Organisational Identities, Boundaries, and Change Processes of Technical Universities

Abstract

Historically, polytechnic schools rose to prominence in many national settings during the second half of the nineteenth century (Fox and Guagnini 2004). Over time, new areas of technology have been developed and incorporated into their repertoire, and waves of academisation have swept over the former polytechnics, transforming some of them into technical universities (Christensen and Ernø-Kjølhede 2011). Their proud traditions and brands tend to prevail. Several technical universities are included among the most prestigious academic institutions of their nations and the training of engineers and engineering research still enjoy a high level of prestige and national priority, for example in the context of innovation and industrial policy (cf. Clark 1998). Many institutions that might be referred to as technical universities are also held in high regard by industry, and embraced as focal points for regional renewal and development (Lehmann and Menter 2016). Despite their often formidable success as higher education institutions (HEIs), higher education research has not concerned itself with the study of technically oriented universities as a (potential) organisational category. By no means do we argue that universities within this category of higher education institutions have been entirely absent in previous research. Technical universities feature in studies

Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

“…Before analysing the main features and instantiations of TUs in the history of engineering education, a conceptual clarification is needed to elucidate the legitimacy of discussing TUs as distinct higher education institutions. This can be traced to specific practices, routines, and rituals noted in history (Larsen et al, 2020), on similar grounds to how business and medicine are considered to distinguish themselves as specialized higher education institutions (Augier & March, 2011;Flexner, 2002). The article does not aim to provide a definite answer about the definition and demarcation criteria for a TU.…”