Analysis of institutions of university governance: A classification scheme applied to postwar changes in Dutch higher education

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    Abstract

    Governance within higher education is a most complicated issue. Managing a university, variously described as ‘monadic chaos’ or ‘organised anarchy’, is a redoubtable challenge. Of all issues currently under discussion in the world of higher education, few are more controversial than those pertaining to the institutions of governance (Neave 1988).1 Who should govern a university, how, and to what ends, have been recurring questions in the history of universities (De Groof et al. 1998). Constitutional issues such as these have been raised passionately, again and again, though obviously there have been quiet times too (Bargh et al. 1996). Matters of institutional design are deemed of particular importance because, right or wrong, they are considered as essential for realising people’s visions of the ideal university (Moodie & Eustace 1974: 23). As such, these issues easily touch upon values like effectiveness, efficiency, the quality of primary processes, democracy, institutional autonomy, academic freedom, or the university’s role towards society. Therefore, discussions of institutional design derive their importance and their fervour in part from the fact that they inspire the ‘affirmation of legitimate values and institutions’ (March & Olsen 1983: 292).
    Original languageEnglish
    Title of host publicationFrom the Eye of the Storm
    Subtitle of host publicationHigher Education's Changing Institution
    EditorsBen Jongbloed, Peter Maassen, Guy Neave
    Place of PublicationDordrecht
    PublisherKluwer Academic Publishers
    Pages211-233
    Number of pages23
    ISBN (Electronic)978-94-015-9263-5
    ISBN (Print)978-90-481-5355-8
    DOIs
    Publication statusPublished - 1999

    Fingerprint

    governance
    university
    history of universities
    anarchy
    education
    chaos
    Values
    autonomy
    democracy
    efficiency
    Society
    time

    Keywords

    • Democracy
    • Public management
    • University governance

    Cite this

    de Boer, H., & Denters, B. (1999). Analysis of institutions of university governance: A classification scheme applied to postwar changes in Dutch higher education. In B. Jongbloed, P. Maassen, & G. Neave (Eds.), From the Eye of the Storm: Higher Education's Changing Institution (pp. 211-233). Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-9263-5_10
    de Boer, Harry ; Denters, Bas. / Analysis of institutions of university governance : A classification scheme applied to postwar changes in Dutch higher education. From the Eye of the Storm: Higher Education's Changing Institution. editor / Ben Jongbloed ; Peter Maassen ; Guy Neave. Dordrecht : Kluwer Academic Publishers, 1999. pp. 211-233
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    abstract = "Governance within higher education is a most complicated issue. Managing a university, variously described as ‘monadic chaos’ or ‘organised anarchy’, is a redoubtable challenge. Of all issues currently under discussion in the world of higher education, few are more controversial than those pertaining to the institutions of governance (Neave 1988).1 Who should govern a university, how, and to what ends, have been recurring questions in the history of universities (De Groof et al. 1998). Constitutional issues such as these have been raised passionately, again and again, though obviously there have been quiet times too (Bargh et al. 1996). Matters of institutional design are deemed of particular importance because, right or wrong, they are considered as essential for realising people’s visions of the ideal university (Moodie & Eustace 1974: 23). As such, these issues easily touch upon values like effectiveness, efficiency, the quality of primary processes, democracy, institutional autonomy, academic freedom, or the university’s role towards society. Therefore, discussions of institutional design derive their importance and their fervour in part from the fact that they inspire the ‘affirmation of legitimate values and institutions’ (March & Olsen 1983: 292).",
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    de Boer, H & Denters, B 1999, Analysis of institutions of university governance: A classification scheme applied to postwar changes in Dutch higher education. in B Jongbloed, P Maassen & G Neave (eds), From the Eye of the Storm: Higher Education's Changing Institution. Kluwer Academic Publishers, Dordrecht, pp. 211-233. https://doi.org/10.1007/978-94-015-9263-5_10

    Analysis of institutions of university governance : A classification scheme applied to postwar changes in Dutch higher education. / de Boer, Harry; Denters, Bas.

    From the Eye of the Storm: Higher Education's Changing Institution. ed. / Ben Jongbloed; Peter Maassen; Guy Neave. Dordrecht : Kluwer Academic Publishers, 1999. p. 211-233.

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    TY - CHAP

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    N2 - Governance within higher education is a most complicated issue. Managing a university, variously described as ‘monadic chaos’ or ‘organised anarchy’, is a redoubtable challenge. Of all issues currently under discussion in the world of higher education, few are more controversial than those pertaining to the institutions of governance (Neave 1988).1 Who should govern a university, how, and to what ends, have been recurring questions in the history of universities (De Groof et al. 1998). Constitutional issues such as these have been raised passionately, again and again, though obviously there have been quiet times too (Bargh et al. 1996). Matters of institutional design are deemed of particular importance because, right or wrong, they are considered as essential for realising people’s visions of the ideal university (Moodie & Eustace 1974: 23). As such, these issues easily touch upon values like effectiveness, efficiency, the quality of primary processes, democracy, institutional autonomy, academic freedom, or the university’s role towards society. Therefore, discussions of institutional design derive their importance and their fervour in part from the fact that they inspire the ‘affirmation of legitimate values and institutions’ (March & Olsen 1983: 292).

    AB - Governance within higher education is a most complicated issue. Managing a university, variously described as ‘monadic chaos’ or ‘organised anarchy’, is a redoubtable challenge. Of all issues currently under discussion in the world of higher education, few are more controversial than those pertaining to the institutions of governance (Neave 1988).1 Who should govern a university, how, and to what ends, have been recurring questions in the history of universities (De Groof et al. 1998). Constitutional issues such as these have been raised passionately, again and again, though obviously there have been quiet times too (Bargh et al. 1996). Matters of institutional design are deemed of particular importance because, right or wrong, they are considered as essential for realising people’s visions of the ideal university (Moodie & Eustace 1974: 23). As such, these issues easily touch upon values like effectiveness, efficiency, the quality of primary processes, democracy, institutional autonomy, academic freedom, or the university’s role towards society. Therefore, discussions of institutional design derive their importance and their fervour in part from the fact that they inspire the ‘affirmation of legitimate values and institutions’ (March & Olsen 1983: 292).

    KW - Democracy

    KW - Public management

    KW - University governance

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    de Boer H, Denters B. Analysis of institutions of university governance: A classification scheme applied to postwar changes in Dutch higher education. In Jongbloed B, Maassen P, Neave G, editors, From the Eye of the Storm: Higher Education's Changing Institution. Dordrecht: Kluwer Academic Publishers. 1999. p. 211-233 https://doi.org/10.1007/978-94-015-9263-5_10