Higher Education Governance Research Articles

What’s under attack: Activism and institutional conflict within US higher education

Within the United States, the targeted efforts against Critical Race Theory, political machinations against higher education governance, and the use of surveillance on liberatory protests, reveals a complicated nexus regarding educational activism and institutional navigation. Through the Actors, Contexts, Tactics, and Strategies (A.C.T.S.) Framework, we offer an expansive understanding of the who, what, how, when, and where of activism. By applying this framework to three distinct yet interrelated examples on legislative fights against diversity, tenure and governance, and pro-Palestine activism, we illuminate the role of institutional mechanics to reimagine the institutional fatality of ‘this is just how things are’ and an inevitable political tide. In doing so, this manuscript offers a robust analysis of institutionalism, opposition, support, and transformation.

University autonomy is a predictor of English medium instruction in European higher education

AbstractDespite extensive research into English as a Medium of Instruction (EMI) in higher education, few if any studies have explored the role of higher education autonomy in driving EMI. This paper tests the novel hypothesis that university autonomy—spearheaded across European higher education through neoliberally predicated ‘steering at a distance’ reforms—predicts EMI. The data are multilevel with higher education institutions (HEIs) nested inside education systems. The University Autonomy Scorecards (Pruvot & Estermann, 2017) operationalise university autonomy at the education-system level (n = 26) and measure four dimensions of autonomy: academic, financial, staffing, and organisational. We include ‘overall autonomy’ as the average. The European Tertiary Education Register provides HEI-level data (n = 1815), which we combine with a count of English-taught degree programmes (ETPs) to measure EMI, provided by Study Portals, the largest online portal of degree programmes. We conduct multilevel regression to analyse the relationships between autonomy and EMI. The results showed that overall autonomy predicts EMI in public universities (p = 0.002). Increasing overall autonomy by one point above the mean increases the likelihood of offering EMI by 9.5%. Academic, staffing, and organisational autonomy predict EMI in public universities, whereas financial autonomy does not. The first to quantify a relationship between university autonomy and EMI, this study offers new insights into how EMI comes about. By revealing a previously obscured interconnectedness between language shift and higher education governance, the study demonstrates the value added of an interdisciplinary approach and proposes a new line of inquiry for future research.

Lessons from Founding a College: A Personal Perspective

“Higher education is in a critical period with a potential for rebalancing of internal and external relations of authority, power and responsibility in higher education governance. An important element in this transition has been a growing policy focus on the contributions of higher education institutions are expected to make to economic growth, job creation and innovation.”‐ Peter Maassen, “A New Social Contract for Higher Education?”

ICT Governance and Implication in Higher Education: A Case Study of a Vocational College in Libya

This study focuses on ICT governance in higher education in a developing country. The research employs an interpretive single case study to describe and understand ICT governance at a computer college in Libya. Our results reveal formal ICT governance leverages its general management structure and processes to make ICT decisions and fulfill the needs of college stakeholders. In addition, the structure supporting ICT decision-making at Beta College qualifies as “decentralized,” while the ICT archetype of “Federal” best describes its ICT governance arrangements. Surprisingly, our study reveals the hybridization of the role of the Dean through the integration of “entrepreneurial activities” amid his efforts to fulfill the ICT needs of the college in the context of severe budget constraints.

Authoritarian governance of academia in Central and Eastern Europe: Chances of a European counter-culture

Abstract This article highlights the challenges of external reactions to authoritarian higher education governance in certain Central and Eastern European countries, especially Hungary and Poland. It interprets the political change in these countries as an authoritarian cultural backlash, which is not just a legal or political problem, but a kind of post-fascist cultural revolution contesting the liberal script. First, the article explains the framework of authoritarian policing in academia based on the more general works of Bob Altemeyer and Zeev Sternhell. Second, it tries to answer the question: What tools could counter these tendencies from the perspective of the European Union? As the article interprets the rise of authoritarianism as a phenomenon rooted in the cultural deficit of the countries concerned, it argues that a programme for a democratic and pluralist cultural counter-revolution should be implemented. However, no nation can be democratized solely by external actors, and the basics of democratic thinking should be developed from the grassroots level. If the crisis in academia is rooted in a value-crisis within the societies concerned, then measures countering this phenomenon should also include promoting Enlightened pluralism at all levels of these societies.

AI Governance in Higher Education: Case Studies of Guidance at Big Ten Universities

Generative AI has drawn significant attention from stakeholders in higher education. As it introduces new opportunities for personalized learning and tutoring support, it simultaneously poses challenges to academic integrity and leads to ethical issues. Consequently, governing responsible AI usage within higher education institutions (HEIs) becomes increasingly important. Leading universities have already published guidelines on Generative AI, with most attempting to embrace this technology responsibly. This study provides a new perspective by focusing on strategies for responsible AI governance as demonstrated in these guidelines. Through a case study of 14 prestigious universities in the United States, we identified the multi-unit governance of AI, the role-specific governance of AI, and the academic characteristics of AI governance from their AI guidelines. The strengths and potential limitations of these strategies and characteristics are discussed. The findings offer practical implications for guiding responsible AI usage in HEIs and beyond.

Standardizing Excellence: Metric Assemblages in Mathematics Research in Chile

This study investigates the development, implementation, and establishment of evaluation metrics within the mathematics research community in Chile, a discipline where the use of bibliometric indicators for quality assessment has been highly controversial. Using a mixed-methods approach, the study conducted focus groups with mathematicians at different stages of their academic careers and analyzed the ANID Mathematics Studies Group's method for assessing researcher productivity. The findings reveal that the evaluation metrics in mathematics remain in a state of “magmatic flow,” fluid and solid, constantly changing yet stable enough to articulate multiple social worlds. The study highlights the challenges faced in three closely linked spheres: mathematical research, science and higher education governance, and organizational management. The functioning of this metrics assemblage as boundary infrastructure, which meets the information needs of diverse social worlds while maintaining the integrity of the interests involved, is a temporal achievement of situated practices that provide continuous adjustment and stabilization. The study suggests that academic metric assemblages are made unstable through practical politics involving controversies and qualitative deliberation. Concurrently, they achieve stability through translation and blackboxing practices.

Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education: a Process Tracing perspective

ABSTRACT This paper explores how higher education governance and macro-level (governmental) language policy and planning (LPP) impact (a) the growth and (b) sustainability of English-medium instruction (EMI) programmes in the Turkish higher education context, an Expanding Circle country (Kachru, 1985). We examine higher education policy documents and regulations and interview elite participants (N = 20), i.e. higher education administrative and governance staff who play significant roles in the decision-making processes of the universities. We make innovative use of a Process Tracing methodology to provide a broader perspective on the growth of EMI. We also examine the impact of macro-level LPP on the regulation and sustainability of EMI programmes. Regarding the growth of EMI programmes in Turkiye, we identify three significant milestones, namely the foundation of the Council of Higher Education, massification, and privatisation. While sustaining the quality and quantity of EMI programmes, higher education actors also implement some language policies. By employing Process Tracing, this study goes beyond simply identifying the relationship between policies and their impact: it sheds light on the causal mechanisms at play, revealing how adopting a ‘steering at a distance’ approach can have unintended consequences that fuel the growth of EMI programmes.

Government Intervention, Internationalization Model and Higher Education Resource Flow: An Analysis of Higher Education in Late Qing Dynasty and Modern China

With the purpose of saving the country, the Qing Dynasty built new institutions of higher learning to impart western knowledge, which played a role in promoting the development of modern higher education in China. In order to explore the development context of China's higher education under different backgrounds in the late Qing Dynasty and modern times, this study reviews the relevant theoretical basis in recent years. This paper summarizes the formation of the education system in the late Qing Dynasty and modern China, the specific intervention of the government in higher education, and the flow of higher education resources in recent years, and analyzes its internal flow and external flow. Through the analysis of higher education in the late Qing Dynasty and modern times, it can be seen that the innovation and development of the internationalization mode of higher education is the inevitable requirement to realize the transformation of the internationalization power of higher education into the internationalization power of higher education. In addition to the classic model, co-construction model, satellite model and education cluster model, we should also actively explore and develop other new international education models, further expand the vision of running schools, enhance international awareness, accelerate the internationalization process of higher education, and achieve beyond the traditional higher education power. In order to provide reference for the future development of China's higher education internationalization under the background of "double first-class" construction.

A systematic review of the conceptualization, interpretation, and implementation of shared governance in post-secondary contexts

ABSTRACT Shared governance has emerged as an incrementally inclusive modification to common Western forms of governance, which are often top-down, bureaucratic, and individualistic in nature. Anti-oppressive movements call for structural changes which necessarily involve examining where and how decisions are made in post-secondary institutions. This systematic literature review synthesizes scholarship on shared governance in post-secondary settings. This research is guided by the Joanna Briggs Institute (JBI) guidelines for conducting systematic reviews, a priori protocol to steer the research process, and the PRISMA guidelines for reporting systematic reviews. A review of 48 empirical papers published in peer-reviewed journals resulted in five main themes for shared governance in higher education: potentially interested parties; characteristics of governing leaders; principles and values of shared governance; processes of shared governance; and models of shared governance. We also identified gaps in the shared governance literature: underrepresentation of community (Indigenous and non-Indigenous) as well as Indigenous and diverse ways of knowing, and lack of attention to the diverse identities within the interested parties. We proceed to propose inclusive governance as a more appropriate term than shared governance.

CORPORATE GOVERNANCE DYNAMICS IN INDIAN ACADEMIA: CHALLENGES AND CASE STUDY EVALUATIONS

This paper delves into the complexities of corporate governance within Indian universities, shedding light on its implications for the academic and administrative landscape. It addresses key issues such as the absence of clear guidelines and regulations for governance structures, the lack of independence and autonomy of governing bodies, and the need for diversity and inclusivity in decision-making processes. accountability, and effectiveness within Indian educational institutions. It also discussed that corporate governance influences the leadership structure in Indian universities by promoting accountability, guiding decision-making processes, encouraging strategic planning, managing risks, facilitating stakeholder engagement, and fostering ethical leadership practices. Conclusion & Findings-The conclusion and findings of this paper highlight some of the key points like Challenges Identified in Indian universities, best practices advocated, the Importance of Ethical Principles, and call for improvement: Also, this paper highlights the critical role of corporate governance in shaping the effectiveness and credibility of Indian universities, emphasizing the importance of transparency, accountability, and inclusivity in governance practices to foster a culture of excellence and integrity within educational institutions. Through case studies and critical analysis, the paper underscores the significance of promoting ethical principles, academic integrity, and innovation to elevate the governance standards in Indian universities. KEYWORDS – Corporate Governance, Higher Education Governance Issue.

Enhancing governance in Indonesian legal entity state universities: Insights from global best practices

In the context of higher education in Indonesia, Legal Entity State Universities (PTNBH) encounter substantial challenges in implementing effective governance. This study aims to analyze global best practices in university governance and apply these insights to enhance PTNBH governance in Indonesia. Through a comprehensive literature review and best practice analysis, this research identifies key factors contributing to successful governance in leading universities worldwide. Employing thematic and comparative analysis methods, the study evaluates the current governance of PTNBH and compares it with international best practices. The findings reveal that transparency, accountability, stakeholder participation, and managerial innovation are crucial elements of effective governance. Furthermore, the study proposes a framework for implementing best practices tailored to the unique context of PTNBH in Indonesia. The conclusions underscore the importance of adopting innovative and evidence-based governance strategies to enhance PTNBH's performance and competitiveness. Practical recommendations and policy implications are provided to assist policymakers and stakeholders in developing more efficient and responsive governance systems to address future challenges. This research contributes to the academic literature on higher education governance and offers practical insights for governance reform at PTNBH.

Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods?

AbstractThere is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

Analysing risk in transnational higher education governance: a principal-agent analysis of international branch campuses

ABSTRACT Much of the literature on higher education governance is based on the premises of institutional immobility and national sovereignty. However, the rise of transnational higher education directly challenges both concepts. Transnational education is based on institutions’ mobility and the provision of education in a different country from the home institution’s location. This paper examines the governance of transnational higher education from the perspective of principal-agent theory (PAT). It posits that to understand the governance of such entities, one must consider the relationship with the home and host contexts – particularly the extent to which each is involved in the governance process. The study uses international branch campuses in Malaysia, Qatar, and the United Arab Emirates (UAE) to examine governance and risk mitigation in the transnational higher education context. Furthermore, the study aims to advance empirical and theoretical understandings in the comparative context.

Higher education governance in Pakistan: the role and influence of HEC in the post-18th Amendment

In the 18th Amendment in the 1973 Constitution of Pakistan, the role of the Higher Education Commission (HEC) of Pakistan was limited to the quality standards of higher education and federal institutions and research centres only, as explained in Federal Legislative List I and II. Despite this constitutional constraint, the HEC maintains significant power over the universities and higher education, including policy formation, budgetary administration, and governance. The HEC was established as an advisory body under the HEC Ordinance, 2002. However, its powers have since then expanded its role to that of a quasi-governing organisation. The 2011 Supreme Court decision reaffirmed the HEC's authority under the law, emphasising the necessity of maintaining high educational standards and effective control. This article critically explores the degree of HEC's impact after the 18th Amendment, investigating the conflicts between provincial autonomy and federal monitoring and assessing the ramifications of HEC regulation on Pakistan's higher education environment. The study's findings show that despite the passage of the 18th Amendment, higher education is a more centralised subject controlled by Pakistan's federal government. The provinces, especially Khyber Pakhtunkhwa and Balochistan, possess limited autonomy concerning higher education governance and rely on HEC for higher education governance.

A Critical Analysis of the Regulations and Process of Appointment of Vice-Chancellors at Higher Education Institutions in Pakistan

In post Eighteenth Amendment era higher education became a provincial subject, limiting the Federal HEC's role to maintaining standards. However, only two provinces have established their Higher Education Commissions with limited power. Various university acts have loopholes regarding appointments of vice- chancellors, leading to some appointments being nullified by higher courts due to procedural non-compliance. The lack of clear rules for higher level appointments negatively impacts lower levels, necessitating a robust legislative framework. It is crucial to appoint permanent vice-chancellors for all vacant positions in Higher Education Institutions. An effective and efficient regulatory and legislative framework for the higher education sector should involve all major stakeholders, including the Federal Government, Provincial Governments, university representatives, the National Finance Commission, and the Council of Common Interest. This collaboration is essential to address the current gaps and improve governance in higher education.

Governance Models in Higher Education: Comparative Analysis Under the New Education Policy in India

Abstract The New Education Policy (NEP) 2020 marks a significant shift in the governance of higher education in India, aiming to transform the sector to better meet the needs of a modern, knowledge-driven economy. This research paper provides a comparative analysis of various governance models in higher education, focusing on their applicability, effectiveness, and alignment with the NEP 2020. By examining traditional and contemporary governance structures, this paper explores how different models can facilitate the objectives of the NEP, including greater autonomy, enhanced accountability, and improved quality of education.

Decision Making Process in Accelerating Educational Transformation Management

The aim of this research is to determine the decision-making process and management of educational transformation at the Mamba'ul 'Ulum Islamic Institute, Surakarta. The research uses a qualitative approach. Data collection through observation, interviews, literature searches and documentation. Data was analyzed using the Miles & Huberman interaction analysis model, namely data collection, data reduction, data display and conclusion drawing. Checking the validity of the data through triangulation of data sources. The research results show that the decision-making process at the Mamba'ul 'Ulum Surakarta Islamic Institute goes through four stages: problem identification, situation analysis, problem formulation and decision. The management of educational transformation is based on the vision of becoming a world class Islamic Institute characterized by Islam rahmatan lil 'alamin producing individuals with strong faith, lots of knowledge and good deeds by 2035. The educational transformation carried out is: First, the leadership style at IIM Surakarta has transformed to become more democratic. Second, the transformation of higher education governance conventional services to digital-based services. Third, financial management is transformed into outputs and outcomes based. Fourth, the learning method is transformed into blended learning. Fifth, the pattern of cooperation that tends to be formal in meeting accreditation demands is transforming into one based on outcomes and the principle of usefulness.

Indigenous Peoples and Higher Education Governance: Decolonizing the Ivory Tower

Indigenous Peoples and Higher Education Governance: Decolonizing the Ivory Tower

Understanding the salary gap between academic faculty and top administrators: a New Public Management perspective

ABSTRACT Do university administrators receive significantly higher remuneration than faculty members? Can the adoption of New Public Management (NPM) principles in higher education governance contribute to a more equitable allocation of resources? This study aims to address these questions by examining a sample of Russian public universities from 2018–2021. The analysis focuses on the salary gap between university administrators, specifically rectors and vice-rectors, and faculty members. The study explores both institutional and leader-related factors that contribute to this salary gap. While NPM proposes the implementation of incentive contracts and control mechanisms to enhance organisational performance, the findings indicate that the salary gap is more pronounced in research-oriented universities. These results suggest that top-level managers are rewarded for the exceptional performance of faculty members, which contributes to an increasing income disparity that may adversely affect perceptions of fairness within higher education organisations.