Marketization in Higher Education Policy: An Analysis of Higher Education Funding Policy Reforms in Western Europe between 1980 and 2000

Can a Knowledge Sanctuary also be an Economic Engine? The Marketization of Higher Education as Institutional Boundary Work

“…Higher education continued to expand across much of Western Europe in the 1980s (Dolenec 2006). In Sweden, Norway, and the Netherlands, this growth was well funded by the state, while in the United Kingdom and Germany, state support for education dropped dramatically.…”

“…The dual support system for universities in the United Kingdom allocates funding through competitive research grants and relative performance on the Research Assessment Exercise (replaced in 2010 by the Research Excellence Framework) that evaluates the activity of researchers in their respective schools (Shore 2008;Shore and Wright 2000). Sweden and Norway have been reluctant to charge tuition fees and Ireland abolished theirs in 1996, but Germany introduced them in 2005 and France dictates ''enrollment fees'' that are very similar (Dolenec 2006).…”

“…It is necessarily limited to the history, practices, and organizational models ascendant in the United States and Europe. The indicators of marketization are less elaborated in Europe than in the United States, due to the smaller size of the private university system and the state-centeredness of many European social institutions, which has generally led to a more gradual move towards marketization (Dolenec 2006;Locke 2010). That said, many European research universities exhibit a more developed growth of accountability measures aimed at monitoring research productivity and other higher education ''outcomes'' (Shore 2011).…”

Efikasnost nasuprot dostupnosti? O povezanosti troškova i ishoda studiranja u Hrvatskoj

“…temeljem uvida u kretanje visokog obrazovanja kroz drugu polovicu dvadesetog stoljeća nalaze kako raširenije privatno fi nanciranje visokog obrazovanja u pravilu izravno povećava socijalne nejednakosti u pristupu, ali taj je efekt anuliran time što ujedno i značajno povećava stopu participacije čime neizravno smanjuje nejednakosti u pristupu visokom obrazovanju. Besplatno obrazovanje za sve, kao odlika europskih socijalnih država u poslijeratnim desetljećima, nije doprinijelo smanjenju razlika između različitih socijalnih kategorija (Dolenec, 2006.). Ipak, ni posljednjih godina izraženo povećanje privatnih izvora fi nanciranja u Europi nije doprinijelo povećanju jednakosti u dostupnosti visokoobrazovnih usluga za studente različitog socio-ekonomskog zaleđa, prvenstveno mjerenog dohotkom i obrazovnim statusom roditelja (Mora i sur., 2007.…”

“…Za Hrvatsku, parcijalne ali konzistentne, uvide na temu povezanosti socio-ekonomskog statusa roditelja i uspjeha u obrazovanju daje više autora (za studente prve godine Sveučilišta u Splitu Mihaljević Kosor, 2009.; usporedbom strukture obrazovanja roditelja studenata s generacijskim popisnim podacima Puzić, Doolan i Dolenec, 2006. ; za osječke studente Pavić i Vukelić, 2009.; za socijalno zaleđe studenata između 1939. i 1963.…”