Overview
- Editors:
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Ben Jongbloed
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Center for Higher Education Policy Studies (CHEPS), University of Twente, The Netherlands
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Peter Maassen
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Center for Higher Education Policy Studies (CHEPS), University of Twente, The Netherlands
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Guy Neave
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International Association of Universities (IAU), Paris, France
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Table of contents (13 chapters)
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- Peter Maassen, Guy Neave, Ben Jongbloed
Pages 1-11
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- Don F. Westerheijden, Karen Sorensen
Pages 13-38
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- Egbert De Weert, Lieteke Van Vucht Tijssen
Pages 39-63
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- Marijk Van Der Wende, Eric Beerkens, Ulrich Teichler
Pages 65-93
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- Ineke Jenniskens, Christopher Morphew
Pages 95-120
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- Jeroen Huisman, Lynn Meek
Pages 121-140
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- Ben Jongbloed, Han Van Der Knoop
Pages 141-164
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- Jos Koelman, Piet De Vries
Pages 165-187
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- Hans J. J. Vossensteyn, Ian R. Dobson
Pages 189-210
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- Harry De Boer, Bas Denters
Pages 211-233
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- Jeroen Bartelse, Leo Goedegebuure
Pages 235-261
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- Oscar Van Heffen, Jef Verhoeven, Kurt De Wit
Pages 263-293
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- Peter Maassen, Åse Gornitzka
Pages 295-316
About this book
In order to celebrate the fifteenth anniversary - the third lustrum - of our Center, we at CHEPS decided to collectively write a book on the issue of how higher education institutions deal with the demand for change. Institutional change is without any doubt one of the burning issues for researchers in higher education and policy studies in general, but even more so for administrators at the institutional level (institutional leadership, deans) and planners of higher education in public life (government agencies, intermediary organisations, international organisations). Whereas the lustrumbook we wrote for our second lustrum concentrated on comparative policy studies, many of them focusing on comparisons between different national higher education systems, this time the object of our analyses is the institution itself. Today's higher education institutions are faced by demands from a multitude of actors - from inside the institution (students, staff) as well as from the institution's environment (governments, employers, research councils, sponsors). These demands require changes in policy, practice, systems, and culture. The ways in which institutions respond to these demands and how their behaviour may be understood and predicted is the challenge tackled by the authors of this volume, each from their own perspective and each looking at different aspects of the educational organisation.
Reviews
`This book describes and catalogues changes which have taken place, rather then critiquing them. It aims at an impartial stance, which is in contrast with many books in this area. It makes a valuable contribution to the discourse of change in higher education and gives food for thought to the many who are interested in such change.'
David Crowter in Prometheus, The Journal of Issues in Technological Change, Innovation, Information, Economics, Communications and Science Policy, 21:3
