Institutional isomorphism, entrepreneurship and effectiveness: the adoption and implementation of quality management in teaching and learning in Germany

Abstract

This paper presents empirical evidence on the adoption, implementation and the perceived effectiveness of quality management in teaching and learning in German higher education institutions. Theoretically, the article combines two new institutionalist approaches: institutional isomorphism and institutional entrepreneurship. Empirically, the study refers to qualitative interview data and quantitative survey data. The analysis reveals that isomorphism is a leading driver behind the adoption of quality management in German higher education institutions, whereas institutional entrepreneurship plays an important role in quality management implementation. While isomorphism can be regarded as a conclusive reason behind the absence of a perception of quality management's effectiveness, institutional entrepreneurship may function as a corrective towards the overall negative impact of isomorphic conformity by institutionalizing quality management in a sustainable manner.

Institutionalization in service providing companies: analysis in recruitment and selection consultancies (R&S)

“…Similarly, the findings identified in the researched consultancies corroborate the studies of Rees and Smith (2017) and Seyfried, Ansmann, and Pohlenz (2019) highlighting that the environmental pressures received by organizations stem from institutional mechanisms called coercive, mimetic, and normative isomorphisms, which act to make organizations more homogeneous in structural and procedural terms.…”

The seven deadly sins of quality management: trade-offs and implications for further research

“…The survey addressed the central quality management in German higher education institutions and included individuals responsible for quality management at central level. The above-mentioned research project covered topics such as the perceived effectiveness of quality management as well as scepticism and resistance in respect of it (Seyfried & Pohlenz, 2018;Reith & Seyfried, 2019;Seyfried, 2019;Seyfried et al, 2019).…”

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“…Additionally, the World Bank provides project support for the higher education institutions in matters such as enrolment into higher education, improvement of teaching and research activities and of the quality of education (Cai, 2010). Another example that may be indicated for the coercive pressures of the international organizations is the Bologna Process (Seyfried, Ansmann, & Pohlenz, 2019).…”