The Impact of New Public Management Instruments on PhD Education

Autor/inn/en	Schneider, Peter; Sadowski, Dieter
Titel	The Impact of New Public Management Instruments on PhD Education
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 59 (2010) 5, S.543-565 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-009-9264-3
Schlagwörter	Foreign Countries; Academic Achievement; Comparative Analysis; Public Policy; College Faculty; Public Administration; Doctoral Programs; College Administration; Administrative Principles; Administrative Policy; Competition; Free Enterprise System; Governance; Educational Finance; Policy Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Öffentliche Ordnung; Fakultät; Öffentliche Verwaltung; Doktorandenprogramm; College administrators; Hochschulverwaltung; Wettkampf; Freie Wirtschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsfonds; Politikfeldanalyse; Deutschland
Abstract	New public governance emphasises less state, more market and more hierarchy as the cornerstones for effective steering of higher education institutions. Based on an explorative analysis of qualitative and quantitative data of fourteen German and European economics departments, we investigate the steering effects of six new public management instruments in the years 2001 and 2002 on subsequent placement success of PhD graduates. Using crisp set Qualitative Comparative Analysis to analyse the data, our results deliver strong support for the positive effects of competition for resources and the varying effects of hierarchy on PhD education. Governance of successful departments is characterised by two solutions: "transparency over academic achievements" as one single success factor in each solution or a combination of "additional funding based on national competitive performance" with either "no public policy regulations for departments" or "no university regulations for departments." Governance of unsuccessful departments is characterised by one solution: "university regulations for departments" or a combination of "no additional funding based on national competitive performance" and "no transparency over academic achievements." Our results strengthen the strong impact of selected competitive mechanisms as an effective governance instrument and the partially detrimental effects of state regulations. University regulations turn out to be successful if they increase transparency over academic achievements by faculty members. Success is unlikely if those rules intervene into PhD education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10