University Governance

The Law provides equal right to participate and vote as the other academic members for the students. Students can vote on the way HEI's funds are spent (Article 66), the appointment of a new rector (Article 52), they can participate in creation of University's annual working programs (Article 52), make decisions on domestic and international cooperation of the University, establishing a proposal for co-financing and programs' fees (Article 57), evaluation of the teaching staff (Article 71) etc.

University and the Industry Linkages in India: A Catalyst for Excellence?
Chetan B. Singai
Research Fellow  (EDGE)
National Institute of Advanced Studies, Bangalore
Email: [email protected], [email protected]

Universities-Industry linkages are important for the universities and/or higher education and the industries to evolve. Higher education in India in the recent past, has witnessed expansion in the last few decades. This expansion is marked by increase in number of universities along with diversity/typologies of universities. In this context, it is interesting to note that the new type of universities i.e., private deemed universities in particular have evolved as the space for reforms and/or for new experiments/innovations for quality/excellence within the higher education sector of the country.
The idea and need for university-industries partnership has evolved since the independence era. Successive commissions/committees have suggested the need for university-industry linkages: Radhakrishna Commission on Education (1948); Thacker Committee (1961), Kothari Education Commission (1966), National Policy on Education (1968 and 1986), Challenge of Education – A Policy Perspective, Ministry of Education, GOI (1985), The National Knowledge Commission (2007) and discourses around university for innovation and innovative universities.
Based on the recent fieldwork in one of the private-deemed university in the state of Karnataka, it is evident that the university-industry linkage is one of the important factors. University-industry linkages in higher education could manifest in: curriculum development (industry representatives in Board of Studies), faculty and student exposure (research and internship linkages, respectively), job placements and in the governance of the university (representatives from industry in Board of Management or Senate/Syndicate of the university) and recent engagements in Corporate Social Responsibility findings (legal mandate, post 2013) and also developing incubators/innovations (Incubation centers).
The proposed paper aims to discuss the role and relevance of university-industry linkages for excellence by examining following two themes: (1) examine key policy discourses highlighting/recommending university-industry linkages, and (2) discuss the case of the private deemed university in the state of Karnataka substantiating the above mentioned dimensions under which university-industry linkages manifests.

BAB 1 PENDAHULUAN Sejak tahun 2013 pemerintah telah menetapkan perubahan sistem pembayaran biaya kuliah bagi seluruh Perguruan Tinggi Negeri (PTN) di Indonesia dari sistem SPMA dengan uang pangkalnya menjadi sistem pembayaran tanpa uang pangkal yang kini disebut dengan UKT (Uang Kuliah Tunggal).

Durante la década de los ochenta, la especulación y la abrupta baja en los precios del petróleo, desataron una crisis financiera de gran magnitud, obligando a varios países subdesarrollados a reestructurar su modelo económico y políticas monetarias, dando como resultado un viraje hacía el neoliberalismo, como fue en el caso mexicano durante el gobierno de Miguel de la Madrid. Se dio paso a un proceso de privatización de empresas estatales para incentivar la inversión extranjera. El papel del Estado fue cambiando de modo que se transformó en un Estado clientelar, lo cual trastocó la relación entre éste y las Instituciones de Educación Superior. Las universidades se vieron orilladas a acceder a las nuevas políticas educativas que se perfilaban a los procesos de evaluación y acreditación. En Michoacán, durante el gobierno de Cuauhtémoc Cárdenas Solórzano, se experimentó el inicio de la ruptura al interior del Partido Revolucionario Institucional de cara al cambio de gobierno local en 1986. El cisma político repercutió en la Universidad Michoacana de San Nicolás de Hidalgo, institución que se vio envuelta en los vaivenes que acontecían entre grupos de poder. La autonomía universitaria se vio mermada y la Casa de Hidalgo pasó a ser un escenario en donde convergieron los grupos antagónicos. Personajes como Raúl Arreola Cortés y Moisés García López, fueron clave en el desenvolvimiento del conflicto que reflejó la existencia de dos rectores en la máxima casa de estudios de Michoacán.

This paper is about the challenges of employment for graduates of the Higher Education Institutions (HEIs) in Tanzania which has been a serious issue of concern for both the students, parents, universities, the government, and the public. With the rapid expansion of higher education in Tanzania, there is a widely shared concern that graduates face substantial difficulties in the job search and are often forced to accept unfavourable early employment. This article focuses on the relationship between higher education and the employability of graduates. It draws on statistics and a critical review of the literature. Employability of graduate students has been understood as a collection of capacities or achievements, which constitute a necessary but not sufficient condition for getting employed. Using Tanzania as a case study, the paper, therefore, analyses the extent to which the HEIs in the country do foster competencies relevant for employment and work, and the extent of readiness of these institutions in fostering more "employable" competencies of their graduates.

Assessing global tendency towards high participation involves better understanding the dynamics specific to high participation systems (HPS). This chapter takes up the question of governance, understood as the set of mechanisms by which individual higher education institutions are controlled and directed and by which higher education systems are coordinated. As the preceding statement implies, governance surely involves rationalization: ‘It is the means by which order is created in the academy to achieve the goals of educating, researching, and providing service to multiple publics’ (Austin and Jones, 2016: 2). Goal attainment, quality assurance, and mission (horizontal) differentiation are key elements of rationalized governance systems. Following interest articulation models (Baldridge, 1971), governance is understood as rational political processes in which multiple stakeholders negotiate goals and mechanisms of control. HPS governance, however, involves not only rational negotiation among stakeholders but also the exercise of power and social contest (Pusser, 2004). Establishing the goals of higher education, as well as the means by which goals are to be achieved, is the source of considerable political struggle and governance, and is at least partly the result of contest among social factions (Ordorika, 2003; Pusser, 2004).

Una reforma institucional de las universidades alrededor del mundo inició a finales de los años ochenta y principios de los noventa, generando una serie de ajustes en las prácticas académicas y formas organizativas con las cuáles operaban anteriormente. En México, donde la investigación científica se realiza principalmente en universidades públicas, estas reformas las impactaron mediante nuevos mecanismos de admnistración, evaluación y financiamiento de la productividad académica. Alrededor del mundo existen evidencias de que este tipo de mecanismos alteran el carácter "público" del conocimiento y las tecnologías que se generan, y producen desbalances entre los recursos dedicados a investigaicón básica y la aplicada pagada por contrato específico. La obra indaga de primera mano los efectos de esta situación sobre las posibilidades institucionales de los actores académicos para actuar directamente a favor de grupos sociales en condiciones de desventaja socioeconómica. Los casos demuestran que para aprovechar los márgenes institucionales existentes los académicos requieren entretejer de forma compleja actividades de docencia, investigación y servicio profesional y generar relaciones sociales cultural e históricamente pertinentes con los actores locales.

Reflections of South African Student Leaders 1994-2017 brings
together the reflections of twelve former SRC leaders from across
the landscape of South African universities. Each student leader’s
reflections are presented in a dedicated chapter. Key topics covered
in the chapters are:
• Personal background and context of getting involved in
student leadership
• Role as member of the SRC, SRC model, SRC electoral system
• Involvement of political parties in student politics and the SRC
• Ongoing communication and consultation of the SRC with
the student body
• Relationship with university management and support
from student affairs
• Co-operative governance and student representation in
university governance
• Main challenges, student grievances and demands
• Reflections on #FeesMustFall, #EndOutsourcing and
#RhodesMustFall
• Lessons for current and future leaders of higher
education institutions

La Voz del Interior, Córdoba, 14 oct 2018. En la Argentina, el pensamiento único avanza en la universidad sin apenas oposición. Pero aparentemente ha resuelto el otro problema por una vía expeditiva. La militancia universitaria sigue siendo un factor principalísimo en la formación de dirigentes políticos.

This research was funded by, and implemented within, a UK national research organisation, while the author was the KE and Impact Evaluation Manager responsible for assessing impact on a £15m UK government-funded research programme.

This work was also submitted as the authors MBA dissertation which was accepted and awarded in 2009.

ABSTRACT: A methodology and methods ‘toolbox’ is proposed for conducting impact research and assessment from within research programmes. The emphasis is upon how to clarify and assess the wider impacts from the early stages onwards.

The approach explicitly acknowledges, and attempts to address, the known issues and challenges of impact assessment while drawing upon the resources and opportunities available to research managers and researchers within such programmes.

The study has two triangulating foundations. Firstly, it examines the academic literature to help identify and design the pilot methodology and methods. Secondly it trials these in a real programme to both test and improve them.

The study was conducted over one year within one leading UK research organisation, where two research programmes (and around 60 research projects of £15m total value) were being assessed for their impacts. The study draws upon actual impact management experience and reflection, prospective (ex ante) and retrospective (ex post) assessments, participatory contributions from leading researchers undergoing assessment, and consultation with external users. The findings of this study outline the pilot and its first iteration. Recommendations are made for improvement to the methodology and methods.

A subsequent follow-on bid to UK government incorporating the impacts identified from implementing this methodology, successfully led to a further £15m of government funding.

It is expected the pilot methodology and methods will be applicable to other organisations, conducting and funding such research programmes, required to research and assess the wider research impacts.

Although primary focus of implemetation trials was upon research in physical sciences, technology, high-tech engineering, computing/IT, and environment, the wider literature study, the methodology design and justification, the methods proposed and used, and the resulting general recommendations and lessons are expected to apply more broadly to many other research areas, where the impact is to be found more widely in the society, economy, government or public sector or within organizations, policies, professions or the public.

Interest in this work is expected from research programme managers, impact managers and assessors, management consultants advising in this area, and government funding managers, all seeking to embed a developing approach to understand, capture, and enhance wider impact.

This research looks at university research governance in the framework of  demands resulting from the scientific journal system in Colombia –SJSC-, which is in turn affected by international and national dynamics and which affects the incentives system regarding knowledge production and dissemination in the R&D evaluation (Shapira & Kuhlman, 2003), and performance (Binswanger, 2015). Tensions governance such as: the various national and international demands related SJSC, which are related to rules and procedures, power relations, strategies, priorities and procedures, criteria for recruitment incentive; (ii) voltages ambiguous policy, formal and informal practices, definitions of efficiency, cost overruns, duplication of resources; (iii) Common tensions intellectual property (copyright vs. open access), performance incentives of research in terms of wages vs., reputation (publish or perish) Relevance local vs. global, excellence, international positioning. The research question is: How does university research governance respond demands resulting from the dynamics and changing rule of the game at the scientific journal system in Colombia?. In order to answer it in the context, ‘governance’ means “institutional arrangements within universities (e.g., lines of authority, decision‐making processes, financing, and staffing), [which] depends on external governance, which “refers to the institutional arrangements on the macro‐ or system‐level (e.g., laws and decrees, funding arrangements, evaluations)” to define new research agendas and strategies”. (Leisyte, 2007, p. 23) from institutionalist prospective “institutions constrain behavior as a result of processes associated with three institutional pillars: the regulative, which guides action through coercion and threat of formal sanction; the normative, which guides action through norms of acceptability, morality and ethics; and the cognitive, which guides action through the very categories and frames by which actors know and interpret their world” (Scott, 1995). The methodology to be used in this research follows an embedded case study approach (Yin, 2009) in multilevel environments and multiple cases: six universities (central and peripheral) of different types of ownership (public and private) active within the Colombian SJSC. A key hypothesis of the research is that, based on the criteria to select the cases, they will respond to the same system’s incentives differently, according to their visions, missions, goals and research agenda. The trajectory of the SJSC and the analysis of the actors’ role along this timeline will serve as the backbone of the research to be done, supported by both quantitative and qualitative analyses of the ways the higher education system reacts to the demands resulting from the SJSC, discontinuities in the policy might jeopardize the results of resources and learning capacities allocated by actors in the system. For that reason, understand the perform and behave or the principal actors in the SJSC are the universities (the main unit of analysis divided in three levels: L1, composed by rectors and university boards, L2, composed by research management units, and L3, composed by research centers and  teams) who receive the guidelines of scientific policy and ‘signals’ from the ‘market’ (i.e. universities, university rankings, etc.) and are in turn the promotors of scientific journals in the country. Those organizations as universities have to mediate national and international demands in order to define their institutional research policy for knowledge production, responding to both incentives and gaps in the national system of scientific journals In relation with SJSC the principal tensions and dilemmas are local journals communication model  attributes Dilemmas (Gallagher, 2008)  Governance Tensions (Public vs. Private / Geographical, Disciplines) Institutional logics, assessment evaluation R&D vs. among universities invisible college (Crane), Mertonian logics accreditation logics, recognitions.

This presentation introduces a diagnostic instrument for higher education in emergencies. It draws on research conducted over the period 2020-2021 regarding response and recovery phases in the wake of the COVID-19 pandemic; an emergency which Auld et al. (2021) assessed as a super wicked problem.  In discussing this framework, the presentation comprises four parts. First, I start by sharing some of my preliminary thoughts from March 2020 on potential responses by higher education institutions. Second, I present the key findings of a virtual network established in April 2020 to discuss university decision-making and institution-level policy change. Third, I introduce our Higher Education in Emergencies Domains (HEED) framework (Leihy et al., 2022) developed to explore higher education emergency response, recovery, prevention, and preparedness phases. Fourth, using this framework as scaffolding, I highlight some matters the COVID-19 pandemic brought into sharp relief to illustrate the benefit of broad-ranging analysis. I conclude by highlighting our choices going forward: learn from the past, or not.

European academics have been at the centre of ongoing higher education reforms, as changes in university governance and funding have led to changes in academic work and life. Discussing the academic profession, and most importantly, its increasing stratification across Europe, Changing European Academics explores the drivers of these changes as well as their current and expected results. This comparative study of social stratification, work patterns and research productivity: * Examines eleven national, higher education systems across Europe (Austria, Finland, Germany, Ireland, Italy, The Netherlands, Norway, Poland, Portugal, Switzerland and the United Kingdom) * Provides a panoramic view of the European academic profession * Confronts misconceptions of academic work and life with compelling results and detailed analyses * Discusses new dilemmas inherent to the changing social and economic environments of higher education A thoughtful and comprehensive study of the changing academic profession in Europe, this book will be of interest to higher education practitioners, managers and policy makers, both in Europe and globally. Changing European Academics will benefit anyone whose work relates to changing academic institutions and changing academic careers. ................................................................ https://www.routledge.com/Changing-European-Academics-A-Comparative-Study-of-Social-Stratification/Kwiek/p/book/9780815396482..................................................... Table of Contents Series Introduction; Introduction: Changing Career Structures, Award and Recognition Systems, and Work Patterns; Chapter 1. Academic Performance Stratification: Inequality in the Knowledge Production; Chapter 2. Academic Salary Stratification: Productivity and Income; Chapter 3. Academic Power Stratification: Collegiality and University Governance; Chapter 4. International Research Stratification: International Collaboration and Productivity; Chapter 5. Academic Role Stratification: Patterns in Teaching, Research and Productivity across Academic Generations; Chapter 6. Academic Age Stratification: Predictable Careers in Volatile Institutional Environments; Chapter 7. Conclusions and Policy Implications; Statistical Appendices; Bibliography Features Presents a comprehensive, cross-national picture of the changing academic profession in Europe and confronts academics across Europe. Academics from major European systems and beyond can view their own academic trajectories within the mirror of a larger, cross-national story. Discusses new dilemmas inherent to the changing social and economic environments of higher education. Will feed into a range of study programmes within the field of education policy and higher education policy. Relevant at both undergraduate and postgraduate levels and in both in Europe and beyond. Author is highly regarded research and is internationally recognised. Summary European academics have been at the centre of ongoing higher education reforms, as changes in university governance and funding have led to changes in academic work and life. Discussing the academic profession, and most importantly, its increasing stratification across Europe, Changing European Academics explores the drivers of these changes as well as their current and expected results. This comparative study of social stratification, work patterns and research productivity: Examines eleven national, higher education systems across Europe (Austria, Finland, Germany, Ireland, Italy, The Netherlands, Norway, Poland, Portugal, Switzerland and the United Kingdom) Provides a panoramic view of the European academic profession Confronts misconceptions of academic work and life with compelling results and detailed analyses Discusses new dilemmas inherent to the changing social and economic environments of higher education A thoughtful and comprehensive study of the changing academic profession in Europe, this book will be of interest to higher education practitioners, managers and policy makers, both in Europe and globally. Changing European Academics will benefit anyone whose work relates to changing academic institutions and changing academic careers. From the author: The book is needed for several reasons. First, European academics have been at the very centre of ongoing higher education reforms in most European countries. Changes in university governance and funding have led to changes in academic work and life. Traditional theories of social stratification in science do not suffice to explain the directions of ongoing changes as viewed from a cross-European empirical perspective. Academics are in the eye of the storm, and this book shows selected dimensions of the drivers of change and their current and expected results. Second, only in the last decade did it become possible to study the academic profession – their academic attitudes, behaviours and perceptions – from a comparative European perspective. Until recently, it was difficult, if not impossible, to present a comprehensive cross-national picture of the changing academic profession in Europe. Most studies were single-nation, and most published research on the academic profession was country-specific, with chapters being devoted to academics in the context of various aspects of changing university governance and funding. Third, this book is needed because it provides a panoramic view of the European academic profession, specifically the university sector, in eleven national systems (Austria, Finland, Germany, Ireland, Italy, the Netherlands, Norway, Poland, Portugal, Switzerland and the United Kingdom). Until recently, gaining such a perspective was possible only at a very general level. The quantitative background is 17,211 questionnaires returned across Europe, and the qualitative background is 400 semi-structured in-depth interviews conducted across Europe as part of the global CAP and European EUROAC projects on the academic profession (“Changing Academic Profession” and “Academic Profession in Europe: Responses to Societal Challenges”, respectively). Third, this book is needed because it confronts misconceptions of academic work and life with compelling results and detailed analyses performed on large-scale primary empirical material collected across Europe. It asks traditional research questions in new empirical contexts, and it also asks entirely new questions that are pertinent to the changing conditions of academic work. Finally, this book is needed because it confronts academics across Europe with new dilemmas inherent to the changing social and economic environments of higher education, as seen in extensive empirical material. Academics from major European systems and beyond can view their own academic trajectories within the mirror of a larger, cross-national story.

El propósito de este artículo es dar cuenta del problema de las bajas tasas de graduación en el sector universitario nacional de la Argentina, y de las políticas públicas e institucionales puestas en marcha en la primera década del 2000 que pueden estar incidiendo sobre esta cuestión. En un periodo caracterizado por el crecimiento del financiamiento público universitario, aumento de las remuneraciones e incremento en la cantidad de cargos docentes, el número total de egresados y el indicador de eficiencia en la titulación muestran una cierta mejoría. Además de estas condiciones propicias para la actividad de enseñanza universitaria, las políticas públicas de promoción de la calidad impulsaron la incorporación de tutorías en las carreras de grado y se amplió el número de becas para los estudiantes. El artículo concluye con una reflexión sobre la probable asociación entre estas políticas públicas e institucionales y la mejora en los indicadores de graduación y señala cuáles son los alcances y desafíos en pos de mejorar la graduación universitaria y la calidad de la formación de los egresados.

This paper uses the lens of the stepped, sequential policy cycle and the policy triangle
to explore the roles that institutional policy practitioners play with respect to higher education institutional policy in the United States, New Zealand and Papua New Guinea. The Institutional Policy Project surveyed and interviewed policy practitioners from these countries in 2014 to explore conceptions of higher education institutional policy, the policy cycle, and policy management. Despite considerable contextual differences, there is much consistency with respect to the roles that policy practitioners play in relation to these institutional governance artifacts. These roles are “front-loaded” in the policy cycle, predominantly focused on policy drafting, policy borrowing and policy stakeholder consultation (the context of policy text production). Institutional policy practitioners are less involved in the context of influence where policy is initiated or revisited, the context of practice where policy is implemented, or the context of outcomes where policy is evaluated. The research demonstrates the challenge for policy practitioners to influence policy implementation and evaluation in any substantive manner given that they are effectively, and frequently appropriately, disconnected from these stages.

One of the major responsibilities of the Student Representatives to the Board of Regents is producing the annual Student Report to the Board. Not only do these reports signal the concerns of students, but they enter into the public record a student vision of what we want our University to be. Historically, both the Board and the Administration have been responsive to past student recommendations, and we applaud the progress made on many of these issues—from strengthening our policies against sexual assault to changing admissions data practices and supporting mental health services. It is for this reason that we are optimistic in offering what may be one of the most-ambitious reports published by any cohort of Student Representatives. While these topics are broad, we view them as embracing a broader commitment to what may be called the “New Expectations.”

Over the last three decades there have been significant changes in governing higher education institutions in almost all European countries. Many new national higher education acts have been passed. Several reforms have had the key objective of enhancing the autonomy of higher education institutions; in some countries this has entailed changing the legal status of the institutions and their employees, and greater financial freedom. The timing and breadth of reforms differ across Europe. In Middle Europe, in the post-communist countries political changes drastically changed the higher education landscape in a very short period of time in the early 1990s, whereas in the Western European countries the reforms were implemented gradually. In my paper I summarize the most important changes in university governance in Europe.

Student governance is one of the most challenging domains of SAS because it is a politically involved and sensitive function that affects all students and is directed not only towards the student body but the institution as a whole as well as the broader political context within which a university is placed. And yet, student affairs literature related to student governance tends to be rather partial.

Unlike other domains of SAS like student counselling, which is underpinned by a vast body of theoretical literature and disciplinary knowledge, literature on student governance tends to be very narrow and practitioner-focused, referring to distinct professional services and to related organizational units and activities only, without much attempt at a deeper understanding, conceptualisation, and theorisation.

Meanwhile, there is a broader, theoretically pertinent understanding of student governance embedded in scholarly literature on student politics and activism that dates back to the 1960s, along with literature on academic freedom, student rights and responsibilities, and scholarly work on student engagement, all of which is crucial for understanding this domain. Viewing the student governance function of SAS against this theoretical literature ensures that it is understood in its complexity and fullness of scope. The tendency of the practitioner-focused literature has been to ‘sanitise’ and ‘de-politicise’ student governance in student affairs practice. While this makes it more manageable from the professional perspective, it is essentially contrary to purpose as it underplays student affairs’ civic, emancipatory and social justice roles in student governance. Secondly, to understand student governance as a service function without appreciation of broader theoretical perspectives disconnects it from other dimensions of SAS that integrate with student governance overall in the student experience.

This section therefore focuses on uncovering key concepts and  theoretical work related to student governance and activism.

A partir del análisis crítico de diversas fuentes documentales, en especial sus normativas y actas de funcionamiento, el presente artículo analiza la actuación del Consejo Interuniversitario Nacional (CIN) en el período 1990-1999. Examina el papel de los rectores en el Protocolo de la Concertación Universitaria; la Comisión de Concertación de las Universidades Estatales con el Poder Ejecutivo Nacional; el acuerdo celebrado con la Secretaría de Políticas Universitarias en 1993 respecto a la Ley de Educación Superior y el involucramiento del CIN en la implementación de los principales programas gubernamentales de la etapa. Se procura demostrar que en esta etapa se desplegó un proceso de "heteronomía concertada", en el sentido que, por un lado, se impulsaron intensas y asimétricas políticas gubernamentales sobre el campo universitario, pero, al mismo tiempo, el núcleo central de dichas políticas fueron concertadas con los rectores nucleados en el CIN, siendo estos agentes activos en la implementación de estas.

Country case study prepared for the 2017/8 Global Education Monitoring Report

This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2017/8 GEM Report, Accountability in education: Meeting our commitments. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments”. For further information, please contact [email protected].

While much research on quality assurance in higher education has centred on issues related to the impact on teaching and learning and academic staff, there is a significant gap in the area of quality assurance and academic governance. Within Australia the roles of university academic boards (also known as academic senates or faculty senates) have been redefined in the past 20 years and now include a significant focus on quality assurance. This paper reports the results of a case study of three Australian university academic boards and shows that despite their written terms of reference, the role of these academic boards in academic quality assurance was largely symbolic and performative and that responsibility actually rested with senior management. It further argues that in taking this position the universities were responding to the demands of the risk society by using academic boards to protect their academic reputations and financial positions.

The racial desegregation of the student bodies of historically white universities in South Africa has had significant political implications for student politics and university governance. I discuss two key moments in the governance history of the University of Cape Town (UCT) critically. The first involves the experience of racial parallelism in student governance in the late 1980s and early 1990s, making specific reference to the re-conceptualisation of the UCT Students' Representative Council (SRC) as a 'NUSAS-SRC', along with the recognition of the political salience of race in the student body. The second traces the origins of the demographic representivity rule in the university's statute to student demands for the dissolution of the UCT Council, and its replacement by a Transformation Forum in the early 1990s. I thus show that the recognition of race as politically significant in university governance is the outcome of a deliberate struggle, by students in general, and black students in particular, to de-privatise and politicise any sense of racial/racist marginalisation, and therefore to open up race as a topic for deliberation in the political realm of the post-apartheid university. Thus, the institutionalisation of race has come to serve the interests of the struggle for non-racialism.

This study is contextualised by higher education policy reforms initiated three decades ago by the Hawke-Keating Labor Government under the leadership of John Dawkins, then Minister for Employment, Education and Training. The profound changes that these policy choices signalled have since become known as the Dawkins reforms. In a fiscally constrained environment, the Dawkins reforms aimed to improve the higher education system’s capacity to respond efficiently and effectively to Australia’s changing economic, social, and cultural conditions, as part of a broader economic reform agenda. Dawkins prescribed recasting the role of central and state governments, modernising the system structure, changing financial policies, expanding the student population, refocusing programs, and extending research capacity. At the institutional level, reforms foreshadowed included establishing more robust governance, management, and accountability practices. One of the fundamental objectives of the Dawkins reforms was a desire to drive the system towards greater diversity, with universities encouraged to forge their own teaching offerings and research specialisations. However, in recent years it has become clear that progress towards this goal has been at best limited. Indeed, universities appear to have converged their structures and disciplinary profiles, and key institutional practices. This has led policy researchers to suggest there has been a trend across the Australian higher education system towards isomorphism.

How might we understand and explain the extent and nature of this isomorphism? In the aftermath of Dawkins’ radical prescriptions for reform, extensive attention has focused on Australia’s shifting higher education policy settings and universities, including studies applying insights from new institutionalism. However, there have been only limited attempts to analyse institutional policymaking in Australian universities, despite extensive public policymaking research, as well as normative and ideology-focused studies analysing discrete academic and administrative institutional policies. There has also been only limited research analysing the mechanisms and processes instituted to govern, manage, develop, and review institutional policy, and the ways, if any, Australian university policy processes mimic particular public policy models, heuristics or theories. Furthermore, studies have yet to analyse the extent to which Dawkins’ promise of diversity has been realised within the domain of institutional policy, and whether institutional policy developments might potentially be a source of isomorphism.

To address these gaps in knowledge, I adopted an overall research design involving empirical mixed methods of qualitative and quantitative data collection (i.e., interviews, documents, and a survey), and thematic analysis. This study finds that despite Dawkins central promise of diversity, Australian universities show remarkable homogeneity in policy governance, policymaking processes reflecting the policy cycle heuristic, and key policy suite inclusions. Notwithstanding differences between universities with respect to the form and substance of individual policies, policy management models and technologies, this study finds that isomorphism is expressed in university policy governance and policymaking due to coercive, mimetic, and normative pressures exerted by government, system regulators and the policy practitioner professional network. Updated Threshold Standards and COVID-19 disruptions suggest imperatives for Australian universities to accommodate rapid policymaking and policy implementation evaluation to ensure robust policy governance and legitimacy.

แนวทางง่ายๆ ในการปรับกระบวนการศึกษาของไทยให้มีลักษณะเป็นสากล  มีการประยุกต์แนวคิดพื้นฐานของการเรียนรู้แบบตะวันตก แต่มีเอกลักษณ์เฉพาะของเราเอง นั้นอาจจะเริ่มด้วยการที่สถาบันอุดมศึกษา  ผู้สอน  และผู้เรียนร่วมกันตั้งคำถามง่ายๆ 5 คำ ได้แก่ What ?  How ?  Why ?  Where ?  When ?  ทุกครั้งที่มีกระบวนการศึกษาเกิดขึ้น

This article explores the role that universities play in shaping the relationship between academics and their work. Drawing on Miller and Rose's interpretation of our present era as being characterised by ‘Advanced Liberal’ governance, this article demonstrates how discourses seeking to govern academic labour enrol ideals about the academic and subjectify academic staff within strategies to govern their conduct. Entrepreneurial conceptions of ‘good’ academic conduct are valorised through such initiatives as performance evaluation, interdisciplinary research programmes and Graduate Certificates of university teaching and skills development. Drawing on the past literature and an analysis of three Australian public universities, this article proposes three ideals through which academics are enrolled into strategies to govern their conduct: ‘the career academic’, ‘the tribal academic’ and ‘the celebrity academic’. The centrality of an entrepreneurial sense of self within academic ideals contributes to the production of insidious effects within academic practices. The subjectification of academics, as entrepreneurial knowledge managers, may potentially produce strain within academics who fail to close the psychological distance between their self-perceptions and academic ideals. This article proposes that future investigations of the development of academic ideals and values should engage with an analysis of modes of self-government. The utility of self-government is explored in an analysis of the dynamic production of academic ideals within policies and programmes aimed at governing the behaviour of academic staff.

Higher Education policies in the wake of New Public Management altered university governance and reduced the role of the state, much public funding becoming contingent on performance. The organizational model for the entrepreneurial “multiversity” grants university leadership unprecedented degrees of strategic autonomy. A newly competitive environment for service delivery was expected to more efficiently use resources for mass higher education. After more than three decades, this on-going transformation continues to face a high degree of institutional resistance, in part because methods and outputs of higher education are notoriously difficult to standardize. Therefore, academic practices are often bound to the traditional organizational forms necessary for ascriptions of legitimacy. As a professional supplement to academic self-governance and state oversight, Higher Education management can draw lessons from these obstacles to organizational change for tackling forthcoming challenges of digital transformation.

This paper will consider the panel theme through an Asian perspective, at a national university in rural Japan. The site is Hirosaki University, located in Aomori Prefecture, Japan. Aomori is a rural prefecture of northern Japan, with low population and low socio-economic status. Likewise, Hirosaki University, although a national university with an attached medical school, has a comparatively low ranking among national universities in Japan. As such, the contemporary demands on Hirosaki University as an institution of higher education and the resulting policies, academic and administrative, that characterise Hirosaki University simultaneously reflect global trends of neoliberalism and higher education, by virtue of being located in a leading nation-state within Asia, as well as trends specific to neoliberalism within Japan, by virtue of the university’s peripherality and how this influences its relationship to the academic trends and demands originating within the central government ministries, trends and demands that ultimately reflect its geographic location and lower status.

This study attempted to compare the management practices in public and private universities in Khyber Pakhtunkhawa, Pakistan. The comparison is based on availability of written rules and regulations, distribution of tasks, availability of managers, access to officers, time management, work load, staff promotion procedure and appraisal system. Additionally, the comparison is also based on transparency, political intervention, use of authorities, nepotism and biasness, human resource availability and functions, academic decisions, existence of different decision making bodies, committees and their role in policy making and implementation and management styles. The population comprised all recognized universities in Khyber Pakhtunkhawa and a convenience sampling of six universities included three from public and three from private sector. The findings showed that both sector universities had the required offices, staff members and managers. The areas where private universities were observed weak as compared to public universities were lack of proper staff vacancy advertisements and induction policies, vague appraisal system, low salary packages and limited freedom to managers. Public universities were found unsatisfactory in areas including staff induction on merit based policies and political intervention, lack of monitoring system and lack of collegiality amongst university offices. The study recommends that universities in both sectors should

Universities are founded on principles of free and robust speech. When it comes to the governance  of our institutions however, such principles can seem just about the last consideration for management. This is shown in a series of troubling recent cases in Australian universities.

The training of competent professionals, with a
vision and stamp of commitment to society, must go
beyond traditional teaching processes, with innovation
being a key factor. Service-learning (S-L) is a methodology that integrates teaching with the community
service of students in a real environment. There are
several challenges in implementing this active methodology, taking into account the stakeholders and the
needs of the community. In this sense, this study seeks
to describe the experience regarding the design, implementation and management of the service-learning
methodology in an integrated project that includes two
subjects, costs and marketing, in a business program at
a state university of the south-central Chile. The work
is based on the systematization of experience, based
on three phases of implementation within the community: (1) planning, design and analysis, (2) delivery of the
service and, (3) evaluation, reflection and monitoring of
service-learning. The stages of design, implementation
and management of a project of these characteristics
could serve as a guide and guidance in future experiences by teachers or institutions that are interested in
the innovation of teaching-learning processes.

Although diversified strategies have most often been suggested as the panacea for addressing the financial challenges of universities, equally important is the capacity of institutions to properly utilize their existing capacities and resources.

This open letter to Ontario Minister of Advanced Education and Skills Development sets out grave governance issues at York University. The composition of the Board of Governors (100% of external members from big business and big banking) defies the Board's own By-laws for a broad public representation. The Board is heavily weighted in favour of two faculties, Law and Business, which represent only 5% of the undergraduate student population. 95% of undergraduate students and their programs are not represented on the Board. The gender imbalance on the Board is unacceptable. This non-representative Board has led to serious issues for equity at York University.

There are now bookshelves filled with critical analyses of the fallout of free-market neoliberal corporate culture as it is being played out in universities. As (former) public institutions of education and knowledge production plunge into branding competitions, tables of top 100s, quantitative measuring of impact and funding income and student numbers, our understanding of the university is thrown into turmoil as are the working lives of those who struggle with these new meanings of the tertiary education sector. The texts collected here to review are part of a genre that critique the politics of a neoliberal education, reflect on life in the university, and strategise ways of maintaining ethical and professional values in university work. It's not coincidental that many of them are informed by feminist politics.