University Dynamics and European Integration

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Peter A. M. Maassen, Johan P. Olsen
Springer Science & Business Media, Jul 23, 2007 - Education - 257 pages
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The European University is under stress. It has become commonplace to argue that radical reforms are needed. The claim is that while environments are changing rapidly, European universities do not learn, adapt and reform themselves fast enough. Reform plans comprise the purposes of universities, i.e. definitions of what the University is, can be and should be, criteria for quality and success, the kinds of research, education., services and innovation to be produced, and for whom. Reform plans also include the universities’ organization and financial basis, their governance structures, who should influence the future dynamics of universities, and according to what principles. In contrast, it can be argued that the currently dominant reform rhetoric is only one among several competing visions and understandings of the University and its dynamics. What is at stake is 'what kind of University for what kind of society' and which, and whose values, interests and beliefs should be given priority in University governance and reforms? This book explores the visions underlying the attempts to reform the European University as well as two European integration processes ('Bologna' and 'Lisbon') affecting University dynamics. Above all, the book presents a framework for analyzing ongoing 'modernization' reforms and reform debates that take place at various governance levels, not least the European level, and a long-term research agenda.
 

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Contents

List of Contributors
vii
Preface
x
INTRODUCTION
2
European Debates on the Knowledge Institution The Modernization of the University at the European Level
3
PERSPECTIVES ON UNIVERSITY DYNAMICS
23
The Institutional Dynamics of the European University
25
A Rulegoverned Community of Scholars The Humboldt Vision in the History of the European University
54
An Instrument for National Political Agendas The Hierarchical Vision
81
A Service Enterprise The Market Vision
118
EUROPEAN REFORM PROCESSES
132
The Bologna Process An Intergovernmental Policy Perspective
133
The Lisbon Process A Supranational Policy Perspective
155
A RESEARCH AGENDA
179
Europe of Knowledge Search for a New Pact
180
References
215
Index
237

An Internal Representative System The Democratic Vision
99

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Page ii - Jones, University of Toronto, Canada SCOPE OF THE SERIES Higher Education Dynamics is a bookseries intending to study adaptation processes and their outcomes in higher education at all relevant levels. In addition it wants to examine the way interactions between these levels affect adaptation processes. It aims at applying general social science concepts and theories as well as testing theories in the field of higher education research. It wants to do so in a manner that is of relevance to all those...
Page viii - In 1958-1959 he was a Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford, California.
Page viii - Centre for Higher Education Policy Studies (CHEPS) at the University of Twente in the Netherlands.

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About the author (2007)

Peter Maassen is an expert in public governance (including policy reform and institutional change) of higher education; university leadership and management; and North-South development cooperation in higher education and science. Current research interests are: changes in public governance models with respect to higher education; the contribution of higher education to regional development in developed as well as developing countries; the governance of access to higher education; and the effects of European integration on higher education. He is also co-editor of our book series Higher Education Dynamics.

Academic background in Public policy analysis, with a focus on the field of higher education policy studies. Professional experience includes the directorship (1997-2000) of the Center for Higher Education Policy Studies (CHEPS), University of Twente. In addition, major experience in system and institutional level reviews in higher education, at the assignment of individual universities and colleges, national Ministries and governments, as well as international bodies and organisations, such as OECD, UNESCO and World Bank.

 

 

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