Giuseppe Catalano

Governance models of university systems—towards quasi‐markets? Tendencies and perspectives: A European comparison

The results of an in‐depth study into the university systems of the main countries of the European Union are presented in this paper. The objective is to define theoretical models of the market forms of university education and to apply them in a comparative international study. The analysis shows a general tendency to organise these systems according to ‘managed competition’ mechanisms in which the state plays a role in financing the system and regulating the quality of the study courses offered by the universities (quasi‐markets).

Evaluation of national science park systems: a theoretical framework and its application to the Italian and Spanish systems

Although many authors have analysed the role and the efficiency of science parks, only a few contributions have analysed national science park systems (SPSs) as a whole. Because of the lack of data, evidence regarding the performance of science parks in a nation is very limited and there is a lack of comparisons between different systems. This paper aims to introduce a simple framework to analyse SPSs and to show its use for comparing the state of development and the main differences of two or more SPSs. Its application to the Italian and Spanish systems shows that science parks play a more important role in Spain than in Italy. The main causes of these differences are argued to be (i) the presence of a set of coherent and particular policies which favour science parks in Spain and (ii) the internal factors of the Spanish science park system, including business models of the science parks and the role of the national association.

Debate: Innovation in the Italian public higher education system: introducing accrual accounting

This suggests that many of the institutions that purport to be world class are actually playing a ‘screening’ role that has little or no value to the educational experiences and achievements of their students. But while the evidence about the educational benefits of élite institution is, at best, mixed, there is very clear evidence of the costs and detriments. Directly, the behaviour of él ite institutions means that higher education costs more, often a lot more, than it should. The US is the classic case. It is far and away the most expensive major system, but it produces increasingly mediocre results (Brown, 2011). One of the biggest reasons for this is the price leadership role exercised by a handful of élite, mostly private, institutions. This is taking higher education beyond the reach of many lowerand middle-income families. This, incidentally, is what would have happened in the UK if the élite universities had got their way completely and the fee cap had been abolished. There are also lots of indirect costs. If the overall quantity of resources for higher education is constrained, it is almost certain that the leading institutions are receiving income that could, and should, be going to institutions that are not only playing a more socially useful role but making a better job of it. Then there are the costs of the emulatory behaviour of the institutions that are trying to become world class. This wastage is likely to be seen on a global scale as more and more institutions aspire to élite status. It is bad enough for developed countries, but it could be ruinous for developing ones. Linked to this is the danger that one relatively narrow model of the university—large, international, and research intensive—will become the default model for the world as a whole. Another set of costs or detriments refers to the notion of a system as such. The more that the focus is on a small number of élite institutions, the greater the damage to the higher education system. Finally, we need to note the negative connotations for social mobility. While the main reasons for lack of social mobility lie outside the universities, the unhealthy nexus between the élite universities and the public schools, highlighted recently in the UK by the government’s social mobility tsar, Alan Milburn, is only too obvious. Let us hear no more of world-class universities.

Can schools be autonomous in a centralised educational system?: On formal and actual school autonomy in the Italian context

Purpose – The purpose of this paper is to examine the difference between formal and real school autonomy in the Italian educational system. The Italian case is characterised by low levels of school autonomy. It is interesting to consider whether heterogeneity of patterns is possible in this context. A description of this heterogeneity is provided through archetypes.Design/methodology/approach – The methodology is a qualitative survey conducted among school principals. A non‐standardised questionnaire was completed by 35 principals. The collected data were examined in accordance with the framework dimensions (different features of school autonomy) and three archetypes were identified.Findings – The three archetypes of schools identified are: first, entrepreneurial (the strategies followed and the tools used are broader than those that the law prescribes); second, chaotic (different actors express their opinions but, ultimately, there is no shared decision at the school level); and third, bureaucratic (the ...

Is Expenditure on Higher Education Per Student Converging across EU-15 Countries?.

This article examines the trend in expenditure per student at higher education institutions in the EU-15 countries, during the period 1998–2006. The results show that there was a tendency towards convergence (as measured by sigma and beta convergence analysis). The ratio of convergence is higher after 2001, suggesting that the implementation of European-level policies (e.g. the Bologna Declaration and the Lisbon Strategy) had an impact not only in the political arena, but also at an economic level. The convergence has been driven more by private financial resources than by public ones, supporting evidence for a gradual transformation of the patterns of financing higher education in Europe. There are elements that continue to influence the level of expenditure of individual countries; mainly their wealth as measured by GDP per capita.

Public engagement through social media: the spending review experience

This paper, relying on three empirical cases of spending reviews carried out in Europe, investigates how social media has been used to engage citizens in spending review processes. The authors explain the differences in levels of engagement between the use of social media (Web 2.0 tools) compared to traditional Web 1.0 tools. Finally, they discuss how government might genuinely listen to its citizens and work with them.

Accrual accounting in Italian universities: a technical perspective

Purpose – The purpose of this paper is to examine the impact of full accrual accounting on the Italian public universities and, in this context, how some technical-accounting problems typical of public sector (recognition and valuation issues) have been addressed. An additional purpose investigated in this paper is the role of International Public Sector Accounting Standards (IPSASs) in helping to overcome these technical-accounting issues, for the case under examination. Design/methodology/approach – The paper involves studying whether, and to what degree, some of the accounting choices made by the universities complied with the principles of full accrual accounting for several specific accounting registrations characterised by the presence of recognition and valuation issues. During this investigation, the paper also analyses whether the universities followed the accounting rules set out by the IPSAS Board. Findings – The findings highlight that, in general, there is a low degree of compliance with full...

Defining spending reviews: a proposal for a taxonomy, with applications to Italy and the UK

After the 2008 global financial crisis, many governments introduced spending reviews (SRs). The paper provides a valuable definition of the concept of the SR by proposing a taxonomy of the main organizational and methodological aspects involved in the SR process. The paper identifies two different SR models, which feature alternative approaches to cutting back spending. The authors highlight some important considerations when looking to make sustainable and sensible cuts in spending.

The Effects of Vouchers in Higher Education: An Italian Case Study.

The aim of this article is to analyse the effect of introducing voucher schemes in higher education context. In the first part, the main economic characteristics of educational vouchers are discussed, in order to identify their expected effects on efficiency and equity in tertiary education. The second part contains the results of a case study that documents the experience gained at the University of Bologna between 2003/04 and 2005/06. The results suggest that the main effects of vouchers are on (1) the effectiveness of public support, and (2) course prices (fees).

How Resistance to Change Affects the Implementation of Accrual Accounting in Italian Public Universities: A Comparative Case Study

ABSTRACT Following a highly disordered series of reforms, Italian universities will adopt accrual accounting by the end of 2016. This article studies the case of two universities where the new accounting system was introduced early (2013). The aim is to identify the main drivers of resistance to change and determine the types of organizational behavior that can counter this resistance. The results show a positive correlation between overcoming resistance to change and implementing specific organizational practices that may soften its effect. Surprisingly, the article found that resistance was stronger in the university where the situation was less complex.