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4. Recently innovations in national higher education policies have led to a partial ‘de-instrumentalisation’ of higher education and a renewed interest in other, e.g. social, and cultural, roles of higher education. 5. Effective structures for monitoring the implementation of national higher education policies or programmes are rare. 6. Institutions are still learning what it means to be a public service enterprise and are still in the process of developing approaches and methods to manage their resources effectively. 7. Factors such as inherited staff and resources, common practice and values, subject mix, and management approaches have constrained institutions and profoundly affected their market position. 8. The impact of governments on academic programme development in first-degree education is rather limited. 9. Governmental attempts to influence university and college developments in the area of lifelong learning can in general be described as wishful thinking. 10. Especially in Continental Europe the traditional bilateral relationship between higher education and the state is rapidly becoming a multilateral relationship between higher education and various external actors, including the Ministry of Education. Key Recommendations The project made the following recommendations: 1. In order for governments to ensure that policy processes are more effective they should acknowledge that the role of politics is to design, adapt, and monitor the ‘framework’ conditions within which HE operates. 2. Appropriate HE professionals should be deliberately involved in policy making. 3. Higher education institutions should be expected to operate autonomously in implementing policies and realising HE goals within the agreed framework. 4. Politics should not interfere in the detailed operation of HE institutions. 5. Governments should develop more effective monitoring structures for evaluating and analysing the ways in which higher education policies are handled in practice. 6. If politics wishes to influence the policy process i.e. policy development and policy implementation, it is important that individual politicians should become active in professional networks. 7. An independent, de-politicised European higher education policy monitor should be established to provide data for future research on HE. 8. Further comparative and longitudinal research on issues relating to change processes in HE is required. The full title of the project is: Governmental Policies and Programmes for Strengthening the Relationship between Higher Education Institutions and the Economy. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports). 22
Key Publications Gornitzka, “Governmental policies and organisational change in higher education”, Higher Education, Vol. 38, 1999. Gornitzka & Maassen, “Integrating two theoretical perspectives on organisational adaptation”, in Jongbloed, Maassen & Neave (eds.), From the Eye of the Storm: Higher Education's Changing Institution, Dordrecht: Kluwer Academic Publisher, 1999. Gornitzka, Huisman, Klemperer, Maassen, Van Heffen, Van de Maat, & Vossensteyn, State steering models with respect to Western European higher education, Enschede, Center for Higher Education Policy Studies, 1999. Heffen, Maassen, Verhoeven, De Vijlder & De Wit, Overheid, hoger onderwijs en economie: ontwikkelingen in Nederland en Vlaanderen, Utrecht: Uitgeverij LEMMA, 1999. Heffen, Jef Verhoeven and Kurt de Wit, Hoger onderwijs en beleid in Vlaanderen, Bestuurskunde, 8 (8) (themanummer Hoger onderwijs en de kennissamenleving), 1999. Heffen, Maassen & Verhoeven, Hogeronderwijs(beleid) en de kennissamenleving, Bestuurskunde, 8 (8) (themanummer Hoger onderwijs en de kennissamenleving), 1999. Huisman & Meek, “New study programmes at universities: strategic adaptation versus institutional adjustment”, in Jongbloed, Maassen & Neave (eds.), From the Eye of the Storm. Higher Education’s Changing Institution. Dordrecht: Kluwer, 1999. Verhoeven & De Wit Hoger onderwijs en beleid in Europa, Bestuurskunde, 8 (8) (themanummer Hoger onderwijs en de kennissamenleving), 1999. 23
Page 1 and 2: REPORT EUR 20791 European Union-sup
Page 3 and 4: 2003 EUROPEAN COMMISSION European U
Page 7 and 8: Table of Contents Foreword ……
Page 9: Notes from the editor This report i
Page 13 and 14: Briefing Paper 1 Research Instituti
Page 17 and 18: 4. Other incentives to improve mobi
Page 19 and 20: 4. However, the push to make work e
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Page 29 and 30: 7. Despite strong resistance from e
Page 33 and 34: 10. There needs to be encouragement
Page 35 and 36: The full title of the project is: E
Page 37 and 38: 2. Some employers and politicians a
Page 39 and 40: Briefing Paper 11 Research Institut
Page 43 and 44: • A greater understanding of the
Page 47 and 48: The Final Report and results of thi
Page 51 and 52: 9. Policy needs to provide opportun
Page 53 and 54: • The levels of teachers’ inter
Page 55 and 56: 4. Strengthening the educational re
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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Briefing Paper 23 Research Institut
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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Key Recommendations The following r
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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Key Recommendations The following r
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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