Public Accountability versus Academic Independence: Tensions of Public Higher Education Governance in Poland

Autor/in	Shaw, Marta A.
Titel	Public Accountability versus Academic Independence: Tensions of Public Higher Education Governance in Poland
Quelle	In: Studies in Higher Education, 44 (2019) 12, S.2235-2248 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaw, Marta A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1483910
Schlagwörter	Accountability; Governance; Foreign Countries; Educational Cooperation; International Cooperation; Case Studies; Commercialization; Institutional Autonomy; Comparative Analysis; Higher Education; Stakeholders; Professional Autonomy; Political Influences; Organizational Change; Social Change; Models; Administrator Attitudes; Advisory Committees; Institutional Mission; Poland; USSR + Suchen Sie Ihr Suchwort? Verantwortung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Case study; Fallstudie; Case Study; Institutionelle Autonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsfreiheit; Political influence; Politischer Einfluss; Organisationswandel; Sozialer Wandel; Analogiemodell; Beratungsstelle; Polen
Abstract	Since the launch of the Lisbon Agenda, European higher education systems have gravitated towards a common policy blueprint for governance that concentrates power in the hands of executive authorities and increases accountability to external stakeholders. The Polish system remains an outlier, providing an informative case study of a clash between European pressures and local path dependencies. The objective of this study was to investigate the forces that lodge the Polish system of higher education between the market and academic oligarchy, utilizing the lens of Burton Clark's (1986. The Higher Education System: Academic Organization in Cross-national Perspective. Berkeley, CA: University of California Press) typology of governance. The author sought to uncover and compare the conceptualizations of governance held by two most powerful groups of higher education stakeholders. Findings indicate a stalemate of values between accountability to public interest and the independence of the academic order from short-term political interests. Conclusions from this study can inform reform efforts in contexts where externally legitimated blueprints for reform in higher education converge with social realities belying the blueprints' inherent assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01