Organisationale Selbststeuerung in deutschen Universitäten : Bedingungen, Prozesse und Wirkungen

Die Regulierung und Steuerung von Hochschulen unterliegt spätestens seit der Liberalisierung des Hochschulrahmengesetzes im Jahr 1998 einer erheblichen Reformdynamik. Hochschulautonomie, New Public Management, Profilbildung, Exzellenz und Wettbewerb sind zentrale Stichworte im Rahmen der durchgeführten politischen Reformen und Programme.rnDer politisch intendierte Ausbau einer organisationalen Selbststeuerung von Universitäten stellt die Hochschulen vor beachtliche Herausforderungen und kann als Paradigmenwechsel im Bereich der Hochschul-Governance betrachtet werden. In der Fachdiskussion wird der entsprechende Wandel auch als Stärkung der „managerial governance“ (bspw. de Boer et al. 2007) oder als Wandel von Universitäten hin zu „more complete organizations“ (Brunsson/ Sahlin-Andersson 2000) bzw. „organisational actors“ (Krücken/Meier 2006) beschrieben. rnGleichzeitig liegt bislang eher fragmentarisches Wissen darüber vor, wie der veränderte Re-gulierungskontext von den Steuerungsakteuren in deutschen Hochschulen aufgegriffen wird, d.h. ob auf Organisationsebene tatsächlich ein Ausbau der organisationalen Selbststeuerung stattfindet, welche Steuerungsinitiativen und -instrumente sich bewähren und warum dies der Fall ist. Die vorliegende Arbeit geht diesen Fragen im Rahmen einer vergleichenden Fallstudie an sechs Universitäten nach. rnIm Zentrum der empirischen Erhebung stehen 60 qualitative sozialwissenschaftliche Interviews mit Leitungsakteuren auf Hochschul- und Fachbereichsebene. Diese Daten werden ergänzt durch umfangreiche Dokumentenanalysen, insbesondere von Jahresberichten, Grundordnungen, Strategie- und Planungsdokumenten sowie durch Daten der amtlichen Hochschul-statistik. Das Untersuchungsdesign erlaubt überdies eine Gegenüberstellung von großen und kleinen Universitäten sowie von Hochschulen mit einer technisch-naturwissenschaftlichen Ausrichtung gegenüber solchen mit einem kultur- und sozialwissenschaftlichen Schwerpunkt. Die Untersuchung zeigt, dass an fünf der sechs untersuchten Hochschulen ein zum Teil deutlicher Ausbau der organisationalen Selbststeuerung festzustellen ist, wenngleich der spezifische organisationale Charakter von Universitäten, d.h. eine weitgehend lose Kopplung mit autonomen Professionals, im Wesentlichen erhalten bleibt. Die Zusammenschau der Veränderungen ergibt ein idealtypisches Modell des Wandels von Strategie, Struktur und Kultur der Hochschulen. Auf Basis der empirischen Ergebnisse werden weiterhin zentrale externe und interne Einflussfaktoren auf den spezifischen organisationalen Wandel analysiert. Schließlich werden Kosten und Nutzen sowie Risiken und Chancen der Governance-Reformen im Hoch-schulbereich gegenübergestellt.

Nihon Kyōsantō no daigaku seisaku /

In Japanese.

The European Patterns of "Homo Academicus“ and The Chances of Its Evolution In Current Hungarian Higher Education

In the recent four or five years, there have been abrupt and radical changes in the governance of Hungarian higher education. It can then be interesting to assess the state of “homo academicus“ as it looks currently in Hungary. The notion of “homo academicus“ is obvious: it concerns participants in the system of a country’s higher education. The paper as follows still comes back to the definition of “homo academicus“ by referring first to it as occupation, or rather as a profession that can be interpreted in terms of sociology. Secondly, some historic patterns can also be mobilised, based on the assumption that university is a very European institutions that is even rooted in the tradition of the Middle Ages. The elbow-room of seeking for identity and the role to be filled by academics are limited by the effective system of the governance of higher education. It is a key to the chances of academics of meeting the historically corroborated professional standards that they exercise academic freedom. As it cannot be done individually, but in cooperation (through a collegial system), academic freedom is always combined with collective action. The field where this freedom can be exercised can be specified through university autonomy, the lack of which makes a serious barrier to the full development of a character of “homo academicus“. This is now the case in Hungary, the paper suggests. The paper seeks to gain deeper understanding of the character of academics, their vocation and professional roles, and the governance of higher education, serving as the environment for academic activity, by creating a conceptual framework. The paper is established on the results of sociological research and the experience of legal management, although it remains to be of theoretical nature. It criticises the current Hungarian situation of the governance of higher education, arguing for the reconstruction of university autonomy and financial stability. It also emphasises the importance of predictable regulations.

CONSORCIOS DE BIBLIOTECAS UNIVERSITARIAS CENTROAMERICANAS: REDSIID

Con el fin de participar en el debate que sobre consorcios se ha generado en la actualidad, se presenta en este documento una descripción de la experiencia de lo actuado en la Red de Sistemas Integrados de Información Documental de las Universidades miembros del Consejo Superior Universitario Centroamericano REDSIID/CSUCA; la cual pretende ser un consorcio académico bibliotecológico. Estructura de cooperación que podría favorecer a la región centroamericana.La globalización ha generado un estado de confrontación entre las corrientes de pensamiento. La formación académica tiende a ser más horizontal dejando de lado las élites intelectuales. Sin embargo, esa horizontalidad, que permite igualdad de acceso a todos los grupos sociales y a todos los niveles culturales, transgrede las identidades locales y a las universidades. La misma autonomía universitaria pareciera perder vigencia, para ampliar los espacios de convivencia y retroalimentación comunitaria; uno de ellos, establecer vínculos universidad-empresa. Consecuentemente, el modelo universitario debe reconceptualizar sus procesos, entre ellos: el acceso a la información, el acceso al conocimiento y el acceso al aprendizaje.

The mirage of curricular autonomy

ECER 2014 "The Past, the Present and Future of Educational Research in Europe" will take place at the University of Porto from 1 - 5 September 2014.

Changes in institutional governance and management of higher education in Laos: National University of Laos

PhD thesis in Educational Sciences (specialization in Politics of Education).

Autonomy-enhancing paternalism

We present a form of soft paternalism called "autonomy-enhancing paternalism" that seeks to in-crease individual well-being by facilitating the individual ability to make critically reflected, autonomous decisions. The focus of autonomy-enhancing paternalism is on helping individuals to become better decision-makers, rather than on helping them by making better decisions for them. Autonomy-enhancing paternalism acknowledges that behavioral interventions can change the strength of decision-making anomalies over time, and favors those interventions that improve, rather than reduce, individuals ability to make good and unbiased decisions. By this it prevents manipulation of the individual by the soft paternalist, accounts for the heterogeneity of individuals, and counteracts slippery slope arguments by decreasing the probability of future paternalistic interventions. Moreover, autonomy-enhancing paternalism can be defended based on both liberal values and welfare considerations.

The response of a Swiss university hospital's palliative care consult team to assisted suicide within the institution.

In January 2006 the Centre Hospitalier Universitaire Vaudois (CHUV), a large university hospital in Lausanne, Switzerland, became the first hospital in Switzerland to allow assisted suicide (AS) in exceptional cases within its walls. However, euthanasia is illegal. This decision has posed several ethical and practical dilemmas for the hospital's palliative care consult service. To address these, the team embarked on a formal process of open dialogue amongst its members with the goal of identifying a collective response and position. This process involved meetings every 4 to 6 weeks over the course of 10 months. An iterative process unfolded. One of the principal dilemmas relates to finding a balance between the team's position against AS and the patient's autonomy and the institution's directive. Although all team members expressed opposition to AS, there were mixed opinions as to whether or not the team members should be present during the act if requested so by patients. Some thought this could be misinterpreted as complicity in the act and could send out mixed messages to the public and other health professionals about palliative care. Others felt that the team's commitment to nonabandonment obliged them to be present even if they did not provide the drug or give any advice or assistance. The implications of nonabandonment are explored, as are several other questions such as whether or not the teams are obliged to provide detailed information on AS when requested by patients.

Investigating university students' adaptation to digital learner course portfolio

Digital learner portfolios are of growing importance in higher education as the sector seeks new teaching-learning-assessment methods which promote students" autonomy as managers of their own virtual learning environment. The purpose of this study was to analyse descriptively the undergraduate students" perceptions, attitudes and behaviour when using an eportfolio to support their learning and assessment in practice based courses at two traditional Spanish universities. The participants were 88 students, who were studying through a blended learning mode. Data were collected through questionnaires: a computer experience survey, another which examined the psychological, pedagogical and technological dimensions of eportfolios use. Further, an individual overall reflection was obtained from each student to help gain an understanding of their experiences of using the eportfolio. A mixed-method analysis was applied in order to study the impact of this technological innovation on students and their satisfaction. The results showed that the students had positive opinions and self-efficiency through the eportfolio as a tool to manage their learning and assessment during a semester, especially from the second month of use. However, the expected impact on their learning was not so significant. Nevertheless, the students emphasised that the eportfolio was valuable as a personal developmental learning tool.

Autonomy and islands: a global study of the factors that determine island autonomy

Att ett geografiskt territorium uppnår autonomi förklaras ofta av skillnad I etnicitet, språk eller religion. En region som skiljer sig i någon av dessa kulturella aspekter från övriga regioner i ett land anses därför ha större sannolikhet att utveckla autonomi. Pär M. Olausson visar i sin avhandling att kulturella aspekter inte är den viktigaste förklaringen till att vissa öar utvecklar autonomi. Kulturella aspekter är bara en del i förklaringen till varför vissa öar utvecklar autonomi medan andra förblir en integrerad del av moderlandet. Kulturella aspekter måste kombineras med andra aspekter för att utgöra en tillräcklig förklaring till skillnaden i autonomi. Bland de autonoma regionerna i världen idag utgör öar en klar majoritet. Öar anses ofta ha speciella egenskaper som gör att de skiljer sig från fastlandet. Känslan av samhörighet och gemenskap är ofta starkare på öar pga deras ofta isolerade läge vilket i sin tur anses förklara varför många öar utvecklar autonomi. Genom att studera både autonoma och icke-autonoma öar visar Olausson att autonomi kan förklaras av att ön ligger längre än 1 000 km från fastlandet eller att den skiljer sig från fastlandet i någon av de kulturella aspekterna, att den har varit ockuperad av främmande stat och därmed avskiljd från övriga landet eller utgjort en egen stat. Den viktigaste förklaringen till varför vissa öar utvecklar autonomi men inte andra är emellertid öns strategiska betydelse.

Conditions for different autonomy regimes in the world : a fuzzy-set application

Avhandlingen behandlar temat territoriell autonomi ur ett globalt perspektiv. Syftet är dels att kartlägga de territoriella autonomierna i världen och dels att visa hur en ny metod som fuzzy-set kan användas inom ämnesområdet jämförande politik. Forskningsproblemet är att försöka finna de bakgrundsfaktorer som förklarar uppkomsten av territoriell autonomi som sådant. Territoriella autonomier ses som särlösningar inom stater. Dessa regioner har erhållit en specialställning i förhållande till andra regioner inom respektive stat och även i förhållande till centralmakten i övrigt. Regionerna kan därför ses som undantag inom det enhetliga federala, regionala eller decentraliserade systemet inom en viss stat ifråga. En kartläggning visar att det finns 65 specialregioner fördelade på 25 stater i världen. De flesta av dessa utgörs av öar. Resultaten visar att det finns två vägar vilka leder till territoriell autonomi i allmänhet. Den ena vägen är en kombination av etnisk särprägel och liten befolkningsmängd, medan den andra vägen utgörs av kombinationen av historiska orsaker och geografiskt avstånd. Båda vägar är lika giltiga och förutsättningen är en demokratisk miljö.