Higher Education Management and Policy

Institutional Management in Higher Education

Discontinued
Frequency :
3 times a year
ISSN :
1726-9822 (online)
ISSN :
1682-3451 (print)
DOI :
10.1787/17269822
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Previously published as Higher Education Management, Higher Education Management and Policy (HEMP) is published three times each year and is edited by the OECD’s Programme on Institutional Management in Higher Education. It covers the field through articles and reports on such issues as quality assurance, human resources, funding, and internationalisation. It also is a source of information on activities and events organised by OECD’s IMHE Programme.

Also available in: French
 
Higher Education Management and Policy, Volume 20 Issue 2

Higher Education Management and Policy, Volume 20 Issue 2

Higher Education and Regional Development You do not have access to this content

Institutional Management in Higher Education

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Author(s):
OECD
Publication Date :
28 July 2008
Pages :
190
ISBN :
9789264043206 (PDF) ; 9789264043190 (print)
DOI :
10.1787/hemp-v20-2-en

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The journal of OECD's Programme on Institutional Management in Higher Education.  This special issue concentrates on higher education and regional development and includes articles on engagement of universities in regional development, innovation and regional development, and case studies from the US, Lapland, North East England, Australia,  and Finland.
Also available in: French

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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/higher-education-and-regional-development_hemp-v20-art8-en
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    Higher Education and Regional Development
    Questions surrounding the local and regional impact of higher education institutions (HEIs) have been around for a long time. In the United Kingdom there was pioneering work on the economic impact of Cambridge on its region (Segal Quince and Partners, 1985) and other studies in the 1980s, but the issues have become more focused in recent years around two poles of interest: the contribution that universities can make to the knowledge economy and the critical role that regions play in determining national economic success. This has prompted a major OECD/IMHE study, the findings of which have been published in a report entitled Higher Education and Regions: Globally Competitive, Locally Engaged (OECD, 2007). The report was followed by a conference, under the same title, held in Valencia, Spain, from 19 to 21 September 2007, which brought together many of the participants in the original research programme. This special issue of the Journal derives from that conference and seeks to present a balanced collection of thematic and case study contributions....
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    The Engagement of Higher Educational Institutions in Regional Development
    Across the OECD, countries, regions and higher education institutions (HEIs) are discovering each other. More and more partnerships are being established based on a growing appreciation of shared interests. This paper explores the drivers behind such engagement, from both HEI and regional development perspectives, the barriers to effective working and how these barriers are being addressed in practice in a variety of regional and national contexts. The paper concludes with suggestions as to how capacity for joint working between HEIs and regions can be enhanced through generic changes in policy and practice at the institutional, regional and national level.
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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/universities-innovation-and-regional-development_hemp-v20-art10-en
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    Universities, Innovation and Regional Development
    Globalisation is profoundly changing economic development, forcing development officials to adopt a regional approach founded on what a particular region does best or its competitive advantage. Globalisation has also placed a new premium on innovation as the critical fuel to economic success – for firms, regions and countries. Universities lie at the nexus of these two powerful trends: they are rooted in regions, and they are perhaps the most important engines of innovation. Drawing on recent experience in the United States, this paper explores this nexus by addressing three critical questions: (1) Why is regional competitiveness the new paradigm for regional development? (2) What must regions do to compete? (3) What can be done to connect university innovation with regional development? The paper concludes that new mechanisms are needed to connect university innovation with regional development. Public policy can encourage these mechanisms by addressing twin needs in the newly forming "market" for regional innovation: encouraging universities to make innovation available in ways that regions can easily tap, and helping regions understand which innovations are most critical to their economic future.
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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/a-world-of-competitors_hemp-v20-art11-en
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    A World of Competitors

    Research universities throughout the world are part of a larger effort by countries to bolster science and technological innovation and compete economically. The United States remains highly competitive as a source of high-tech innovation because of a number of market positions, many the results of long-term investments in institutions (such as research universities) and in research and development funding, and more broadly influenced by a political culture that has tended to support entrepreneurs and risk taking. In essence, the United States was the first mover in pursuing the nexus of science and economic policy. The following essay attempts to place universities within this larger political and policy environment by discussing market factors that have influenced knowledge accumulation and high-tech innovation in the United States. It also gives an assessment of their current saliency in the face of globalisation and the growing market position of competitors, such as the European Union. The article also provides observations on major US state-based high-tech initiatives intended to create or sustain knowledge-based economic areas, and discusses the prospect of a major new federal initiative to increase national research and development funding.

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    University Engagement

    This paper argues that it is the condition of the university for the time being to live with incompatibility of identity and purpose, and to tolerate an intolerable breadth of mission. This predicament is frequently masked, mercifully perhaps, by confusion of language used to analyse the role of the university, and unclear thinking about how this is best portrayed.

    As will quickly become evident, this is relevant and important both to the leadership and management of individual institutions and for policy in respect of mass higher education as a system, in particular to the subject of diversity.

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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/globally-competitive-locally-engaged_hemp-v20-art13-en
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    Globally Competitive, Locally Engaged

    The Commonwealth of Kentucky, a state with among the lowest levels of per capita income and education attainment in the United States, embarked on an ambitious set of higher education reforms in 1997 aimed at elevating the state to the national average of educational attainment by 2020. At the time of their enactment, the Kentucky reforms were widely cited as models for other states on how to achieve a stronger link between postsecondary education and the future quality of life and economy of the population. Ten years later, the Kentucky Chamber of Commerce Task Force on Postsecondary Education commissioned an independent review to determine the state’s progress toward achieving that goal and to identify the tasks and challenges that remain. The Kentucky postsecondary reforms were a complex and interrelated set of means and ends designed to transform the Commonwealth’s standard of living and quality of life. In broad terms, its intent was to develop a seamless, nationally recognised postsecondary education system that would both create a nationally competitive workforce and support the development of an economy that could employ that workforce. The focus of the reforms was not on higher education institutions, per se, but on increasing the capacity of institutions to contribute to the future of the state’s economy and quality of life. In this respect, the reforms reflect many of the themes of the recent OECD report Higher Education and Regions: Globally Competitive, Locally Engaged. 

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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/provincial-university-of-lapland_hemp-v20-art14-en
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    Provincial University of Lapland

    In 2002, four Finnish higher education institutions established a consortium called the Provincial University of Lapland with the purpose of supporting the development of the region, widening access to higher education, increasing collaboration between educational institutions and fostering innovation. The consortium provides degree and non-degree education. The provincial University of Lapland reaches out to the province’s remote communities through a combination of traditional education and distance learning. It takes advantage of already existing facilities in the four of Lapland’s six sub-regions. The Provincial University has a broad portfolio that includes open education, professional development courses, expert and R&D services, as well as estimation and evaluation services. Provision of services is based on regional needs that focus on upgrading the tourism industry. Learning and development needs have been mapped in each of the four sub-regions in collaboration with a wide range of public and private stakeholders. The higher education institutions are engaged in strategy development and implementation at the regional and sub-regional levels.

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    The Contribution of Higher Education to Regional Cultural Development in the North East of England

    In the United Kingdom, the creative and cultural industries in the North East of England have notably contributed to the region’s economic development. The city of NewcastleGateshead’s recent renaissance has helped redefine the region’s cultural identity. Higher education has played an important part in the North East of England region, whether through heritage buildings such as Durham Castle, or the newly built facilities within Newcastle University’s cultural quarter. The North East universities also play a leading role in developing knowledge and skills for the cultural sector by supporting new businesses, supplying student volunteers, and making a critical contribution through staff research and collaborative doctoral studentships.

    The success of the universities’ engagement with the region depends on strategies and structures within both higher education and governmental bodies responsible for the cultural sector; universities work with a wide range of central government departments, sector skills councils, regional development associations, local government, and cultural organisations such as the Arts Council and the Regional Cultural Consortia. In many ways the cultural value of the universities’ contribution is often intangible, but as major contributors to the quality of life and economic prosperity, often partnering cultural organisations throughout the region, the significance of this contribution cannot be ignored.

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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/the-dilemma-of-the-modern-university-in-balancing-competitive-agendas_hemp-v20-art16-en
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    The Dilemma of the Modern University in Balancing Competitive Agendas

    The Australian government uses numerous strategies to promote specific agendas – including continued efforts to deregulate the higher education sector. These strategies comprise the reduction of government funding to universities in real terms to oblige institutions to seek alternative sources of income; the targeted deployment of government funding (including growth places and infrastructure funding); the use of reward-based incentives; the actual or threatened re-distribution of funding based on performance; competitive grants; and amending funding mechanisms to support desired behaviours. In addition, strategies not involving direct funding are also used through special policy provisions, the establishment of bodies and forums to promote issues; the publication of position papers and protocols; the publication of performance information or review outcomes; the employment of reporting and accountability processes and frameworks; and various approaches to promote, encourage or oblige sector restructuring. A major thrust of the Australian government's higher education policy is to encourage sector diversification through encouraging individual institutions to adopt their own clear and unique identities. This poses many challenges and opportunities for new generation regional institutions trying to position themselves in an increasingly competitive higher education market while continuing to meet their obligations and remain relevant to their local communities. The University of Southern Queensland's experience in pursuing its vision as a leader in open and flexible higher education is explored within the context of these potentially competing agendas.

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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/benchmarking-university-community-engagement_hemp-v20-art17-en
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    Benchmarking University Community Engagement

    This article provides the background and describes the processes involved in establishing a national approach to benchmarking the way universities engage with their local and regional communities in Australia. Local and regional community engagement is a rapidly expanding activity in Australian public universities and is increasingly being seen as part of the universal quality assurance assessment process. An initiative of the Australian Universities Community Engagement Alliance (AUCEA), the benchmarking framework was developed over almost three years and involved considerable consultation and testing. The framework comprises an institutional questionnaire, a partner perceptions survey and a "good practice" template. The instruments were tested in a pilot of 12 AUCEA member universities and will be implemented in all 33 AUCEA member universities in late 2008. Comparative results will be available early in 2009. The framework will assist universities and their community partners to improve their contribution to society and the environment through mutual knowledge exchange, learning and enterprising action.

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    • http://www.keepeek.com/Digital-Asset-Management/oecd/education/higher-education-management-and-policy-volume-20-issue-2/societal-and-economic-engagement-of-universities-in-finland_hemp-v20-art18-en
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    Societal and Economic Engagement of Universities in Finland

    This paper is based on the work of an expert team invited by the Ministry of Education of Finland to develop criteria and an evaluation framework for societal and economic engagement for use in university performance management. The paper maps out possible indicators for the societal and economic engagement of universities in the light of national and international examples. Finally, it presents a proposed framework for assessing the societal and economic engagement of universities and a possible set of outcome measurements which take due account of the major factors governing strategic planning and resource allocation. The model presented in the paper for evaluating the societal and economic engagement of universities seeks to take into account the different circumstances in which individual universities operate and their strategic choices, with due consideration for comparability and national objectives. The goal underpinning the model is to strengthen the autonomy of the universities. At the core of the assessment model are five "assessment baskets": (1) engagement in innovation activities, (2) engagement in the labour market, (3) engagement in socio-ecological development, (4) engagement in the regional environment, (5) engagement in social debate.

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