Higher Education Governance Research Articles

The Role of Students in the Governance of Public Higher Education: a Case Study of Malta

Abstract Objective: The aim of this paper is to analyse the extent of student involvement in higher education governance by considering Malta as a case study. When analysing participation within institutions, two main players are involved: students and staff. Methodology: The author uses a hybrid of methodological tools to analyse the subject matter. A review of the existing literature is compounded with document analysis and the collection of unpublished institutional data. Findings: Student participation in the governance of higher education institutions (HEIs) is becoming a pressing reality. Students, who are the institutional clients, are a crucial key player in the manner in which HEIs are governed and managed. Therefore, HEIs have an interest in ensuring effective student participation. Various mechanisms are available and student participation is not always at an optimum level. Value Added: This paper analyse in detail two main mechanisms of student participation: elections and academic feedback. A qualitative analysis is provided in order to measure the extent of participation. Elections are an important tool to elect student representatives while study-unit and course feedback provide valuable information to improve teaching and learning. Recommendations: Further research is required in order to determine the quality of student participation in academic boards and committees. Therefore, the quantitative analysis is to be embraced with qualitative data. Furthermore, HEIs are to study ways in which they can create more participatory tools within their complex governing arrangements. The issue of involving more established student societies, which are not intrinsically part of the governing structures, is also essential.

How Does Variation in the State’s Choice Over Higher Education Governance Affect University Restructuring? A Time-Series-Cross-Sectional Analysis

This study examined the effects of governance in higher education on the changing structures of universities, focusing on three major aspects: the marketization of higher education, new circuits of academic capitalist knowledge, and the quality of higher education. To do so, the study employed time-series-cross-sectional (TSCS) data analysis with random effects models. The primary focus was to conduct empirical research utilizing comparative indicators and analytical tools for cross-national analysis, and to complement existing qualitative studies on the changing nature of universities. The results suggest the following: First, reductions in public subsidies for higher education may encourage higher education institutions to enter into market activities. Second, the results provide evidence that new circuits of knowledge, namely, academic capitalist knowledge regimes, are more highly associated with market activities such as university–industry collaboration and R&D performance compared to public good knowledge regime. Third, the results suggest that quality of higher education institutions is positively correlated with both public subsidies in higher education and university-industry collaboration.

State Higher Education Governing Agencies and the Knowledge Brokering Process: Investigating Their Role as Multi-facing Organizations in the United States

State higher education governing agencies in the United States are uniquely positioned between the state government and public postsecondary sector. However, few studies have considered how this organizational characteristic influences these agencies’ role in the policy process. The current study seeks to contribute to this gap in the literature by investigating the use of information in the policy process and the potential role of statewide agencies as knowledge brokers. Through an examination of the state higher education governing agencies in Georgia, Tennessee, and Texas, findings highlight the influence of these organizations’ multi-facing position on the supply and demand of information regarding statewide college completion-related policies. Grounded by principal–agent theory, this analysis also contributes an emergent conceptual framework of the information flow process around state-level higher education policymaking in the United States.

Change in Organizational Role Stress is Panacea of HRM Practices: A Comparative Study of Higher Education Institutions

The present study conducted on faculty members of self-financing higher education institutions and government managed higher education institutions. It was aimed to ascertain the levels of organizational role stress and HRM practices, determine the relationships between role stress and HRM practices. Further it aimed at to compare the perception of self-financing institution and government higher education institutions employees on organizational role stress and HRM practices. Sample of present research based on convenient random sampling technique adopted to select 229 respondents from different self-financing institutions and government higher education institutions. Organizational role stress scale and HRM practices scales used to collect the data. The data analyzed by means of descriptive statistics and t- test to compare the groups. The results revealed that role overload appeared the most dominant stressor followed by role ambiguity, role erosion and inter role distance among faculties of self-financing institutions whereas inter role distance and role isolation emerged as the dominant stressors for faculties of government higher education institutions. The faculties of self-financing institutions are reasonably satisfied with team work and performance appraisal systems of HRM practices whereas faculties of government higher education institutions are more satisfied with compensation and participation in decision making dimensions of HRM practices. The results revealed inverse relationships between organizational role stress and HRM practices in all types of institutions. Further results observed that two groups of faculties differed significantly on role stagnation, role erosion, role overload, self-role distance, role ambiguity and resource inadequacy. On the other hand two groups differ significantly on all dimensions of HRM practices. Further results discussed in detail with suitable example.

Faculty participation in University Governance in Vietnam

In Vietnam, in the process of transition to a market economy, Shared Governance has become a governance trend in public universities and private universities whereby state political governance is focused on state management agencies and state administrative agencies, schools are autonomously applying Shared Governance with the participation of parties including scientists, lecturers, students, individuals and groups inside and outside school. The article uses survey data from the topic of Hanoi National University: "Annual Education Report 2018: University Administration in Vietnam in transition process" (National University topic, code No. QG.18.27), by the group author of this article, aims to clarify faculty participation of school groups in managing human resources, academia and finance.
 Keywords
 University Governance; Shared Governance; Faculty participation
 References
 [1] W.O. Brown Jr, Faculty participation in university governance and the effects on university performance, Journal of Economic Behavior and Organization. 44(2) (2001) 129-143[2] W.A. Jones, Faculty involvement in institutional governance: A literature review, Journal of the Professoriate. 6(1) (2011) 118-135.[3] Association of Governing Boards of Universities and Colleges, Shared governanc: Changing with times, AGB’s White Paper March 2017.[4] Eurydice, Higher education governance in Europe. Policies, structures, funding and academic staff. Brussels: Eurydice, European Commission, Education and Culture DG, 2008.[5] J.A. Banks, An introduction to multicultural education, 2008.[6] S.R. Arnstein, A ladder of citizen participation, Journal of the American Institute of planners. 35(4) (1969) 216-224.

Higher Education Governance and the Attainment Agenda: Arrangements With Benefits for Community Colleges?

Objective: This study of higher education governance had three questions: (a) How does higher education attainment policy vary in type, quantity, and focus across state governance arrangements? (b)...

Policy experimentation and power negotiation in China’s higher education reforms

China has adopted policy experimentation (PE) as a means of introducing and testing innovative policy options for reforms in higher education (HE). This paper explores how PE plays out in the HE sector, involving state actors and university actors in a dynamic interactive process and bringing about institutional changes. This paper proposes a theoretical categorisation to understand four types of PE that occurred in China’s HE reforms, i.e. directive, authorised, exploratory and retrospectively authorised experiments. It discusses an empirically informed case study to illustrate the experiment process characterised by central-local interaction and intentionally ambiguous boundaries. The PE approach enables state-university interactions and power negotiations that create and maintain strategy space for consensus-building. The state, however, retains ultimate authority for legitimatising, selecting and expanding policy experiments. It is best understood as ‘elite-enabled experimentation within existing political hierarchies’. This study provides a distinctive perspective for understanding and explaining the power dynamics embedded in China’s HE reform process and more broadly the evolution of higher education governance.

Is State Control in Higher Education Governance Always Bad?: New Public Management and the History of Indonesian Higher Education Reform Policy

This article examines the oxymoronic issues regarding the role of the state in higher education under the implementation of New Public Management (NPM) advocated by neoliberal ideology. According to its proponents, NPM can increase success and productivity and, thus, foster more democratic governance. In this NPM‐driven web of relationships, the central issue always lies in whether the state should play minimal or maximal roles via a set of performative measurements. This article analyzes this interaction and relationship between the state and higher education, taking Indonesia as an object of analysis. It seeks to contribute to a better understanding of the theory and practice of public administration and public policy on education, particularly regarding the role of state in a particular context, like that of Indonesia, in which NPM and the neoliberal agenda are taking root.

ANALISIS TINGKAT KESIAPAN PENGAMANAN SISTEM INFORMASI

The University has a number of data relating to Academic and Higher Education Governance. The large amount of data that requires security, especially in terms of readiness to secure information systems. Maintaining information system security in the university environment aims to maintain confidentiality, fulfill the availability of the system for those who have authority for those who use it and the integrity of the system. The University of National Development "Veteran" Jakarta has work units such as the Faculty, UPT and Bureau where each has the task and function to manage data. The problem is the need to measure the level of information system security to see the maturity of an information system at UPN Veteran Jakarta. OUR Index stands for Information Security Index which is used as a tool to analyze and measure and evaluate the maturity level of information security with the application of SNI ISO / IEC 27001: 2009 standards that can be applied within government agencies. As for the KAMi index version used, namely version 3.1. The method used to solve the problems in OUR index is through six stages, namely the first stage of electronic systems, both information security governance, third information security risk management, the four information security management frameworks, the five asset information management and the six information security technologies. The results obtained after taking measurements using the US Index need improvement in system security in managing information security risks and governance.

How far has the state \u2018stepped back\u2019: an exploratory study of the changing governance of higher education in China (1978\u20132018)

Due to the politicisation of universities-within-the-state, the state’s governance of higher education in China differentiates itself from other countries. This study examines how the Chinese central government adjusts its governance over universities between 1978 and 2018. Based on an extensive analysis of policy documents and scholarly research, this study proposes an analytic framework, comprising the state’s governance logics, governance instruments, and institutional demonstrations. The three strategically selected governance instruments, i.e. laws, policies, and finance, are demonstrated through various aspects integral to China’s higher education—the dual-goverance structure, appointment of the principal leadership, access to higher education, university and discipline structures, curriculum and ideology, funding and grants, and tuition fees. Based on an in-depth investigation, the study argues that the underlying governance logics of the state are moving from direct controls to indirect supervision; however, despite the increasing university autonomy and academic freedom in some areas, the state has never abdicated the essential power and authority over higher education institutions. This paper contributes to the theoretical and practical understanding of China’s governance of higher education in recent decades.

Governance of Higher Education in the Arab World and the Case of Tunisia

Public universities in the Arab world have suffered from what might be called a political model of governance. This model involves the subordination of universities to political influence, from top to bottom as well as horizontally. It leads to the closing of minds, the undermining of knowledge production, and limiting the ability of universities to bring about social change. The exception to this dominant model in the Arab world is Tunisia, which, not coincidentally, has also been the only exception to the failure of the “Arab Spring,” continuing on the path of democracy and progressive reform despite some setbacks.

Enterprise Architecture Planning Sistem Informasi Akademik Dengan TOGAF ADM

The role of information technology greatly influences the improvement of a higher education governance, so that universities today should have models and standards that can be implemented as a reference in enhancing harmony between business strategies and information technology. Enterprise Architecture planning (EAP) is one of the methodologies that can be applied in planning information architecture, the stages in EAP consist of data architecture, application architecture, technology architecture and how the design that has been made can be implemented to support business activities, to achieve the organization's mission.

IMPLEMENTASI MANAJEMEN PERGRURUAN TINGGI (STUDI KASUS PADA PTKIS KOPERTAIS WILAYAH VII SUMATERA SELATAN)

This research was motivated by the facts and phenomena in the development of government policies on higher education governance that were getting tighter, hence “Perguruan Tinggi Keagamaan Islam Swata (PTKIS) requires more intensive administrative and academic coaching, in order to require standard of higher education. The aim of this study was to analyze the problems of private Islamic higher education institutions in Region VII Kopertais in increasing SNP in South Sumatra and how the management of the development of private Islamic higher education in Kopertais VII in increasing SNP in South Sumatra. The researchers used qualitative with the type of descriptive analysis research.Tthe data sources in this study were the Head of the Kopertis II Sumbagsel, Islamic Religious College Leaders, lecturers and employees under the Kopertis II Sumbasel. The research approach uses a Sociological and Phenomenological approach. The results show that PTKIS has tried to carry out a phase of awareness building, physical facilities, academic development, and taking measurements and awards.

Scandinavian Higher Education Governance—Pursuing Similar Goals Through Different Organizational Arrangements

The differences and similarities among the three Scandinavian countries, Denmark, Norway, and Sweden have been discussed by social scientists on several occasions. Focusing on higher education (HE) governance systems, this paper raises three questions. (1) What are the differences and similarities among the three countries? (2) How can the similarities and differences be explained? (3) Are the similarities strong enough to justify the common label of a Scandinavian model of HE governance? The three HE governance systems are briefly described and compared. They are then analyzed as, respectively, outcomes of partisan politics or politico‐administrative regimes. The paper argues that similarities such as publicness, massive investments, and emphasis on access are best explained in terms of partisan politics, while the variation in governance arrangements can best be explained by path dependencies following choices made at critical junctures within similar politico‐administrative regimes.

Policies for Higher Education Development in the People’s Republic of China

This research reviews the higher education legal system of China, including laws and bylaw documents promulgated since 1978 as the Chinese government decided on opening up to the outside world. The development of China’s higher education system and significant policies on universities’ governance since the 1980s are discussed. At the system level, this research reviews policies on the development of China’s public and non-government higher education institutions. At the institutional level, this article reviews policies on China’s university autonomy in the context of the essential components of the Soviet model being undamaged and Chinese unique characteristics have been supplemented to China’s higher education institutions. This article concludes that higher education governance in China has been reformed, and the state supervising model has been adopted.

Governance in Higher Education

Governance in Higher Education

Higher Education Governance and Reforms in Indonesia: Are the Matrices of Autonomy Appropriate?

This paper describes the current state of governance and reforms of Indonesia’s higher education system. It seeks to identify the impact of and the constraints on the national higher education reform agenda with respect to institutional autonomy for public universities. Under the prevailing government regulations, 11 public universities have been converted to autonomous institutions and given financial and organizational autonomy. Financial autonomy means a change of the public funding mechanism from line-item budgeting to lump-sum funding, thereby accentuating the importance of outputs and performance, competition and market orientation. In response, the need for a spirit of innovation to increase research outputs and to achieve internationalization has become an important driver for universities. Managerial autonomy entails a loosening of state control in internal university governance. In autonomous universities, the Board of Trustees now holds most authority, representing a range of stakeholders, including the Government which appoints 35% of the members.

Introduction to Max Sheller's philosophy of education: reformed governance of higher education as a source of sustainable development of civil society

Max Sheler published his work "University and Public's University" in 1921 in Germany during the period of the history when this state was in a state of social crisis. Having suffered a deep defeat in World War I, Germany gained serious economic, financial and domestic political problems. But the main problem for the then Germany was the crisis of social morality of the German people which had lost the traditional factors of their social integration and solidarity. Max Scheler postulated reformed higher education, that would be able to have positive influence upon the German society, primarily because of its educational influence on representatives of working youth, as a cultural alternative to those fallen factors. According to Max Scheler the reforming of higher education, as constructing a "public's university", had to be carried out primarily through the renewal of the leadership of educational institutions and through the involvement of new young teachers into the educational process whose main work was upbringing of students through the provision of appropriate knowledge. This knowledge must consist in such a way to combine humanitarian and professional disciplines, which will result in the formation of a young worker as an active participant of the development of the post-war German society as democratic one and it will make impossible for any ideology to influence its conscious life. Max Scheler called the personal spirit of a man to be the internal factor that determines his or her pedagogical and educational activities. Those educators who understand the presence of a personal spirit in them will carry out their pedagogical activities, focusing on the idea of spiritual national unity. The result of such pedagogical activities will be the constant constructing of the civil society by a new personality, who was brought up within out-ideological education.

Quality assurance and the battle for legitimacy – discourses, disputes and dependencies

Purpose The purpose of this paper is to address how issues of legitimacy are influencing the functioning and shaping of the field. The paper identifies key global agendas currently linked to the role of QA in the governance of higher education, the dependencies among key actors within the field and the possible directions of QA in the years to come. Design/methodology/approach The paper is based on existing studies on external quality assurance (EQA) and provides a meta-reflection on current trends and dynamics within the field. Findings The paper argues that the field of EQA is facing a rather turbulent future, both due to increasing competition from other actors that also claim ownership to issues related to quality, and from national authorities which are looking for ways to increase the efficiency and the effectiveness of how the higher education sector is governed. Research limitations/implications Studies on EQA need to be strongly linked to studies of governance in higher education as such a link will broaden the understanding of how the field of quality assurance is developing. Practical implications The paper provides some hints as to how agencies may position themselves in a more insecure future. Originality/value An original contribution is made by linking theories of how legitimacy is developed and shaped to the field of quality assurance.

A Hand Up for the Black Community: HBCUs and the Work College Model

This article explores the Work College model and its relevance to Historically Black Colleges and Universities (HBCUs). The work includes a history of HBCUs and their efforts to remain viable, and a history of the Work College model and its federal requirements. This work concludes with an appeal for HBCUs to consider departing from the traditional methods of higher education governance to embrace the Work College system.