Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Autor/inn/en	Buckner, Elizabeth; Zapp, Mike
Titel	Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era
Quelle	In: Minerva: A Review of Science, Learning and Policy, 59 (2021) 1, S.27-51 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buckner, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-020-09416-3
Schlagwörter	Higher Education; Institutional Characteristics; Global Education; Institutional Evaluation; School Size; Private Colleges; State Universities; Doctoral Programs; Labor Market; Educational Trends; Trend Analysis; Cross Cultural Studies; Comparative Education; Academic Degrees; Student Characteristics + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Lernen; Privathochschule; Staatliche Universität; Doktorandenprogramm; Labour market; Arbeitsmarkt; Bildungsentwicklung; Trendanalyse; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	This article examines patterns in the global higher education landscape associated with sector (i.e., public or private) and founding era. Using data on the formal and academic structure of 15,133 higher education institutions (ISCED 6+) from 183 countries and territories, we examine factors associated with the student body size, number of degree-granting programs, doctorate degrees, and curricular offerings. We find that only sector and age are associated with an institution's student body size, while sector, age, and founding era are all associated with degree and curricular offerings. Private universities tend to be smaller and are more likely to offer business degrees, while public universities offer more degree programs on average, and are more likely to offer programs in science and technology and doctoral degrees. Meanwhile, in both sectors, universities founded after 1990 are less likely to offer doctoral degrees and more likely to offer degrees in business, science, and technology. Despite some regional variation, these trends are found worldwide. To interpret these findings, we argue that both sector- and era-specific institutional logics link higher education to knowledge production and the labor market in distinct and path-dependent ways. Notably, the expansion of higher education post-1990 has been accomplished by establishing new teaching-focused institutions and orienting academic programs to the labor market in both sectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01