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1
المساهمون: Institut de Recherche en Gestion (IRG), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris-Est Marne-la-Vallée (UPEM), Université Paris-Est Marne-la-Vallée (UPEM)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Mignot-Gérard, Stéphanie
المصدر: Higher Education Policy
Higher Education Policy, Palgrave Macmillan, 2010, pp.195-211
HAL
CIÊNCIAVITAEمصطلحات موضوعية: Sociology and Political Science, Higher education, media_common.quotation_subject, university governance, IRG_AXE2, Funding Mechanism, Public administration, 050905 science studies, Education, Bologna Process, Education policy, Sociology, ComputingMilieux_MISCELLANEOUS, media_common, business.industry, 4. Education, Corporate governance, humboldt, bologna, funding, 05 social sciences, Higher education policy, 050301 education, Higher Education, [SHS.SCIPO]Humanities and Social Sciences/Political science, Managerialism, Policy, ddc:320, 0509 other social sciences, business, 0503 education, [SHS.SCIPO] Humanities and Social Sciences/Political science, Autonomy, managerialism
الوصف: The Humboldtian educational ideal is based on the idea of the unity of teaching and research in universities (Einheit von Forschung und Lehre). The role of the state, according to Humboldt, was to fund universities in such a way that their autonomy was maintained. Much has changed in the funding mechanisms of higher education systems since the time of Humboldt, and here we consider developments within France, Germany, Ireland and Norway. Recent governance and funding reforms of higher education in Europe share the Humboldtian goal of promoting the 'very best education' through reconfigured relationships between the state and universities. However, most reforms which have taken place (and possibly those that are about to take place, as in the case of Ireland) have developed different external mechanisms to improve quality in teaching and research. The separation of funding for teaching and research has been a predominant approach which challenges the idea of unity of teaching and research, a key element of the Humboldtian model. Higher Education Policy (2010) 23, 195-211. doi:10.1057/hep.2010.2
وصف الملف: application/pdf
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2428834c00770016a7efe5905bfcbd82Test
http://hdl.handle.net/10379/11558Test -
2
المؤلفون: Stéphanie Mignot-Gérard, Christine Musselin
المساهمون: Mignot-Gérard, Stéphanie, Institut de Recherche en Gestion (IRG), Université Paris-Est Marne-la-Vallée (UPEM)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Centre de sociologie des organisations (CSO), Sciences Po (Sciences Po)-Centre National de la Recherche Scientifique (CNRS), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris-Est Marne-la-Vallée (UPEM), Centre de sociologie des organisations (Sciences Po, CNRS) (CSO)
المصدر: International Higher Education
International Higher Education, 2000, pp.20
HAL
CIÊNCIAVITAEمصطلحات موضوعية: 4. Education, media_common.quotation_subject, Corporate governance, French universities, IRG_AXE2, Public administration, 16. Peace & justice, Modernization theory, language.human_language, [SHS]Humanities and Social Sciences, German, Work (electrical), governance, Agency (sociology), language, change, Christian ministry, Sociology, [SHS] Humanities and Social Sciences, Administration (government), Autonomy, ComputingMilieux_MISCELLANEOUS, media_common, policy
الوصف: French universities have long been known for their weak governance capacity. Research by Erhard Friedberg and Christine Musselin on this topic (Enquête d’universités, 1989) and their comparative work on French and German universities clearly confirmed this characteristic. They show that French university administrators tend to behave as primus inter pares rather than as active promotors of collective projects. In most cases, university bodies came to “␣ nondecisions,” not making any decisions at all, rubberstamping choices made by individual faculty members, leaving the final decision to the ministry, or simply implementing the criteria set by the Parisian central administration. Thus, individual autonomy was considerable while institutional autonomy was limited␣ ; moreover the latter was considered somewhat illegitimate. In the view of these two authors, the weak governance of French universities allowed the Ministry of Education to play an interventionist role that also maintained the weakness at the institutional level. Fifteen years later, the authors of this article have done a new study on French university governance, funded by the Agency for the Modernization of the Universities—created in 1997 as part of the French Association of University Presidents. Based on 250 in-depth interviews at four universities, the study shows that French universities experienced a number of important changes within the last decade and have strengthened their governance.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5b9ef23936017a53318bcb58cc0bfffcTest
https://hal.archives-ouvertes.fr/hal-01190986Test -
3
المؤلفون: Stéphanie Mignot-Gérard
المساهمون: Institut de Recherche en Gestion (IRG), Université Paris-Est Marne-la-Vallée (UPEM)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris-Est Marne-la-Vallée (UPEM), Mignot-Gérard, Stéphanie
المصدر: HAL
Higher Education Policy and Management (OECD)
Higher Education Policy and Management (OECD), 2003, pp.135-163
CIÊNCIAVITAE
Higher Education Management and Policy
Higher Education Management and Policy, OECD Publishing, 2003, pp.135-163مصطلحات موضوعية: leadership, Empirical work, Higher education, business.industry, concepts, Corporate governance, Operating procedures, university governance, IRG_AXE2, Public administration, Public relations, [SHS]Humanities and Social Sciences, Normative, [SHS] Humanities and Social Sciences, Sociology, business, ComputingMilieux_MISCELLANEOUS
الوصف: This paper is a critical review of the Anglo-Saxon literature since the 1960s on university leadership and governance. The critique draws on a substantial amount of empirical work on operating procedures and governance in French universities. The intention is to show that the issue of university leadership has been analysed using too personalised, disembodied or normative an approach, and that the analysis of university governance has been too piecemeal. The alternative proposed here is a new definition of university governance to reflect its many facets, namely conflict/ co-operation between leaders, the interdependence of the many collegial bodies involved in decision-making, and the relations between leaders and representative bodies.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d92a3a8413e7bd65792a27c59177ebddTest
https://hal.archives-ouvertes.fr/hal-01190935Test
