higher education: disciplinary perspectives

Higher Education :disciplinary perspectives

MPhil/HEEM Master Programme in Higher EducationIntroductory semester, lecture 5Peter MaassenOslo, 3 September 2007

Various analytic dimensions

1. Governance2. Structure3. Funding4. Access/selection/participation5. Policy issues6. Globalization

Governance

Central planning Self-regulation

Belarus USAChina

Other countries

Structure

Integrated Binary Segmented Diversified

Australia PortugalUK Neth. France USA

Norway

Public Funding

Basic component: yes/no How large?

Teaching part: input?/performance: graduates, credits? Disciplinary differences/weights?

Research part: traditions?, performance?, doctoral component?Excellent research?, Open or closed competition?

Other parts: specific expenses; earmarked policy-related funds?

Institutional Funding

Public funding:Basic grantsCompetitive Grants

Private funding:Tuition feesContractsEndowmentsDonations

Access/student selection

Institution Government central

USA NetherlandsCanada

Policy issues

1. Costs2. Quality3. Internationalisation4. Access related issues5. ICT6. Degree structure7. Institutional autonomy8. System growth9. Public interest

Globalization?

Trade in higher education (WTO/GATS)Student competitionInstitutional competitionKnowledge society

Supra-national or global?

Disciplinary perspectives

Higher education studies not a self-standing discipline,but an applied field

Higher education has been studied from more than 40 different disciplinary perspectives

Example: sociology

Burton Clark: higher education system (1983)

• What is the main organisational ‘building block’ of HE• What is the main professional orientation in HE• Innovative/change capacity of HE• Change/diversity versus integration• Authority distribution: Administratively/Academically

Clark’s (sociological) position (1983)

• Knowledge is main building block• HEIs are mono-professional organisations

(academic profession)• Incremental innovations and changes:

HEIs are fragmented• Especially universities are traditionally run by academics• Authority distribution

Administration: centrallyAcademia: decentrally

Main developments of relevance since 1983

• Global/international dimension• ICT• Professionalisation of institutional leadership and administration/management• Growth of knowledge• Economization/marketization of HE/HE policies (innovation)

The end