ANNEX - Springer978-1-4020-3504-3/1.pdf · ANNEX MAURICE KOGAN – MAIN PUBLICATIONS BOOKS Higher Education and Research Policy Becher, T, Embling, J. and Kogan, M. (1977). Systems

ANNEX

MAURICE KOGAN – MAIN PUBLICATIONS

BOOKS

Higher Education and Research Policy

Becher, T, Embling, J. and Kogan, M. (1977). Systems of Higher Education: United Kingdom. Interna-tional Council for Educational Development.

Becher, T. and Kogan, M. (1980). Process and Structure in Higher Education. London: Heinemann. Second Edition, London: Routledge, 1992.

Kogan, M. and Kogan, D. (1983). The Attack on Higher Education. London: Kogan Page.Kogan, M. and Henkel, M. (1983). Government and Research: The Rothschild Experiment in a Govern-

ment Department. London: Heinemann. Becher, T. and Kogan, M. (1988). Calling Britain's Universities to Account. London: Education Reform

Group.Boys, C., Brennan, J., Henkel, M., Kirkland, J., Kogan, M. and Youll, P. (1988). Higher Education and

the Preparation for Work. London: Jessica Kingsley Publishers.Cave, M., Hanney, S., Kogan, M. and Trevett, G. (1988) The Use of Performance Indicators in Higher

Education, London: Jessica Kingsley Publishers. Second Edition,1991. Third Edition 1997.Kogan M. (ed.) (1989). Evaluating Higher Education. London: Jessica Kingsley Publishers. Becher, T., Henkel, M. and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley

Publishers.Kogan, M., Moses, I. and El-Khawas, E. (1994). Staffing Higher Education: Meeting New Challenges.

London: Jessica Kingsley Publishers. Kogan, M. (rapporteur) (1995). Reviews of National Policies for Education - Finland Higher Education.

Paris: OECD. Brennan, J., Kogan, M. and Teichler, U. (eds.) (1996). Higher Education and Work. London: Jessica

Kingsley Publishers.Kogan, M. and Hanney, S. (2000) Reforming Higher Education. London: Jessica Kingsley Publishers.Kogan, M., Bauer, M., Bleiklie, I. and Henkel, M. (2000). Transforming Higher Education: A Compara-

tive Study. London: Jessica Kingsley Publishers. Gornitzka, A., Kogan, M. and Amaral, A. (eds.) (2005). Reform and Change in Higher Education.

Dordrecht: Springer.

Education

Kogan, M (rapporteur) (1971). Reviews of National Policies for Education: United States. Paris: OECD. Kogan, M. (1971) The Government of Education. London: Macmillan and New York: Scholastic.Kogan, M., with Edward Boyle & Anthony Crosland (1971). The Politics of Education. Harmondsworth:

Penguin Books.

246 ANNEX

Kogan, M. & van der Eyken, W. (1972). County Hall. Harmondsworth: Penguin Books. Kogan, M. & Pope, M. (1973). The Challenge of Change. Report of the National Children's Bureau Conferenceheld in l972. Slough: NFER Publications Ltd.

Kogan, M. & Packwood, T. (1974). Advisory Councils and Committees in Education. London: Routledge& Kegan Paul.

Kogan, M. (1975). Educational Policy Making: A Study of Interest Groups and Parliament. London: Allen & Unwin.

Kogan, M. (1978). The Politics of Educational Change. London: Fontana & Manchester: Manchester University Press.

Johnson, D. (ed.), Kogan, M., Ransom, E. & Packwood, T. (1980). Secondary Schools and the Welfare

Network. London: Allen & Unwin. Kogan, M. (rapporteur) (1981). Reviews of National Policies for Education, Educational Reforms in

Sweden. OECD.Kogan, M. and Bush, T. (1982). Directors of Education. Allen & Unwin.Husen, T. and Kogan, M. (1984). Educational Research and Policy: How Do They Relate? Pergamon ?

Press.Kogan, M. (ed.), Johnson, D., Packwood, T. & Whitaker, T. (1985). School Governing Bodies, London:

Heinemann Educational Books. Kogan, M. (1986). Education Accountability, London: Hutchinson, l986, Second Edition, l988.Bush, T., Kogan, M. & Lenney, T. (1989). Directors of Education: Facing Reform, London: Jessica

Kingsley PublishersGranheim, M., Kogan, M. & Lundgren, U. (1990). Evaluation as Policy-Making: Introducing Evaluation

into a National Decentralised Educational System, London: Jessica Kingsley Publishers. Kogan, M. (rapporteur) (1990). Reviews of National Policies for Education: Norway. Paris: OECDyy

Cordingley, P. & Kogan, M. (1990). In Support of Education: The Functioning of Local Government.London: Jessica Kingsley Publishers.

Kogan, M. & Tuijnman, A. (1995). Educational Research and Development Trends, Issues and Chal-

lenges, Paris: OECDKogan, M. (rapporteur) (1997). Reviews of National Policies for Education: Greece. Paris: OECD

Health and Social Services

Cang, S., Dixon, M., Kogan, M. & Tolliday, H. (1971). Working Relationships within the British Hospital

Service. Bristol: Bookstall Publications. Kogan, M. & Terry, J. (1971). The Organisation of a Social Services Department: A Blueprint. Bristol:

Bookstall Publications.Kogan, M. (1978). The Working of the National Health Service. Research Paper No. l, Royal Commis-

sion on the National Health Service. London: HMSO, l978. Henkel, M., Kogan, M. Packwood, T., Whitaker, T. & Youll, P. (1989). The Health Advisory Service: An

Evaluation. London: King Edward's Hospital Fund for London. Joss, R. & Kogan, M. (1995). Advancing Quality. Total Quality Management in the National Health

Service. Milton Keynes: Open University Press.Kogan, M., Redfern, S., Norman, I. and Robinson, S. (1995). Making Use of Clinical Audit. Open Uni-

versity Press.

Government and Politics

Kogan, D. & Kogan, M. (1982). The Battle for the Labour Party, London: Fontana and Kogan Page.Cave, M., Kogan, M. & Smith, R. (1990). Output and Performance Measurement in Government: The

State of the Art, London: Jessica Kingsley Publishers, 1990.

ANNEX 247

Hawkesworth, M. & Kogan, M. (1992). Encyclopedia of Government and Politics, London and NewYork: Routledge. Second edition, 2004.

OTHER PUBLICATIONS (ARTICLES, CHAPTERS IN BOOKS AND MONOGRAPHS)

Higher Education and Research Policy

Kogan, M. (1969) “Audit, Control and Freedom”. Higher Education Review, Spring.Becher, T. & Kogan, M. (1979). “Process and Structure in the Higher Education System”. In Research

into Higher Education, Process and Structures. Stockholm: Swedish National Board of Universitiesand Colleges.

Kogan, M., Korman, N. & Henkel, M. (1980). Government's Commissioning of Research: A Case Study.Uxbridge: Department of Government, Brunel University.

Henkel, M. & Kogan, M. (1981). The DHSS Funded Research Units: The Process of Review. Uxbridge:Department of Government, Brunel University.

Kogan, M. (1984) “Higher Education as a Political System”. In Clark, B. R. (ed.). Systems of Higher

Education: Eight Disciplinary and Comparative Views. Berkeley and Los Angeles: University of California Press.

Kogan, M. (1984) “Implementing expenditure cuts in British higher education”. In Premfors, R. (ed.). Higher Education Organisation. Almqvist & Wicksell International.

Kogan, M. (1985) “The Expectations of Higher Education Project”. In Jaques, D. & Richardson, J. (eds.).The Future for Higher Education. SRHE & NFER-Nelson, 1985

Kogan, M. (1988). “Government and the Management of Higher Education”. International Journal of

Institutional Management in Higher Education, 12(1).Kogan, M. (1988). “Policy Studies in Higher Education: Getting an Agenda Together”. Higher Education

Policy, 1(3). Kogan, M. (1989). “Managerialism in Higher Education”. In Lawton, D. (ed.). The Education Reform

Act: Choice and Control. London: Hodder and Stoughton.Cave, M., Hanney, S. and Kogan, M. (1990). “The Scope and Effects of Performance Measurement in

British Higher Education”. In Dochy, F., Segers, M. & Wijnen, W. (eds.). Management Information

and Performance Indicators in Higher Education: An International Issue. Assen/Maastricht:Gorcum. Kogan, M. (1990). “Policy Making and Evaluation in Higher Education”, Higher Education Policy, 3(4). Kogan, M. (1992). “Disciplinary Perspectives : Political Science”. In Clark, B. R. & Neave, G. (eds.).

Encyclopedia of Higher Education, Oxford: Pergamon.Henkel, M. & Kogan, M. (1993). “Research Training and Graduate Education: The British Macro Struc-

ture”. In Clark, B. R. (ed.) The Research Foundations of Graduate Education: Germany, Britain,

France, United States, Japan. Berkeley and Los Angeles: University of California Press.Kogan, M. (1994). “Assessment and Productive Research”. Higher Education Quarterly, 48(1). Kogan, M. (1991). “Quality Evaluation and Improvement: The Case of the United Kingdom”. In

SCRE-Action, No. 96,1991/4. Standing Conference of Rectors, Presidents and Vice-Chancellors Kogan, M. (1996). “Comparing Higher Education Systems”. Higher Education, 32: 395-402.Kogan, M. (1997). “Diversification in Higher Education: Differences and Commonalities”. In Minerva

XXV(1):47-52.Kogan, M. (1997). “An Agenda for Research and Policy Analysis”. Tertiary Education and Management,

3(3). Kogan, M. & Henkel, M. (1998). “The impact of policy changes on the academic profession in England”.

The European Review, Autumn. Kogan, M. (1998). “University-State Relationships”. Higher Education Management, 10(2): 121-135.

248 ANNEX

Kogan, M. (1998). “Knowledge about Higher Education for its Different Stake-holders”. In Leitner, E.(ed.). Educational Research on Higher Education Reform in Eastern and Central Europe. Frankfurt am Main: Peter Lang: 23-39.

Kogan, M. (1999). “The Culture of Academe”. Minerva, 37: 63-74 Kogan, M. (1999). “ The Academic-Administrative Interface”. In Henkel, M. & Little, B. (eds.). Chang-

ing Relations between Higher Education and the State. London: Jessica Kingsley Publishers.Kogan, M. & Henkel, M.(2000). “Future Directions for Higher Education Policy. Getting Inside: Policy

Reception of Research”. In Teichler, U. (ed.). The Institutional Basis of Higher Education Research

Dordrecht: Kluwer: 25-44.Kogan, M. (2000). “Higher Education Communities and Academic Identity”. Higher Education Quar-

terly, 54(3), 207-216 and in McNay, I. (ed.) Higher Education and Its Communities. Buckingham: SRHE-Open University Press, 29-37

Kogan, M. (2000). “Lifelong Learning in the UK”. European Journal of Education, 35(3).Kogan, M. & Healy, C. (2000) Non-Official Higher Education in the UK . In Kokosolakis, N. (ed.) K Non-

Official Higher Education in the European Union. Penteion University of Social and Political Sci-ences, Athens: 315-386.

Healy, C., Henkel, M. & Kogan, M. (2000). Lifelong Learning and the University in the UK. Uxbridge:CEPPP, Brunel University.

Henkel, M., Hanney, S., Kogan, M., Vaux, J. & Von Walden Laing, D. (2000). Academic Responses to

the UK Foresight Initiative. Research Report. Uxbridge: CEPPP, Brunel University. Kogan, M. (2001). “Lifelong Learning and Power Relations and Structure”. European Journal of Educa-

tion 36(3), 351-360.Kogan, M. (2002). “National Characteristics and Policy Idiosyncrasies”. In Enders, J. & Fulton, O.

Higher Education in a Globalising World: International Trends and Mutual Observations.Dordrecht: Kluwer Academic Publishers, 39-52.

Hanney, S., Gonzalez-Block, M., Buxton, M. & Kogan, M. (2003). “The utilisation of health research inpolicy-making: concepts, examples and methods of assessment” Health Research Policy and Sys-

tems, 1(2). Kogan, M. (2004). “Teaching and Research: Some Framework Issues”. Higher Education Management

and Policy, 16(2), 9-18.Kogan, M. (2005). “Modes of knowledge and patterns of power”. Higher Education, 44(1).

Education

Kogan, M. (1971). “English Primary Schools: A Model of Institutional Innovation”. In Green, T. (ed.)Educational Planning in Perspective. Futures, IPC. .

Kogan, M. (1973). “The Plowden Committee on Primary Education”. In Chapman, R. (ed.), The Role of

Commissions in Policy Making. London: Allen & Unwin.Kogan, M. (1974). “Participation and Institutional Discretion”. In Participatory Planning in Education.

Paris: OECD.Kogan, M. (1975). “Institutional Autonomy and Public Accountability”. Journal of the British Educa-

tional Administration Society.

Kogan, M. (1976). “Dispersal in the Ealing Local Education Authority Schools' System”. Report to RaceRelations Board.

Kogan, M. (1977). “Obstacles to Inter-Sectoral and Social Planning”. In Inter-Sectoral Educational Plan-

ning. Paris: OECD.Kogan, M. (1978). “The Impact and Policy Implications of Monitoring Procedures”. In Becher, A. &

Maclure, S. (eds.). Accountability in Education, Slough: NFER. Kogan, M. (1979). An Appraisal of Country Educational Policy Reviews. Paris: OECD.Kogan, M. (1981). “Education in Hard Times”. In Hood, C. (ed.), Big Government in Hard Times. Martin

Robertson.

ANNEX 249

Kogan, M. (1982). Legitimating Educational Policy: The Use of Special Committees in Formulating

Policies in the USA and the UK. Stanford: Institute for Research on Educational Finance and Gov-ernance, Stanford University.

Kogan, M. (1983). “The Case of Education”. In Young, K. (ed.) National Interest and Local Government.London: Heinemann, l983.

Kogan, M. (1983). “The Central-Local Government Relationship: A Comparison Between the Educationand Health Services”. Local Government Studies, January/ February.

Kogan, M. (1984). “Curriculum Innovation: the Impact of Central Government Initiatives”. Secondary

Education Journal (The Future of Curriculum Development), 14(3)Kogan, M. (1987). “Education”. In Parkinson, M. (ed.) Reshaping Local Government. Policy Journals,

Transaction Books.Kogan, M. (1987). “The Plowden Report Twenty Years on”. Oxford Review of Education, 13(1). Kogan, M. & Mann, J. (1989). “Education”. In Jackson, P. & Terry, F. (eds.) Public Domain. London:

Public Finance Foundation with Peat, Marwick, McLintock.Kogan, M. (1989). “Accountability and Teacher Professionalism”. In Carr, W. (ed.) Quality in Teaching.

London: Falmer Press.Kogan, M. (1991). “At the Education Ministry”. In Gold, A. (ed.) Edward Boyle. His Life by His Friends.

London: Macmillan. Atkin, J. M. and Kogan, M. (1991). “Special Commissions and Educational Policy in the USA and UK”.

In Anderson, D. & Biddle, B. (eds.), Knowledge for Policy. Improving Education Through Research.

London and Bristol, PA: Falmer Press.Kogan, M. (1991). “Education: Problems and Constraints”. Political Quarterly, 62(2) (Symposium on

Issues Facing the Next British Government). Gruson, P. and Kogan, M. (1992). “Education policy”. In Hawkesworth, M. & Kogan, M. (eds.) Encyclo-

pedia of Government and Politics. London and New York: Routledge, Volume 2, 670-681.Kogan, M. (1992). “Corporatism and Accountability: The Case of Education''. In Broady, D. (ed.) Educa-

tion in the Late 20th Century. Essays presented to Ulf P. Lundgren on the occasion of his fiftiethbirthday. Stockholm Institute of Education Press.

Kogan, M. (1994). “Researching the Powerful in Education and Elsewhere”. In Walford, G. (ed.) Re-

searching the Powerful in Education. London: UCL Press.Kogan, M. (1995). “Politics and the Study of Effectiveness in Educational Systems: Analysis of Effec-

tiveness as a Deciding Factor in Educational Policy-Making”. In Trier, U. (ed.). Analysing the Effec-

tiveness of Education Systems. Bern Symposium, National Research Programme 33. Kogan, M. (1997). “Learning from Other Areas of Study”. In Hegarty, S (ed.) The Role of Research in

Mature Education Systems. Slough: NFER. Kogan, M. (1997). “Education Management in Hard Times”. In Mortimore, V. & Little, V. (eds.) Living

Education: Essays in Honour of John Tomlinson. London: Paul Chapman Publishing. Kogan, M. and Maden, M. (1999). “An Evaluation of Evaluators: the OFSTED System of School Inspec-

tion”. In Cullingford, C. (ed.) An Inspector Calls. OFSTED and Its Effect on School Standards. Lon-don: Kogan Page Ltd.

Kogan, M. (1999). “Local Government and Schools”. In O’ Hagan, B.(ed.) Modern Educational Myths.

The Future of Democratic Comprehensive Education. London: Kogan Page Ltd. Kogan, M. (2004). “Education policy”. In Hawkesworth, M. & Kogan, M. (eds.) Encyclopedia of Gov-

ernment and Politics (Second Edition), London and New York: Routledge, Volume 2, 682-697.

Public and Social Policy

Kogan, M. (1969). “The Government of the Social Services'. Charles Russell Memorial Foundation.Draper, P., Kogan, M. & Morris, J. (1970). The NHS: three views. Fabian Research Series 287.Kogan, M. (1971). “Management Efficiency and the Social Services: a review article”. British Journal of

Social Work, 1(1).

250 ANNEX

Kogan, M. (1973). “Social Policy and Public Organisational Values”. Journal of Social Policy 3(1). Kogan, M. (1974). “An Over-Simplified Model”. Commentary on W. A. Niskanen's Bureaucracy, Ser-

vant or Master?, London: Institute of Economic Affairs.

SELECTED CONFERENCE AND OTHER PAPERS

Kogan, M. (1969). “Social Services: their Whitehall Status”. New Society 21 August.Kogan, M. (1979). “Different Frameworks for Educational Policy Making and Analysis”. Speech given at

London University Institute of Education, 31 January.Kogan, M. (1982). “Expectations of Higher Education'”. Paper given at Standing Conference of Employ-

ers of Graduates, Annual Conference, Christ Church, Oxford, 11 July. Kogan, M. (1982). “Holding the Middle Ground: The School as a Responsive Institution”. Paper given at

Association for the Study of the Curriculum National Conference, 7 April. Kogan, M. (1987). “Knowledge Criteria, Professionalism and Concepts of Excellence in Higher Educa-

tion”, Anglo-American Seminar on Quality in Higher Education, Princeton University USA, Sep-tember 1987.

Kogan, M. (1987). “The Responsiveness of Higher Education to External Influences”. Paper given at International Conference, Rosenon, Sweden, 1-5 June.

Kogan, M. (1991). “Changing Patterns of University Government”. Paper given at School of Education, University of Bristol, February.

Kogan, M. (1991) “The Evaluation of Higher Education: An International Perspective” paper given at Swedish National Board of Universities and Colleges Open Day, 1 October.

Kogan, M. (1992) “Competition for Funding of Teaching and Research”. Paper given at Reform of Higher Education Conference, University of Southampton, Department of Law. 1 July.

Kogan, M. (1992). “The Internal and External Functions of the University” in Na Styrsystem for de Nord-

iska Universiteten, XVII Seminariet for Nordiska Universitetsadministratorer 8-13 August, 1093. Kogan, M. (1993). “An Agenda for Research and Policy Studies”. Paper given at EAIR conference,

Turku, August 1993. Kogan, M. (1993). “Assessment and Productive Research. Paper given at Conference on Research As-

sessment: the Way Ahead, University of West of England, Bristol 22 June. Kogan, M. (1994). “The Evaluation of Higher Education”. Talk given at University of Oslo Workshop,

10 January. Kogan, M. (1995). “Knowledge for Policy Making”. Paper given at conference on the Role of Research

in Policy Making, University of Trondheim, 15-17 November.Kogan, M. (1997) “Staffing Higher Education”. Paper given to Education Committee, Council of Europe,

April.Kogan, M. and El-Khawas, E. (1995). “Staffing Higher Education”. Talk given at Conference on the

Academic Profession, Villa Vigoni, October.

SUBJECT INDEX

academic authority 125, 151, 160of institutional leadership 194–95, -208

academic autonomy 6–7, 145–166, 181central and eastern Europe 58challenges 92collective versus individual 192 legitimisation 37 strengthening 70-71threats 177

academic capitalism 17, 26, 173-175autonomy/identity effects 152criticisms of concept 236–237interview data 178, 182–184 knowledge regimes 205–206leadership 200, 209

academic consumerism 124-125 academic departments

accountability 15 demands 14–15 entrepreneurialism 14–17funding 15, 16

academic disciplines 6-7, 9, 14, 16, 43, 57, 88, 133–144, 154, 162-163, 174, 176-180, 186, 198, 200 academic culture effects 215–217boundaries 45, 216–217 categories 216enterprise or institution relationship 148, 154 funding 15, 16 identity 148-149, 155–157 power 156 traditional 3, 6, 57, 129, 135–137, 147 vocational 3, 6, 56–57

academic drift 102 academic identity 7, 145-166

continuity 3, 67

251

252 SUBJECT INDEX

individual 145-147 value base 170 academic managers 2, 13, 15, 26, 122, 126, 173academic profession 3, 37-38, 39, 41, 69, 71, 150, 217-219effects on academic behaviour 215–217 ‘academically-anchored knowledge’ 7, 115, 170academics administrator power relationships 87 attitudes to research 82, 91

central and eastern Europe 59-61 government ministers co-management 68 influences on behaviour 215–217 international outlook 96–97 public scrutiny 152 way of life 218Academy for the Advancement of Learning and Teaching (UK) 88–89 Accountability 17, 24, 40, 54, 70, 113, 116, 117, 202, 203, 224, 235 entrepreneurial universities 15 leaders 203 management 123, 129 power relationship 37 self-regulation of academics 38–39 strengthening 33 trust relationship 38–39administrators, influence 86–87agents of change 45analysis of change 1, 3, 10 anti-professionalism 70, 114–116applied research departmental resistance 16 increase 138, 178–179 neo-liberalism 13 ‘strategic science’ compromise 44 Asia 51–54 attractiveness of European higher education 104–107Australia 88, 89–93 authority 1, 5, 31–48, 54–55, 58, 62, 83, 86 administrative 116 of knowledge 115, 135 managerial 122-123

SUBJECT INDEX 253

professional 121, 151 see also academic authority

autonomy professional 36

see also academic autonomy; institutional autonomy

Bachelor-Master degree structure 104–105, 108, 109black box concept 213, 214blame strategies 35, 40 Bologna process 103–111, 239

see also European Higher Education Area boundaries

academic disciplines 133–134, 215–216 H.E. research 25–26identity formation 147

Bulgaria 51–52, 53–54, 56bundling and unbundling 33, 43, 46 bureaucracy 54, 83, 92, 184, 201, 208, 234-236 business concepts 117–119, 121, 125, 127, 138business education, neo-liberalisation 19–20‘business executive’ leadership 197–198, 199–200

capitalism 39–45, 54see also academic capitalism, cognitive capitalism

Carrick Institute (Australia) 89, 92 cause and effect, trust 45 central and eastern Europe 3, 49–63Centres for Excellence in Teaching and Learning (UK) 93change

and continuity 1-11, 12, 20, 27, 32, 50, 65, 73-76, 113levels of 3, 9–10, 66, 73–75, 76, 81, 172, 216organic 51, 200–201 structural 5, 43, 66-67, 73, 76, 81 social values and organisational change 189-209

co-management, academics and government ministers 68–69cognitive aspects, academic disciplines 133, 134 cognitive capitalism 9, 227–243

see also knowledge society ‘collegial coordinator’ leadership 195–196, 203collegial peer groups 192–193

254 SUBJECT INDEX

collegium 81, 195 commodification of knowledge 23, 24commonalities

higher education research 1–2 higher education systems 66, 101

communism 52, 54–55 see also post-communist period

communitarian moral philosophy 146–147communities of practice, academic disciplines 135–136, 139, 140community service, leadership 197competition

academic departments 15–16 mode of government regulation 204state–university relationship 72

complexityacademic environment 154 change processes 9, 62, 114, 214higher education research 9–10research quality assessment 174-175reduction through trust 33

compliance culture 56conceptions

culture 152knowledge 2, 16, 40, 145, 161modern universities 32

conflicts of interests 72consensus, structural models of higher education 110–111conservation, academic disciplines 140–142 consumerism 124–125contexts of influence 215-225contextualised knowledge 173contrived randomness, government regulation 204control

ex ante and ex post 37–39t

knowledge production 174 convergence

knowledge 97–113 reforms 3, 69–70, 75 higher education systems 102, 104-106, 224 organisation of leadership 190

SUBJECT INDEX 255

corruption 54, 62criteria leader selection 203 value of knowledge 156cultural theory 8, 215–225cultural values, disciplinary communities 134 culture conceptions 152 conservation 52, 53 organisational 216 role in change 186–187curiosity-driven research 171, 182 curriculum, central and eastern Europe 57

decentralisation 69, 71, 229 definitions change 66 higher education 99 trust 33 uncertainty 175deliberative democracy 161, 186demands, academic departments 14–15 democratisation 151, 193departments see academic departments deregulation governance 219–221 dialectic of identification 148dichotomies, governance 224disciplines see academic disciplines discontent 31–48distrust

empirical evidence 34higher education 33–39 procedural 36–37professional self-regulation 37–39service state 32–33see also trust

diversification 4–5, 72, 97–113,Dutch research 12, 219–220

eastern Europe see central and eastern Europe

256 SUBJECT INDEX

economic factors 116–120, 123–124, 127, 137, 187 economic growth, role of H.E. 69–70, 158, 173, 198 ‘economic instrumentalism’ 126‘educationists’ 15efficiency, business enterprise 197–198egalitarian disciplines 196egalitarian position (Hood) 222EHEA see European Higher Education Area ‘elite, mass, universal’ H.E. (Trow) 101 embeddedness concept 217employability 109–110engagement with external world 158–159 with learning 84, 85engineering, neo-liberalisation 19 enrolment rates 100, 103 entrepreneurial universities 14–17, 26, 32, 53, 159, 206

see also academic capitalism ERA see European Research Area ERASMUS programme 106 European Higher Education Area (EHEA) 67, 103, 104 European Research Area (ERA) 67, 103–104 European Union, national reforms 67–77 European Values Survey 34evaluation exercises see quality assessment evidence-based approaches, teaching and learning 85 ex ante and ex post control 234, 235t

expansion, student numbers 114–115, 136–138external influences 81, 193

faculty, authority 115, 125 fatalist position (Hood) 222finalisation theory 155–156flexibility 101–102 fluidity of identity 153–154Fordism 228–230, 233four ways of life (Douglas) 219France 68, 74–75 functional perspectives 102 functions of H.E. 31, 98, 169

SUBJECT INDEX 257

funding‘educationism’ 15evaluation 177–178, 183 internal 16negotiations 91non-assurance 113–114public 16, 206 student grants 137Swedish research 169–187

future research needs 36, 93, 157, 162

Germany 66, 210–211global economy, knowledge significance 13global level see international level globalisation 18, 19, 26, 41, 152, 202governance and academic knowledge 3, 12 continuity and change 65-79 Clark model 25, 65, 77, 169 efficiency-oriented model 37 client-oriented model 37 market-oriented model 37 new public management models 37 professional state model 36-37 state 67–73 of teaching and learning 81-94 and trust 33, 37 government influence, Mexico 23 interventions 214, 218–220, 221 trust withdrawal 36–37, 39 government ministers academic positions 53–54 co-management with academics 68 intervention 92 graduate education, Mexico versus United States 23grid/group cultural theory framework 217, 222, 223

heads of department, interview data 14–16 heritage of knowledge 120–121, 125, 130

258 SUBJECT INDEX

heterogeneity of higher education systems 4, 76–77, 107hierarchical position (Hood) 222hierarchies of power 54humanities 169–188Humboldtian university 43, 46, 52, 68

identity see academic identity; worker identityimmaterial workers 230–231, 238, 240incentive systems academic–institution relationship 71 budgeting 15 efficiency promotion 198 regulation balance 83 individual level 67, 73–75individual–society interaction 146–147 individualisation higher education 140 society 41individualist position (Hood) 222industry model of higher education 5–6, 116–119, 124–125, 127inequalities of power 54information technology, cognitive capitalism 229 innovation, central and eastern Europe 57 institution meaning 121

academic behaviour effects 215–217 institutional autonomy 38, 51, 54, 58, 60, 192, 205institutional dynamics 215–217institutional framework, restructuring 153 institutional governance 67–73 institutional level 67, 73–75institutionalism 146–147, 222, 223integrity, sustaining 191intellectuals, central and eastern Europe 60–61 inter-disciplinary environments 154, 155, 176-177 inter-organisational analysis 191interests, state–university conflict 72 internal–external tension 215internalisation, identity formation 148 international level 25–26, 55, 102–103

SUBJECT INDEX 259

international variation diversity 96–100 H.E. systems 100–101 leadership 190, 199–206 public discontent 34quality assessment 75–76

interventionist policies 83intra-organisational analysis 191

Japanese management principles 229

knowledgeconceptions 2, 16, 40, 150, 161 convergence 97–112 economy 125, 190organisation 113–132 regimes 205-208 system structure relationship 5

‘knowledge society’aspects 151 converging orientations 70higher education role 161 professional authority 239 see also cognitive capitalism

Land ministries, Germany 69language, identity formation 147 ‘late capitalism’ theories 41

‘lazy professor’ caricature 38leadership 189–211

central and eastern Europe 59faculty/institutional 81 power increases 162shifts 90social values relationship 8, 191, 194-205strengthening 70–71

learningengagement 84governance and management 81–94 practice communities 135–136, 139, 140

260 SUBJECT INDEX

re-prioritisation 4 student-centred/active 85 work orientation 239

see also teachingLearning and Teaching Performance Fund 89–90, 92legitimating ideas 116–122, 128–130levels analysis 25–26 authority 54–55 change 3, 9–10, 66, 73–75, 76, 79, 172, 216 liberal versus modern universities 185 lifelong learning 83–84, 152 local level activities 11–28 loyalty, leadership 197

management academic 122–124 neo-liberal model 12 managerialism 197 market forces 33, 116–119, 121, 123–124, 127market orientation 67–73, 84, 152, 180–181, 240 market variation 201massification 40, 103, 136–137, 201-202 medical profession 237-239Mexico 17–24microeconomic theory 118 mission, structural change relationship 43 mobility, intra-European 104–107 ‘Mode 1’ knowledge production 172, 235‘Mode 2’ knowledge production 17, 154, 169–188, 200, 235–236 models governance 2–4, 24, 37, 67–73, 90 industrial 5–6, 116–119, 124–125, 127 professional state 36–37 synoptic 189, 227 top-down change 75modern versus liberal universities 185modernisation defenders 189 post-communist period 52

SUBJECT INDEX 261

public sector 233moral context 121‘multiversity’ concept 117 mutuality, government regulation 204

nation states, cognitive capitalism 232nation-building role of universities 2, 13,nation-positioning role of universities 2, 13, 23, 90national level activities 25–26, 97national systems effects on academic behaviour 215-217 persistence 75–77national variation, leadership 199-205neo-conservatism 40 neo-institutionalism 223neo-liberalism 2, 11–28, 49, 202‘new managerialism’ 70 New Public Management 20, 72, 197, 204, 234 new-institutionalist approaches 190, 194 non-academic units, entrepreneurialism 17 Norway 208-209, 221, 224

obstacles to change 73 OECD 102–103organic change 51, 200-201organisation of knowledge 113–132 organisations management 122–124 restructuring 113, 114–115, 116, 120, 129 stratification 125–127 structure 4 output orientation 41, 72‘overloaded state’ theories 41

paradigm shifts 76 performance measures 123 permeability to influences 81–82, 89, 93policy-making 3, 67, 71, 73–75 policy/practice disjunctures 18–19political correctness 179

262 SUBJECT INDEX

‘political crisis’ 41 political perspectives 102post-communist period 49–63 postfordism see cognitive capitalism postmodernism 153 power academic disciplines 156 accountability relationship 39 hierarchies 54 inequalities 54 shifts, teaching and learning 81–94practice communities, academic disciplines 135–136, 139, 140 price 31–48 priorities 15 private sector central and eastern Europe 56–57 influences 19–20 neo-liberal model 12 public sector relationship 9, 21–24 research orientation 16production regimes 228-229 products and services 117–119, 121, 125, 127professional development, neo-liberalisation 20–21professional elements, organisational structure 216‘professional masters’ programmes 16 professional state 36–37professionalism 232professors, communist period 55 promise strategies 35, 40 public interest 122 public managerialism, knowledge regimes 206 public sector influences 19–20 mistrust of professionals 2–3 modernisation 233 neo-liberal model 12 private sector relationship 9, 21–24, 227pure knowledge areas 134, 140–142

quality assessment

SUBJECT INDEX 263

Bologna process 107–109 central and eastern Europe 55–56complexity 174-175continuity 155international variation 75–76 negative effects 39

radical change 200-201 RAE see research assessment exerciserational choice approaches 190 reengineering of higher education 118, 124 reference groups, academic disciplines 138–140reflexive engagement with knowledge 151reforms

attractiveness/mobility 104–107 convergence 3, 69–70discontent 32–33European Union 67–747 expectations 35–36 knowledge considerations 5–6post-communism 49–63responses to criticism 193 strategies 35 teaching and learning 87–88

regional level activities 25–26 ‘relevance’, criteria 3, 44–45 research

environments 181 higher education contribution 98 profiles 179–180, 183 sustaining 156–157

Research Assessment Exercise (RAE) 155, 206-207research–teaching relationship 44, 85, 90, 154 resources

allocation 15, 68 constraints 113–114, 130management 122–123reliance on stakeholders 42–43

revenue generationneo-liberal model 12–13

264 SUBJECT INDEX

public research universities 16reward systems 90, 91, 145, 149, 155 rule-bound internal governance 222Russia 61

sciencefunding allocations 16society relationship 173, 174, 185, 236usage imbalance 186-187

selective reinvestment 127 self-regulation

academics 7, 37–39, 68, 146, 148, 150professionals 2–3science 135, 185 threats 157universities 81

shiftsgovernance 66, 213–225leadership ideals 198-199 values 194

short-term contracts 182situated learning 135, 136 size and shape of H.E. system 100–111 social charter 121 social factors in change 187 social institution model of higher education 116, 117, 119–122social role of universities 18–19, 98, 163, 174 social sciences 169-188social values, leadership 8, 194–205socialism 58–59‘socially responsible’ leadership 196-197 society

transformation 9, 49-63university relationship 32, 121–122

‘soft’ model of education 103 soviet system 52–53specialisation 43staffing problems, eastern Europe 59–60stage structure of degrees 106stakeholders 42, 158, 163, 193

SUBJECT INDEX 265

statecognitive capitalism 232 see also nation states

state governance 67–73state ministry support 24 status, student experience dependency 84strategic planning 15–16 strategic research 44–45stratification, academic 125–127 structural change 66, 76

mission relationship 43teaching and learning 81–94

studentscentral and eastern Europe 62consumerism 124 experience 83–86 neo-liberal model 12, 16–17numbers expansion 114–115, 129, 136–138support structures 86

study areas see academic disciplines study settings 85 subsidised tuition 137 suspicion

academics 70post-communist higher education 57–58 public authorities 70

Sweden 170–187, 208symbolic interactionism 146–147‘system crisis’ 40system structures, knowledge relationship 5systematic knowledge 100

teachingassumptions 98public scrutiny 84, 92work orientation 237 see also learning

Teaching Quality Information (TQI) website 92 teaching–research relationship 44, 85, 90, 154technology

266 SUBJECT INDEX

Mexican versus US universities 22 policy/practice disjuncture 18 student usage 85–86temporary staff 71territoriality, states 233Thatcher, Margaret 217, 218 theoretical frameworks academic identity 146–147 leadership 190 theory-driven research 213–226 ‘third logic’ 37–39Third World professionals 25top-down models of change 75 TQI see Teaching Quality Information traditional disciplines 6, 134, 137, 140–142 traditional universities, defenders 189transformation definition 50 post-communism 49–63 ‘travelling society’ 51–52‘triple helix’ 173, 200trust 29–46 accountability relationship 38–39 definition 33 functional equivalents 34, 38 reliance on stakeholders 42–43 restoring 33 risks and benefits 33 self-regulation of academics 37–39 withdrawal interpretations 39–41

see also distrust

UANL see Universidad Autonoma de Nueva LeonUNAM see Universidad Nacional Autonoma de México uncertainty academic environment 175 trust 33–34 undergraduate education choices 84 Mexico versus United States 23

SUBJECT INDEX 267

uniqueness of institutions 216United Kingdom 49, 50, 74 United States

academic consumerism 124 academic restructuring 113, 114–115, 116, 120, 129 leadership 204Mexico contrast 21–24public research universities 11–17 Western Europe contrast 42–43

universal higher education 6 Universidad Autonoma de Nueva Leon (UANL) 18 Universidad Nacional Autonoma de México (UNAM) 18, 22, 23 university–academic relationships 71university–society relationship 42–43, 49–63, 152university–state relationship 202-203

academic autonomy 150cognitive capitalism 227-241funding 157size and shape of higher education system 100–112 student experience 91 transforming 71–73

use-value of knowledge, academic stratification 125–127‘users’ 198

valuescriticism 193entry point of research 2identity formation 147 integrity relationship 191inter-disciplinary environments 174leadership 190neo-liberal developments 12–13 shifts 194traditional 186see also social values

variationsources 9–10 see also international variation

vertical diversity 107–108vice-chancellors 207

268 SUBJECT INDEX

visibility, research groups 184-185 vocational disciplines 6, 56–57, 138 ‘vocational drift’ 102 vulnerability of universities 2–3, 32

‘wandering universities’ 31way of life (Douglas) 218–220women’s studies, neo-liberalisation 20 work, cognitive capitalism 229–232 work oriented teaching/learning 237 worker identity 232World Bank 26

zero-sum game model 75

AUTHOR INDEX

Acosta, J. 13, 19Aglietta, M. 228 Altbach, P. 71Amaral, A. 37, 40 Arrow, K. 33Ashburner, L. 72 Askling, B. 83, 169, 203 Association of Commonwealth Universities (ACU) 158Australian Universities Teaching Committee (AUTC) 89 Azaïs, C. 228

Bailey, F. 147 Bardach, E. 73 Barnett, R. 140–141, 152, 157, 186Barth, F. 147Bauer, M. 43, 70, 74, 148, 162, 169, 202, 206, 234 Bauman, Z. 52, 153Becher, T. 6, 25–6, 54, 66–8, 133–4, 145, 147–8, 152, 154, 156, 169–170, 189–

190, 200, 213, 215, 227, 239 Becquet, V. 74 Bell, D. 151 Bellah, R.N. 121 Bennich-Bjorkman, L. 185Berdahl, R. 149, 150 Bernstein, B. 147–8 Birnbaum, R. 99Bleiklie, I. 1–10, 32, 43, 70, 72, 74, 169, 189–211, 227, 234, 236, 238 de Boer, H.F. 33, 37, 70Bohm, G. 151 Bolcic, S. 58–9Boltanski, L. 229–231Bouckaert, G. 35, 234Bourdieu, P. 150, 239Boyer Commission 85Boyle, E. 11Bracamontes, A. 13, 20 Braun, D. 37, 67Breen, R. 146

269

270

Brennan, J. 3, 49–63, 97, 232Brew, A. 146Brint, S. 206Bryant, I. 136, 140Burgess, T. 102 Byrkjeflot, H. 199, 236, 238

Candy, P.C. 138 Castells, M. 32, 153Castles, - 21 Cave, M. 70Center for Higher Education Policy Studies (CHEPS) 42Cerych, L. 73, 103 Champy, J. 118Chiapello, E. 229–231Christensen, T. 197Clark, B.R. 14, 23, 25–6, 32, 66, 101, 133, 148, 154, 159, 169, 200, 206, 215–6,

236Cohen, M.D. 201 Considine, M. 141Cooley, C. 147 Coriat, B. 229 Corsani, A. 228, 230–1Crosland, A. 11Crozier, M. 41, 235Cyert, R.M. 235Czarniawska-Joerges, B. 227

Daalder, H. 195 van den Daele, W. 155 Dahrendorf, R. 58, 61Damrosch, D. 201Deem, R. 72, 186–7Delanty, G. 134, 151–2, 156Department for Education and Skills (DfES) 157 DEST 92Dieuaide, P. 228 Dill, D.D. 30, 76, 87, 117 DiMaggio, P. 194, 223Dockés, P. 228

AUTHOR INDEX

271

Dølvig, J.E. 232 Douglas, M. 217Dunsire, A. 217, 219 Dupuy, F. 73

El Khawas, E. 90 Ellingssæther, A.L. 232Ellis, R. 217 Elzinga, A. 186 Enders, J. 2–3, 31–48, 71, 223Etzkowitz, H. 173 200, 201 Eurydice 69

Fedatova, N. 53–4, 60–61Ferlie, E. 72Finset, A. 238 FitzGerald, L. 72Freidson, E. 39 Friedberg, E. 68 Frydman, - 54Fulton, O. 215

Geertz, C. 148 Geiger, R.L. 21Georgiev, L. 56–57Gerholm, T. 148 Gerth, H.H. 25Gibbons, M. 17, 134–35, 139, 154, 172–4, 189, 200–1, 235–6Gibbs, G. 87, 91Giddens, A. 152Gocheva, D. 51–53, 56, 59Goedegebuure, L.C.G. 37, 69 Gornitzka, A. 224 Gouldner, A.W. 235Greenwood, R. 190–1, 201, 205Grenstad, G. 223Griffin, A. 142 Gumport, P. 5–6, 115, 117, 152, 157, 169–170, 236

Habermas, J. 29, 41

AUTHOR INDEX

272

Hall, P.A. 65–6Hall, S. 148, 153 Hällsten, M. 171 Halsey, A.H. 137 Hammer, M. 118Hanney, S. 11–12, 39–40, 49–51, 68–70, 74, 145, 150, 170, 203, 213–5, 223Hardt, M. 229, 233 Henkel, M. 1–10, 67, 70, 74, 82, 133, 137–8, 145–66, 169–170, 202–3, 206,

215, 223, 234, 239 Hennis, W. 41Hinings, C.R. 190, 201, 205Hood, C. 204, 217, 222 Høstaker, R. 9, 227–243 Huisman, J. 37Huntington, S.P. 41

Irvine, J. 44

James, O. 204Jansen, J.D. 17Jenkins, A. 152Jenkins, R. 146-7 Johnston, R. 136, 141Jones, A.J. 37, 40Jongbloed, B. 44Jurema, A.L. 26

Kaiser, F. 37, 69Karseth, B. 37, 40Kehm, B. 83, 232Keller, G. 189Keman, H. 222, 223Kempner, K. 26 Kerr, C. 99, 117, 129–130, 201Knutsson, K.E. 185Kogan, M. 1–27, 39–40, 43, 46–51, 54, 62, 66–70, 74, 81–93, 97–111, 114–5,

126, 133, 135, 137–40, 145–66, 172, 189–190, 200, 202-3, 206, 213–5, 223–4, 227, 232, 234, 237–39

Konrad, G. 52, 60Krohn, W. 155

AUTHOR INDEX

273

Kroos, K. 52–3, 57–9 Kuhn, T.S. 76, 134

Lægrid, P 197Lærum, E. 238 Latour, B. 135, 150, 236, 240 Lave, J. 135 Lazzarato, M. 230–1Leslie, L. 13–15, 173, 200, 206, 236Levine, A. 204 Levy, D. 21, 23 Leydesdorff, L. 173, 200-1 Leyva, S.L. 20Liedman, S.-E. 185Limoges, C. 17, 201, 235 Lindblom, C.E. 65 Lindsay, R. 165 Listhaug, O. 34 Lomas, L. 139 Long, M. 138Luhmann, N. 31–2Lyotard, J.-F. 151

Maassen, P.A.M. 8–9, 37, 69, 191, 213–26Machell, J. 237McInnis, C. 4, 81–94 MacIntyre, A. 147 Macintyre, S. 137–8Maldonado-Maldonado, A. 26 Marazzi, C. 229–30, 233 March, J.G. 201, 235 Marginson, S. 25–6, 137–8, 141 Martin, B.R. 44Marton, F. 169Marton, S. 7, 152, 169–88Massy, W.F. 116Mayntz, R 72 Mead, G.H. 146–7Meek, V.L. 37, 69, 224Mencinger, J. 55, 59

AUTHOR INDEX

274

Merrien, F.-X. 37, 68Mignot-Gérard, S. 74Mills, C.W. 25 Mollis, M. 26 Moore, R.S. 148Moses, I. 90 Mulhall, S. 147 Mulkay, M. 150 Musselin, C. 3–4, 65–79, 201–2

di Napoli, R. 148, 156 Neave, G. 37, 42–3, 68, 108, 117, 158, 193, 195, 199Negri, A. 229–31, 233Nelson, B. 88–9Nowotny, H. 17, 135, 151, 173–4, 201, 235 Nybom, T. 169, 189

Oaxaca, R. 13–15 OECD 103Offe, C. 41Olsen, J.P. 197, 201 Ordorika, I. 23 OST 157Østergren, K. 238 Owen-Smith, J. 206

Papadopoulos, G.S. 103 Parry, S. 6, 133-44, 152, 154, 156Parsons, T. 42, 201Passeron, J.-C. 239 Paul, - 35Peters, B.G. 204, 220Pettigrew, A. 74Piore, M.J. 228Platt, G. 42, 201Polanyi, M. 148, 185Pollitt, C. 35, 197, 234 Powell, W.W. 194, 206, 223Power, M. 174 Pratt, J. 102

AUTHOR INDEX

275

Premfors, R. 18, 169 Pressman, J.L. 70 Pusser, B. 117

Querrien, A. 230–2

Ramírez, F. 201 Readings, B. 124, 157, 189, 200Reed, M. 33, 70, 72, 75, 215Reeves, M. 60 Reichert, S. 106 Research Institute for Higher Education, Hiroshima University 103Rhoades, G.L. 2, 11–28, 71, 123–4, 195 Rønning, E. 231 Røvik, K.A. 197, 227

Sabatier, P. 73, 103 Sabel, C.F. 228Sandström, U. 170–1 Saunders, M. 237Saunders, T. 13, 19 Scharpf, F.W. 41 Schugurensky, D. 17Schwartzman, S. 17, 201, 235 Scott, P. 59–60, 102, 135, 158, 173-4, 185–6, 204, 236 Scott, W.R. 214, 223Selle, P. 223 Selznick, P. 191 Sennett, R. 232Sevón, G. 227 Shah, T. 133 Shattock, M. 76Shils, E. 195 Silvestre, J.-J. 65–6Slaughter, S. 14, 17, 26, 173, 200, 206, 236 Sporn, B. 25, 32, 71, 117Stehr, N. 151 Steine, S. 238Steinmo, S. 190–1 Stensaker, B. 8–9, 159, 191, 213–26

AUTHOR INDEX

276

Swift, A. 147 Symes, C. 138–9Szelenyi, I. 52, 60

Tauch, C. 106 Taylor, C. 147Teichler, U. 4–5, 35, 44, 97–112, 202, 215, 223, 232Thelen, K. 190 Thoenig, J.C. 73 Thompson, M. 217–19, 224Tjeldvoll, A. 32Tomusk, V. 54, 56–7, 60 Torres, C. 17 Trevett, G. 70Trommel, W. 214 Trow, M. 17, 33, 38–9, 101, 136, 201Trowler, P. 148Turk-Bicakci, L. 206Turner, J.H. 119–20

Usher, R. 136, 141

Vabø, A. 9, 147, 227-243Valismaa, J. 19van der Veen, R. 214Vercellone, C. 228Virno, P. 230–2Vroeijenstijn, T. 224van Vught, F.A. 37, 68, 101, 117, 217–19, 224

Wallerstein, I. 240Watanuki, J. 41 Weber, M. 25, 108de Weert, E. 37, 69Weick, K.E. 201Weingart, P. 155 van der Wende, M. 107Wenger, E. 135, 139 Westerheijden, D. 108Wiers-Jenssen, J. 238

AUTHOR INDEX

277

Wilberg, M. 34 Wildavsky, A. 73, 217-8Williams, G. 102 Williams, R. 56 Windolf, P. 102

Ylijoki, O.-H. 17, 170, 175Yoshimoto, K. 35

Zarifan, P. 237 Zemsky, R. 117Zucker, L.G. 34

AUTHOR INDEX

Higher Education Dynamics

1. J. Enders and O. Fulton (eds.): Higher Education in a Globalising World. 2002ISBN Hb 1-4020-0863-5; Pb 1-4020-0864-3

2. A. Amaral, G.A. Jones and B. Karseth (eds.): Governing Higher Education: NationalPerspectives on Institutional Governance. 2002 ISBN 1-4020-1078-8

3. A. Amaral, V.L. Meek and I.M. Larsen (eds.): The Higher Education ManagerialRevolution? 2003 ISBN Hb 1-4020-1575-5; Pb 1-4020-1586-0

4. C.W. Barrow, S. Didou-Aupetit and J. Mallea: Globalisation, Trade Liberalisation,and Higher Education in North America. 2003 ISBN 1-4020-1791-X

5. S. Schwarz and D.F. Westerheijden (eds.): Accreditation and Evaluation in the Euro-pean Higher Education Area. 2004 ISBN 1-4020-2796-6

6. P. Teixeira, B. Jongbloed, D. Dill and A. Amaral (eds.): Markets in Higher Education:Rhetoric or Reality? 2004 ISBN 1-4020-2815-6

7. A. Welch (ed.): The Professoriate. Profile of a Profession. 2005 ISBN 1-4020-3382-6

8. A. Gornitzka, M. Kogan and A. Amaral (eds.):˚ Reform and Change in Higher Edu-cation. Implementation Policy Analysis. 2005 ISBN 1-4020-3402-4

9. I. Bleiklie and M. Henkel (eds.): Governing Knowledge. A Study of Continuity andChange in Higher Education – A Festschrift in Honour of Maurice Kogan. 2005

ISBN 1-4020-3489-X

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