Egbert de Weert

Higher Education Policy. An International Comparative Perspective

Higher education policy in international perspective: an overview (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert). Higher education policy in Australia (L. Meek). Higher education policy in Califomia (W. Fox). Higher education policy in Denmark (P. Bache, P. Maassen). Higher education policy in France (F. Kaiser, G. Neave). Higher education policy in Germany (E. Frackman, E. de Weert). Higher education policy in Japan (A. Arimoto, E. de Weert). Higher education policy in the Netherlands (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert). Higher educational policy in Ontario (G. Jones). Higher education policy in Sweden (G. Svanfeldt). Higher education policy in Switzerland (K. Weber). Higher education policy in the United Kingdom (J. Brennan, T. Shah). International perspectives on trends and issues in higher education policy (L. Goedegebuurre, F. Kaiser, P. Maassen, L. Meek, F. Van Vught, E. de Weert).

Contours of the emergent knowledge society: Theoretical debate and implications for higher education research

The idea of the knowledge society is becoming increasingly dominant in various public and scholarly writings. Several governments have reacted by advocating a further expansion of higher education in order to provide a highly skilled workforce. This seems at odds with views regarding the underutilisation of skills of employed graduates. This paper sketches some major characteristics of the emergent knowledge society from sociological, epistemological and economic viewpoints. Next, it discusses current research on the incidence of overeducation. It is pointed out that measures on overeducation are inaccurate and do not take into account changes in the emergent knowledge societies. The paper concludes with implications for future research on the nature and change of knowledge-based occupations.The idea of the knowledge society is becoming increasingly dominant in various public and scholarly writings. Several governments have reacted by advocating a further expansion of higher education in order to provide a highly skilled workforce. This seems at odds with views regarding the underutilisation of skills of employed graduates. This paper sketches some major characteristics of the emergent knowledge society from sociological, epistemological and economic viewpoints. Next, it discusses current research on the incidence of overeducation. It is pointed out that measures on overeducation are inaccurate and do not take into account changes in the emergent knowledge societies. The paper concludes with implications for future research on the nature and change of knowledge-based occupations.

International perspectives on trends and issues in higher education policy

Publisher Summary This chapter discusses international perspectives on trends and issues in a higher education policy. Privatization and market competition can be mere fads in the higher education policy, but the pursuit of these trends from a variety of different directions would lead one to believe otherwise. Also, the significance of the lean toward competition, de-regulation, and entrepreneurialism is given some credence by the fact that it seems that kindred forces are pushing different higher education systems in similar directions. Governments in different places are formulating similar responses to the problems facing their respective higher education systems. This can be due, in part, to similar responses to similar environmental circumstances. Economic instability, rising unemployment, flagging export markets, trade imbalances, and inflation know no national boundaries. Traditional manufacturing industries are being replaced by the so-called “knowledge processing sector,” to which higher education has a particular economic contribution to make. The social service burden on national treasuries is rising everywhere, coupled with “pressures to cut government expenditure and to demand greater efficiencies from public sector institutions and enterprises.”

Higher education policy in international perspective: an overview

Publisher Summary This chapter provides an overview of higher education policy in an international perspective. Developments in higher education in general and in higher education policy in particular can be analyzed from a multitude of perspectives. A quick glance through the existing literature suffices to affirm this statement. As there are many different ways of looking at higher education policy, it becomes of primary importance to locate an international comparative project within an overarching framework to curb individual hobby horses and maximize comparability of outcomes of the constituent parts. The framework underlying this study on higher education policy in an international perspective has been constructed by combining the key elements formulated in the project remit of the Bertelsmann Foundation and elements that have featured prominently, and proven viable, in prior work undertaken by CHEPS in the area of comparative higher education policy research. Using this framework, the chapter discusses the concepts of regulation and control, autonomy and academic freedom, federalism, and intermediary bodies.

Towards a T-shaped Profession: Academic Work and Career in the Knowledge Society

There is something paradoxical going on with regard to the academic profession in the knowledge society. The expression ‘knowledge society’ suggests that the production and dissemination of knowledge plays an increasingly important role in modern societies. Belief has intensified that human progress can only be achieved on the basis of an increase in the development and application of knowledge. The notion of the ‘knowledge society’ thus appears to be very attractive to those affiliated with higher education and research including its principal workers. Where else than in the ‘knowledge society’ would the academic profession stand out as the ‘key profession’? At the same time, conceptions of the ‘knowledge society’ and the implications of ‘competitive knowledge’ are almost invariably viewed from an economic perspective. The belief has also intensified that human progress depends on ‘constructed innovation’, that is the production, management and consumption of ‘knowledge’ as a commodity. In this context, ‘knowledge society’ appears to be an uneasy notion for those claiming exceptional status for higher education and research including its principal workers. Will the ‘knowledge society’ downgrade the academic profession to a mere part of the growing ‘knowledge workforce’?

The troublesome Dutch university and its Route 66 towards a new governance structure

From the early days of the university on, the way it should be run has been an issue of discussion and controversy. Two important dimensions in the discussions have been the authority distribution between internal (=academia) and external (=non-academia, such as state, church, business) stakeholders on issues concerning the university as a whole, and with respect to teaching and research matters the position of the chairholder versus the position of the non-professional academic staff and the students. The traditional distribution of power could be characterised as a careful balance between the internal and external interests on university matters, and a dominating position of the chairholders concerning academic issues, with hardly any influence at all for other academic staff or students. In all higher education systems major changes in this traditional distribution of power are rare and are nearly always caused by political, social or economic developments in the external environment of the university. In this article we will discuss the way in which in the Netherlands break with the traditional distribution of power in the universities took place in the 1960s. While we will focus on this period, in order to understand fully the nature and consequences of the mentioned break with the traditional situation, we will start with briefly outlining the nature of the governance structure of Dutch universities from the early 19th century till the 1960s.

Practice-Oriented Research: The Extended Function of Dutch Universities of Applied Sciences

This chapter seeks to analyse the legitimate research claims of Dutch universities of applied sciences. It subsequently analyses how the research function has been conceived in national policies, the emerging funding schemes for research, strategies developed by these institutions regarding organisational structures, human resources and research reward systems. Public policy for research in universities of applied sciences has changed due to the growing importance of knowledge utilisation and innovation in the context of the Lisbon 2000 Agenda and the need to increase investments in research and education. Given the professional orientation of the UASs, it seemed natural to assign to them a specific role in the innovation process by intensifying collaboration with industry and particularly with SMEs. Various national policy agencies have stressed the particular role of UASs to develop new ways of knowledge transfer, knowledge circulation, and attempted to define a distinctive research function for UASs.

Higher Education Policy in Japan

This chapter discusses the higher education policy in Japan. One of the unique features of Japans higher educational system is its dual structure—a small public sector controlled by central and local governments, and an enormous market-driven private sector. One-fourth of the total student population enrolls in public higher education, forcing the majority of students to attend the more costly, but generally educationally disadvantaged and crowded, private universities. Another feature of Japans higher education is its hierarchical structure. A few universities enjoy high esteem and their graduates attain the more prestigious positions in society. Other types of institutions are distinguished in the status order, ranging from middle-class universities to junior colleges. At present, higher education in Japan is confronted with various important issues relating to changes in Japanese society at large, such as internationalization, an aging of the population, the diversification of lifestyles, and the dissemination of information technology. In the context of these changes, higher education is considered to play an important role in society.

The Changing Balance of Teaching and Research in the Dutch Binary Higher Education System

In the Netherlands the relationship between the universities and the ‘other’ institutions of higher education has been the subject of a continuous debate. The main difference is the status of research which for universities is a major task, but in the last decade the other institutions have developed a research function as well. On the basis of a discussion of recent government policies that put pressure on the nature of teaching and research in both types of institutions, the chapter investigates what factors affect the working role of faculty members in these institutions and how the teaching and research nexus is being perceived both in undergraduate and graduate programmes. The results suggest that although the institutional type remains an important influence on how faculty spend their time, the differences are becoming attenuated

Higher Education Policy in Germany

Publisher Summary This chapter discusses the higher education policy in Germany. German higher education consists of two main sectors, the university sector and the Fachhochschul sector. The universities, some of which are 100 years old, are based on the traditions of the German Research University. They represent the Humboldtian principle of the “unity of research and teaching.” The universities and the Fachhochschulen are the two main sectors of German higher education. As an additional sector the colleges of arts and music can be taken into consideration. Studies at the universities lead either to the Diplom, awarded by the respective institutions, or to the state examination. The normal length of studies is supposed to be 10–12 semesters. University studies do not provide for an “intermediate” examination, that is, one leading to the award of a degree that might qualify for the labor market, such as the Anglo–American bachelor degree. The institutions of the university sector have the exclusive right to award the Ph.D and the venia legend.