Huisman Higher Education Management and Development. Compendium for Managers

1. Auflage 2010
ISBN: 978-3-8309-7286-0
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 232 Seiten

Today as never before, it is imperative that university managers possess the knowledge and the competencies necessary for leading modern higher education institutions. Professional management enables higher education institutions to cooperate more effectively with partners ranging from local businesses to international enterprises and other stakeholders. As higher education institutions grow larger and extend their reach into new areas and the functions demanded of them multiply, academic administration and management become increasingly complex, thus, the need for skilled management and administrative personnel becomes more acute.

This book emerged as the product of the European Higher Education Management and Development (EHEMD) project, a European multilateral curriculum development project under the coordination of the Danube University Krems and funded by the European Union in the framework of the Erasmus Lifelong Learning Programme. Focusing not only on theoretical points of view, but also on their practical applications as demonstrated in the accompanying case studies, the publication covers the key aspects of modern university management. The booklet is structured so that each chapter presents a particular aspect and application of university management and the entire volume reflects the core contents of the EHEMD curriculum.

Can higher education management be taught? While we confidently say “yes!”, the answer needs some qualification. The “yes” applies because higher education management is no different from any other subject in the social sciences. The qualification is that a sound pedagogical philosophy and structure need to underpin such a programme. The fundamentals of the EHEMD programme are that it is interdisciplinary, that it is practice-oriented and that students learn from each other and also learn independently. With a strong emphasis on Central, Southern and Eastern Europe, this book addresses management challenges in higher education today and in the near future.

Autoren/Hrsg.

Huisman, Jeroen

Inhaltsverzeichnis

1;Contents;6
2;Preface;8
3;Introduction;10
3.1;1. The project;10
3.2;2. Professional management in higher education;10
3.3;3. The programme;11
3.4;4. The compendium;12
4;Understanding Higher Education Management;14
4.1;1. Introduction;14
4.2;2. Terminology matters;15
4.3;3. The basic divide: Higher education and science;15
4.4;4. Why and how these definitions matter for higher education management;16
4.5;5. Why and how these characteristics are relevant and critical to higher education management;17
4.6;6. Principles of higher education management;19
4.7;7. What does that list mean for the management of higher education? And for you?;20
4.8;References;26
5;Higher Education and Society;28
5.1;1. Introduction;28
5.2;2. Global similitude;29
5.3;3. Power and economy;33
5.4;4. Unwanted and wanted mobility – academic migration;34
5.5;5. Gender and age;35
5.6;6. Case study;36
6;Globalisation, Internationalisation and Regionalisation;40
6.1;1. Introduction;40
6.2;2. Globalisation, internationalisation, etc.;40
6.3;3. The drivers for change;42
6.4;4. Institutional responses to global forces;44
6.5;5. The case of South East European University;45
6.6;6. Reflections;49
6.7;References;50
7;Organisational Change and Development in Higher Education;52
7.1;1. Higher education in change, a perspective;52
7.2;2. Managing change in higher education institutions;57
7.3;References;63
8;Leadership and Governance;66
8.1;1. Introduction;66
8.2;2. A case study: A comparative look at academic leadership in Turkish universities;68
8.3;3. Reflections: Impact on governance and leadership;74
9;Strategic Planning and Policy Formation;78
9.1;1. Introduction;78
9.2;2. Why undertake strategic planning in the contemporary university?;79
9.3;3. Real and paper plans;80
9.4;4. The structure of a strategic plan;81
9.5;5. Some underlying conceptual considerations;83
9.6;6. Elements in the plan itself;84
9.7;7. The strategic plan in operation;85
9.8;8. Strategic plan: People and processes;86
9.9;9. Case study of University of Novi Pazar, Serbia;86
9.10;10. Reflections;91
10;Financial Management in Higher Education;94
10.1;1. Introduction of basic challenges, terminology and concepts;94
10.2;2. Case study: Financial position of the Budapest State University;100
10.3;3. Conclusions;106
11;Finance and Public Accountability;108
11.1;1. Introduction;108
11.2;2. Definitions: Institutional accountability and autonomy;108
11.3;3. Funding models and institutional accountability;110
11.4;4. Case study of Serbia;112
12;Funding in Higher Education;118
12.1;1. Introduction;118
12.2;2. New Public Management as theoretical background of new funding models;118
12.3;3. Major trends in the change and diversification of funding sources;121
12.4;4. Institutional funding models;121
12.5;5. Implementation and effects of funding models;124
12.6;6. Case study: Funding higher education in Serbia;126
12.7;7. Concluding remarks;129
13;Research Strategy and Management in Universities;132
13.1;1. Introduction;132
13.2;2. Higher education: A driver of economic and social change;133
13.3;3. Research management;134
13.4;4. Case study: Implementing strategic research management at the Medical University of Graz;139
13.5;5. Challenges of growing research capacity and capability;143
13.6;References;146
14;Development and Management of University Lifelong Learning;148
14.1;1. Introduction;148
14.2;2. Diversity of definitions in Europe;148
14.3;3. Characteristics of a lifelong learning university;150
14.4;4. How do we get from ULLL to LLLU?;150
14.5;5. Organisation of ULLL;150
14.6;6. Case study: Empowering lifelong learning at the Faculty of Adult Education and HRD of the University of Pécs, Hungary;153
14.7;7. Reflection, future perspectives and challenges;157
14.8;References;158
15;Human Resources Management;160
15.1;1. Major challenges;160
15.2;2. Areas of activity and concepts;162
15.3;3. Case study on merit-based payment models;168
15.4;4. Conclusion;173
15.5;References;173
16;Quality Management in Higher Education;176
16.1;1. Introduction;176
16.2;2. Purpose of quality assurance for HE;177
16.3;3. Different approaches to QA;178
16.4;4. National QA structures: Independent vs. governmental;180
16.5;5. Difficulties in setting up QA schemes;181
16.6;6. Internal quality management systems of universities;183
16.7;7. Case study;184
16.8;8. Reflections;189
16.9;References;191
17;Information and Knowledge Management in Higher Education;194
17.1;1. Introduction;194
17.2;2. Information management;195
17.3;3. Knowledge and competencies in organizations;198
17.4;4. Knowledge management;200
17.5;5. Instruments and methods for knowledge management;201
17.6;6. Knowledge management in higher education institutions;203
17.7;7. Case study: Intellectual capital statements at HEIs;203
17.8;8. Critical reflection;206
17.9;9. Conclusion and recommendations;207
17.10;References;208
18;Marketing and Communications in Higher Education;210
18.1;1. Introduction;210
18.2;2. Marketing in the context of higher education;211
18.3;3. Understanding a target audience;212
18.4;4. How people respond to communication;213
18.5;5. Why people don’t always believe you: The principles of stimulus and response;215
18.6;6. Why is the majority of higher education marketing communication so ineffective?;216
18.7;7. The way you see yourself and the way others see you;217
18.8;8. A look to the future:;218
18.9;9. Case study: Positioning a business school in Europe – the need for singularity;219
18.10;10. Last words;221
18.11;References;222
19;The Authors;224