Governmental Steering and the Academic Culture. The intangibility of the human factor in Dutch and German universities.

Autor/in	Maassen, Peter A. M.
Institution	Universiteit Twente / Centrum voor Studies van het Hoger Onderwijsbeleid
Titel	Governmental Steering and the Academic Culture. The intangibility of the human factor in Dutch and German universities. Gefälligkeitsübersetzung: Staatliche Steuerung und die akademische Kultur.
Quelle	Utrecht: De Tijdstroom (1996), VII, 194 S.Verfügbarkeit
Reihe	Management and policy in higher education. 23
Beigaben	Anlagen 5; Literaturangaben S. 181-194; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	90-352-1772-1
Schlagwörter	Evaluation; Anschauung; Soziale Rolle; Bildungsmanagement; Steuerung; Staat; Wettbewerb; Hochschuleffizienz; Hochschulforschung; Vergleichende Hochschulforschung; Hochschulentwicklung; Hochschulorganisation; Hochschulreform; Hochschulstruktur; Hochschullehrer; Sozialwissenschaften; Akademiker; Hochschule; Hochschulkultur; Internationaler Vergleich; Dezentralisierung; Kontrolle; Reform; Theorie; Zentralisierung; Deutschland; Niederlande; Nordrhein-Westfalen
Abstract	This book contains an analysis of the effects of governmental steering on the academic culture, i.e. the values and beliefs of the academic staff of universities. Governmental steering is interpreted as the framework through which a government tries to influence, adapt, and control social institutions. This steering framework is not aimed at influencing the individuals populating these social institutions directly. In order to examine its impact on the academic culture a theoretical framework is developed based on cultural theory. In the empirical component of the book the relationship between steering and the academic culture is examined in two steps. The first step consists of a comparative analysis in Germany and The Netherlands of the effects of steering on the relevant social institutional contexts in which academics operate. The second step consists of an analysis of the effects of these social institutional contexts on the academic culture in the Netherlands and the German land of Nordrhein-Westfalen. The picture emerging from these analyses suggests that major differences exist between German and Dutch higher education with respect to the social institutional contexts of academics. It is argued that the observed differences can be traced back to the new steering strategy with respect to higher education introduced in the Netherlands in 1985. Referring to cultural theory it was hypothesized that the academic culture will be affected accordingly by governmental steering through the social institutional contexts of higher education. The results of a preliminary survey conducted in the Netherlands and the German land of Nordrhein-Westfalen suggest that the impact on the academic culture is far less clear than was expected. Much more research is needed in this area. This book provides a strong starting point for future research. (HoF/Text übernommen).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2002_(CD)