Comparison of university governance. USA, UK, France and Japan. Report of the International Seminar on University Governance, 2012.

Institution	Daigaku-Kyoiku-Kenkyu-Senta (Higashihiroshima)
Titel	Comparison of university governance. USA, UK, France and Japan. Report of the International Seminar on University Governance, 2012.
Quelle	Higashi-Hiroshima: RIHE (2013), II, 107 S.Verfügbarkeit
Reihe	RIHE international seminar reports. 19
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	4-902808-81-1; 978-4-902808-81-0
Schlagwörter	Autonomie; Bildungspolitik; Steuerung; Management; Hochschulbildung; Hochschulorganisation; Hochschulpolitik; Hochschulreform; Hochschulverwaltung; Akademische Freiheit; Hochschule; Internationaler Vergleich; Frankreich; Großbritannien; Japan; USA
Abstract	Traditionally, in the US and UK it has been assumed that an autonomous university management is absolutely necessary for the proper functioning of a university. Continuous reforms in both countries since the 1980s have not changed that basic assumption, although there have been some attempts by governments to ensure that the input of public funding was matched by responsiveness on the part of the institutions. The concept of "governance" describes the organizational arrangements by which the institution manages its own policies in response to external pressures, including pressure from government. In contrast with that basic understanding of university autonomy, in most continental European countries, such as France, and also in Japan, the government has tightly controlled universities, in terms of both their organization and activities. In these countries, the concept of "governance" is often lacking, as institutions were not expected to have a direction of their own, as distinct from the directives of government. In the state centered model, there is still much that needs to be studied in relation to how to govern universities. However, especially since the 1990s, due to a higher expectation for universities would contribute to a strong economy but use less public money, institutional autonomy has grown overall in most higher education systems, even in those countries where government control over public universities used to be very strong. This has created opportunities for universities to manage themselves efficiently through empowerment, corporate status, introduction of a board of trustees and block grants, determining their own profiles and strategies. Such organizational integration and improved managerial capability within universities have presented the following basic questions: Does more higher formal autonomy than before create lower autonomy in reality? Do HE reforms stimulate teaching performance and research productivity? How do reforms change the relationship between the state and university? Do HE [Higher Education] reforms of internal governance have any effects on teaching and research. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4