Abstract
Abstract The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.
Highlights
According to Neave, contemporary higher education (HE) is facing an age-old dilemma like the legendary Whitechapel tailor: “Can one have both quality and width and more especially so when more customers want traditional quality and excellence but are no longer prepared to pay the previously going rate?” (Neave, 1994, p. 115)
The purpose of this study is to explore the way higher education institutions adapt to environmental pressures
Only two institutions were selected for a detailed case study, the authors believe that the observations are relevant and correct
Summary
According to Neave, contemporary higher education (HE) is facing an age-old dilemma like the legendary Whitechapel tailor: “Can one have both quality and width and more especially so when more customers want traditional quality and excellence but are no longer prepared to pay the previously going rate?” (Neave, 1994, p. 115). Our contribution is focused on study success and/or dropout rates and related policies The relevance of this topic in the European context is stressed by the increasing attention paid to it by the European Commission (EC, 2003a; EC, 2003b; EC, 2005). High dropout and graduate unemployment rates, high failure, excessive duration of studies and low attainment levels are perceived as expenditure inefficiencies. For this reason, the Directorate General of Education and Culture (DG EAC) of the European Commission awarded a research assignment on dropout and completion in higher education (HEDOCE) to a consortium led by the Center for Higher Education Policy Studies (CHEPS) at the University of Twente, the Netherlands, in 20143 to conduct a comparative overview of the main policies and measures in 36 countries, including eight indepth case studies
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