Governing Universities Globally
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Governing Universities Globally

Organizations, Regulation and Rankings

Roger King

The comprehensive coverage of global university governance includes conceptual, theoretical and empirical analyses that will be invaluable to higher education researchers and students, and to public policy academics, students and practitioners. Global governance analysts, global business and management postgraduates, as well as regulation theorists and practitioners will also find this book to be of great interest.
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Chapter 1: Universities in the Globalizing World

Roger King


INTRODUCTION Teichler (2007) notes that during the nineteenth century distinctive national models of higher education emerged. The British approach, centred on Oxford and Cambridge, emphasized teaching and the closeness of the relationship between tutors and students in order to develop well-rounded personalities. Collegiality and autonomy from the state were its key characteristics, involving non-hierarchical, cooperative decisionmaking and high levels of academic self-determination. Nonetheless, subsequently into the later decades of the twentieth century, levels of public funding generally were as high as in the more state-directed European systems, although, until more recently, block grant funding by government to universities reinforced the longstanding sense of institutional autonomy. In France, however, universities and their curricula have been strongly coordinated bureaucratically by the legal-rational authority of the state, reinforced by high institutional decentralization, and where separate professional institutions outside the universities (ecoles, research organizations) attracted higher prestige. The internationally influential German system became characterized by the integration of teaching and research, and the notion that academic freedom and institutional independence were best guaranteed by the state and by a strong professoriate. The US model, especially as it strengthened as a perceived global leader throughout the twentieth century, combined the British approach at undergraduate level with the German model of a key research function at the graduate level. However, the central or federal state in the USA plays a much more restricted funding and planning role than in many other countries, with, rather, local states and forms of self-accreditation processes providing key regulatory processes. Three...

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