Jens Jungblut

Higher education governance and policy: an introduction to multi-issue, multi-level and multi-actor dynamics

Abstract This thematic issue introduces the multifaceted nature of contemporary public policy – its multi-level, multi-actor and multi-issue features – using the case of higher education policies from around the world. To do so, this introduction first describes how higher education as a policy sector should be garnering far more attention from scholars interested in political, economic and social transformation. A framework for identifying and accounting for how the ‘multi-s’ characteristics configure and re-configure public policy is then introduced. Next, this thematic issue’s contributions are summarized with highlights of how they bring to life the different ‘multi-s’ features. This introduction concludes with a discussion of what the proposed framework of the ‘multi-s’ offers to studies of higher education policy coordination. In so doing, the objectives of this thematic issue are to highlight what the case of higher education policy coordination offers to studies of public policy and to initiate a dialogue between all social scientists and practitioners interested in the increased complexity of governing, producing and using knowledge today.

National student governance in Germany: the case of fzs

Abstract This article analyzes the organizational development of freier zusammenschluss von studentInnenschaften (fzs), the national union of students in Germany from its foundation until 2010. It situates it within the variety of student organizations acting on behalf of students within the multi-level system of higher education governance in Germany. Starting out as a rather small, ideologically driven and a more network-oriented association fzs developed into a national-level umbrella organization with a more professional working structure. This institutionalization and professionalization – especially during the 2000s – can be explained by several important developments in the domestic environment in which fzs is embedded. The current diversification in German higher education governance, leading to the loss of influence of the federal level and growing diversity between the Bundesländer, together with increasing influence of commodification in the context of the Bologna Process, coincide with the decrease of impact and members of fzs after 2005.

Still the main show in town? Assessing political saliency of the Bologna Process across time and space

Numerous studies focused on the linkages between the Bologna Process and system – as well as organizational-level changes – implying significance of the process for higher education policy dynamics. However, what has been lacking is a closer examination of the political importance of Bologna for the different actors involved and whether this varies over time, space and types of actors. The present study investigates the changes in the size and rank of delegations of national governments and European stakeholder organizations to the Bologna ministerial conferences in order to assess Bolognas political saliency in relation to (1) a more concrete interest in the actual European policy preferences for higher education and (2) an interest in the symbolic aspect of European policy coordination in higher education. The results suggest that the Bologna Process is primarily losing political appeal for the national governments of European Union (EU) members, while for the EU candidates and potential members as well as for the European stakeholder organizations it remains politically salient.

Re-distribution and public governance – the politics of higher education in Western Europe

ABSTRACT Many studies analysing partisan politics assume differing preferences based on parties’ ideological backgrounds without providing matching empirical analysis. This is especially true for specialized policy areas like higher education policy, which are often not included in large comparative analysis of manifestos addressing core policies. Additionally, the limited existing literature that includes higher education focuses only on the re-distributive dimension of partisan competition. However, the main theoretical argument of this article is that in order to fully capture partisan dynamics, it is necessary to include a second analytical dimension, addressing the question how higher education is governed. Based on this framework, theoretical expectations for partisan preferences of different party families are deduced. Subsequently, these expectations are tested using originally coded election manifestos and a qualitative content analysis for all relevant parties in four European countries (the UK, Germany, Norway, and the Netherlands). The findings show that parties do hold differing preferences which can be structured along two dimensions. While many parties fulfil the theoretical expectations, there is also a fair amount of variation within party families, which can be explained by pointing to the importance of institutions, their legacies, and the resulting constraints for the formation of partisan preferences.

From preferences to policies in coalition governments—Unpacking policy making in European higher education

This article focuses on the role of political parties for policy making, and it traces the development from party preferences over coalition positions to policy proposals. The main argument is that parties with more similar preferences agree on more encompassing sets of policies, and that if a coalition formulates a policy in its agreement the chances for a policy proposal are higher. However, the need to negotiate the coalition agreement with other parties mediates the influence of partisan preferences. The article is based on a qualitative content analysis of documents as well as expert interviews from three West European countries and focuses on higher education policy. The results show preferences of governing parties influence policy proposals also in situations of coalition government. Furthermore, coalition agreements are found to be central documents in policy making as they limit veto capacities and indicate where substantial policy change is likely.

Higher education policy in Canada and Germany: Assessing multi-level and multi-actor coordination bodies for policy-making in federal systems

Abstract Modern governments are increasingly faced with problems of policy coordination. However, coordination does not come naturally to organizations as it demands overcoming institutionalized working modes. Thus, countries have to find ways to tackle these problems to ensure efficient provision of public services. This contribution focuses on a specific and complex case, namely policy coordination for higher education policy in federal systems. The main research interest is to analyse the way in which coordination bodies responsible for higher education policy in two federal countries, Canada and Germany, organize their activities. Through this the study contributes to the understanding of the relevance of policy coordination in multi-level and multi-actor policy-making environments as well as the particular institutions that are dedicated to this task. Both coordination bodies are found to have many commonalities. However, the persisting differences, which can be traced to constitutional surroundings, also stress the importance of local conditions.

Partisan Politics in Higher Education Policy

Political parties are a key institution in modern democracies. Through representing their electorate they aggregate interests, offer coherent policy packages and when holding government offices are expected to shape policy accordingly (Klingemann, Hofferbert, & Budge, 1994). Thus, the participation of different parties in government can be one reason for policy differences both within and between countries.