Abstract
The issue of the university’s models of governance is of cardinal importance and provokes great controversy. Academic literature has referred to different models or classifications of university governance. In the case of Morocco, a few articles address the issue of governance models in Moroccan universities. Here, we aimed to highlight the governance model currently adopted by Moroccan universities, adopting a descriptive and analytical approach, through the reading and analysis of the legislative texts and official reports that govern higher education in Morocco. We found that the governance of higher education evolved with Law 01.00 of the year 2000, from a model of governance controlled by the State to a model of governance supervised by the State. As a result, the autonomy of universities has been strengthened and stakeholder involvement has been broadened. It is a mixed model that brings together, with different degrees, characteristics of the “academic” model, the “political” model, the “bureaucratic” model, and the “stakeholder model” to some extent. However, given the multiple challenges and pressures faced by Moroccan universities such as employability and funding problems, we believe that they must change the paradigm to adopt a governance model that combines respect for academic values with the contribution to the socio-economic development of the nation, a more flexible model, more inclusive, more participatory and more entrepreneurial, which encourages self-employment, having a global vision and a regional vocation, oriented towards local development. This research is one of the first attempts at understanding the Moroccan university governance models. It enriches the theoretical literature on the crisis of Moroccan higher education, mainly the issue of governance models, and opens the way to new studies that aim to improve the governance and the quality of higher education.
Highlights
IntroductionChanges in the socioeconomic environment of the university are leading to a change in its mission and the need to change its governance model.Throughout history, three main types of universities have been characterized as follows: the first generation (or the medieval university), the second generation (or the Humboldtian university), and the third generation (or the so-called entrepreneurial university)
Changes in the socioeconomic environment of the university are leading to a change in its mission and the need to change its governance model.Throughout history, three main types of universities have been characterized as follows: the first generation, the second generation, and the third generation
Universities in the second model of governance are distinguished by Humboldtian traditions, which are distinguished by the unity between teaching and research and are strongly oriented by the work and standards of the university community
Summary
Changes in the socioeconomic environment of the university are leading to a change in its mission and the need to change its governance model.Throughout history, three main types of universities have been characterized as follows: the first generation (or the medieval university), the second generation (or the Humboldtian university), and the third generation (or the so-called entrepreneurial university). Modes of governance are formed based on the interaction of three major forces: the State, the faculty, and the market. In European countries, the study of university governance has been conducted based on three main visions or paradigms: the model of the Napoleonic tradition, strongly guided by state action; the Humboldtian model, influenced by academic professionals; and the Anglo-Saxon model, strongly guided by the logic of a competitive market. Universities in the second model of governance are distinguished by Humboldtian traditions, which are distinguished by the unity between teaching and research and are strongly oriented by the work and standards of the university community. In the market-oriented model, the university government acquires an executive and administrative role, and the state retains a role as the driving force of the environment. University leaders often have strong management and organizational skills and strong internal leadership
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