reached deeper levels than ÿrst diagnostic articles of the early 1990s have. It is explained as a result of the literal lack of the reforms as planned and purposeful changes. While many agencies are interested in continuation of the reform discourse, the actual activities are not coordinated. Discussing the issues of changing relationships between higher education and the State, ÿnancing, sta ng, quality assurance, content of studies and institutional mission, author ÿnds similarities between current political statements and those made earlier this century under di erent circumstances. Author concludes that the gap between the o cial reform discourse and realities of higher education threaten the very existence of public higher education in the region.

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Exploring the Limits of Entrepreneurial Response

Tomusk¹

2004

The Open World and Closed Societies

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Institutional Innovation in Central Europe

Cited by 4 publications

References 0 publications

Market as metaphor in central and East European higher education

Market as metaphor in central and East European higher education

Enlightenment and minority cultures: Central and East European higher education reform ten years later

Exploring the Limits of Entrepreneurial Response

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