LEADER 03960nam a22006495i 4500
001 806643
003 TR_AnAIT
005 20260127002521
007 cr nn 008mamaa
008 100301s2009 ne | s |||| 0|eng d
020 |a9781402095153|9978-1-4020-9515-3
024 7 |a10.1007/978-1-4020-9515-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB2801-3095
072 7|aJNK|2bicssc
072 7|aEDU001000|2bisacsh
072 7|aJNK|2thema
082 04|a371.2|223
090 |aDK/7937
245 10|aUniversity Governance|h[electronic resource] :|bWestern European Comparative Perspectives /|cedited by Catherine Paradeise, Emanuela Reale, Ivar Bleiklie, Ewan Ferlie.
250 |a1st ed. 2009.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2009.
300 |aVIII, 322 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aHigher Education Dynamics,|x2215-1923 ;|v25
505 0 |aThe Governance of Higher Education Systems: A Public Management Perspective -- France: From Incremental Transitions to Institutional Change -- Germany: A Latecomer to New Public Management -- Italy: Local Policy Legacy and Moving to an ‘In Between’ Configuration -- Netherlands -- Norway: From Tortoise to Eager Beaver? -- Switzerland -- United Kingdom from Bureau Professionalism to New Public Management? -- A Comparative Approach to Higher Education Reforms in Western European Countries -- Universities Steering between Stories and History.
520 |aThis book deals with change processes in higher education systems in seven countries and explores which public policies have been chosen, and which organizational designs and steering tools have been implemented. Doctoral education and research budgets are studied in depth. To what extent do national specificities survive, and to what extent does European convergence occur? All seven countries tend to turn universities into rationalized organizations linking multiple heterogeneous stakeholders and clarifying their training and research missions. They also reform methods used by public authorities to steer at a distance by way of performance evaluation and incentive approaches. This book suggests that grand narratives such as NPM and Network Governance narratives do not tell the history of change. They may influence visions and tools developed by reformers, but policymaking and its implementation remain dependent on specific national settings.
650 0|aSchool management and organization.
650 0|aSchool administration.
650 0|aEducation, Higher.
650 0|aEducational sociology.
650 0|aInternational education .
650 0|aComparative education.
650 0|aPolitical science.
650 0|aSociology.
650 14|aOrganization and Leadership.
650 24|aHigher Education.
650 24|aSociology of Education.
650 24|aInternational and Comparative Education.
650 24|aPolitical Science.
650 24|aSociology.
700 1 |aParadeise, Catherine.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aReale, Emanuela.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aBleiklie, Ivar.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aFerlie, Ewan.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402086373
776 08|iPrinted edition:|z9789048120826
776 08|iPrinted edition:|z9789048179404
830 0|aHigher Education Dynamics,|x2215-1923 ;|v25
856 40|uhttps://doi.org/10.1007/978-1-4020-9515-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)