New Public Management in Higher Education

Broucker, Bruno; Wit, Kurt De

doi:10.1007/978-1-137-45617-5_4

Cited by 80 publications

(45 citation statements)

References 35 publications

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“…In Europe, the Bologna process, as well as other concurrent developments, has hastened the introduction and elaboration of institutionalized quality assurance (QA) and quality management (QM) mechanisms. 1 Most importantly, under the new public management paradigm, (standardized) comparison of educational outcomes, rankings, and a higher degree of university autonomy and accountability have become an integral part of university managers' day-to-day work (Broucker and de Witt 2015;van Vught and de Boer 2015).…”

Section: Introductionmentioning

confidence: 99%

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Seyfried

Pohlenz

2018

European Journal of Higher Education

125

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The present article offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions. We collected survey data from German higher education institutions to analyse the degree to which quality managers perceive their approaches to quality assurance as effective. Based on this data, we develop an ordinary least squares regression model which explains perceived effectiveness through structural variables and certain quality assurance-related activities of quality managers. The results show that support by higher education institutions' higher management and cooperation with other education institutions are relevant preconditions for larger perceived degrees of quality assurance effectiveness. Moreover, quality managers' role as promoters of quality assurance exhibits significant correlations with perceived effectiveness. In contrast, sanctions and the perception of quality assurance as another administrative burden reveal negative correlations.

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Section: Introductionmentioning

confidence: 99%

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Seyfried

Pohlenz

2018

European Journal of Higher Education

125

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“…Though few might argue with reform emphases of efficiency, effectiveness and performance, how these outcomes are prioritised and best achieved is contested (Broucker and De Wit, 2015). Even if we see merit in Narey's conclusions regarding qualifying education, in a profession committed to strengths-based, joined-up and participatory practice, it is difficult to see merit in his method.…”

Section: Locating Social Work Educationmentioning

confidence: 99%

“…Despite differences in approach and emphasis, across western jurisdictions, social work education is again under scrutiny with debate fuelled by common anxieties and stimuli. These include new economies of welfare, changing social demographics, increases in service demand, political anxieties around risk, related anxieties around newly qualified workers' 'readiness to practice', the rise of centralised regulation and control, and a seeming unerring faith in the relationship between reform and improvement (Broucker and De Wit, 2015). As Cannan (1994: 5) observes, that education systems should become a particular target in seasons of politically driven reform should not surprise: 'for it is seen both as the site of 'old' attitudes and as the locus for the inculcation of the new'.…”

Section: Introductionmentioning

confidence: 99%

“…As associated pressures play out within higher education, in the form of new public management and sustained economic uncertainty (Broucker and De Wit, 2015), this politicalprofessional interplay makes for a particularly challenging change environment. As can be seen from recent social work education reforms in England -specifically the rise of fast-track, specialist and work-based learning models, in such circumstances it is tempting for both 'sides' of the professional learning community to retreat into our respective silos, now in the name of efficiencies (see MacAlister, 2016), and/or to place our faith in 'new and improved' models of learning that promise to yield a bigger, better or less troublesome return.…”

Section: Introductionmentioning

confidence: 99%

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Becoming a Social Worker: Realising a Shared Approach to Professional Learning?

McCulloch

Taylor

2018

The British Journal of Social Work

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Social work education has again been subject to scrutiny and review across the UK. Different countries have set about this task in different ways. In England we can observe a top-down process driven by government; in Scotland the approach has evolved more collaboratively. This paper discusses the recent Review of Social Work Education in Scotland within the broader pressures and opportunities of public service reform. At the heart of the Review findings is a simple but timely conclusion: we need to realise a shared approach to professional learning, across the social work career path. This means moving beyond recent preoccupations with social work education, and polarising approaches to reform, towards a genuinely co-owned approach in which professional learning is a shared responsibility and a central feature of what it is to be a social work professional. In closing, the paper considers how we might realise a shared approach to professional learning in Scotland and beyond.

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“…Some might argue that the above dualities reflect the deprofessionalisation of social work discussed by Dominelli (1996) and others, or the techno-rational lean of new public management reform and governance (Broucker and De Wit, 2015), or the failure of education providers to keep pace with public sector and professional shifts. But might it also reflect a failure within the profession to articulate and embody a shared learning identity, philosophy and practice that has purchase across learning and practice sites, and indeed amongst social workers themselves?…”

Section: Social Work Education Todaymentioning

confidence: 99%

Education for the Crossroads? A Short History of Social Work Education in Scotland

McCulloch¹

2018

Practice

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This paper provides a short history of social work education in Scotland. Its aim is to understand the patterns of the present through the lens of the past. A key argument is that social work education and practice exists persistently in the crossroads, that is, in the spaces between competing and often conflicting perspectives regarding that 'what', 'why', 'how' and 'who' of social work and social change. At the same time, there is a dearth of robust theory and research underpinning social work education and practice, leaving the profession vulnerable in periods of rapid social and political change. Attention is given to the implications of these constants for education and practice, and to how we might address these going forward. The paper concludes that if we wish to realise the potential of social work education, learning and practice, we need to more collectively address long-neglected questions of learning identity, learning philosophy and learning practice.

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New Public Management in Higher Education

Cited by 80 publications

References 35 publications

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness

Becoming a Social Worker: Realising a Shared Approach to Professional Learning?

Education for the Crossroads? A Short History of Social Work Education in Scotland

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