Analyzing Organizational Change in Higher Education

Peter Maassen, Åse Gornitzka

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    3 Citations (Scopus)

    Abstract

    In this paper an approach for studying organizational change in higher education is presented. Two theoretical perspectives on organizational change are outlined. First, a resource dependence perspective emphasising that organizational change must be understood by looking at how organizations perceive their environments. How do organizations act to control and avoid dependencies in order to maintain organizational discretion and autonomy of action? A (sociological) neo-institutional framework for studying change in higher education organizations emphasizes the cognitive and normative elements in the environment. When organizations change according to institutionalized expectations, they do so in a context of taken for granted norms and beliefs. Both perspectives represent valuable analytical frameworks that can be combined fruitfully. In addition the article focuses on one major environmental actor for higher education, the state. How do government policies and programs influence organizational change processes? With reference to both resource dependence theory and neo-institutional perspective relevant aspects of policymaking as well as characteristics of the content of policies and programs are presented. It is argued that there is a need for seeing interaction of the government with universities and colleges as located in an overall system of state steering of higher education. Four state (or governance) models have been discussed grasping different approaches to national policymaking, steering, and governance of higher education in Europe and the way these affect change processes in universities and colleges.
    Original languageEnglish
    Title of host publicationComparative Perspectives on Universities
    EditorsRagnvald Kallenberg, Fredrik Engelstad, Grete Brochmann, Arnlaug Leira, Lars Mjøset
    Place of PublicationStamford, Connecticut
    PublisherJAI PRESS INC.
    Pages83-99
    Number of pages16
    ISBN (Electronic)978-1-84950-059-3
    ISBN (Print)978-0-76230-679-4
    Publication statusPublished - 2000

    Publication series

    NameComparative social research
    PublisherJAI Press
    Volume19
    ISSN (Print)0195-6310

    Fingerprint

    organizational change
    education
    governance
    government program
    university
    resources
    government policy
    autonomy
    interaction

    Keywords

    • METIS-101635

    Cite this

    Maassen, P., & Gornitzka, Å. (2000). Analyzing Organizational Change in Higher Education. In R. Kallenberg, F. Engelstad, G. Brochmann, A. Leira, & L. Mjøset (Eds.), Comparative Perspectives on Universities (pp. 83-99). (Comparative social research; Vol. 19). Stamford, Connecticut: JAI PRESS INC..
    Maassen, Peter ; Gornitzka, Åse. / Analyzing Organizational Change in Higher Education. Comparative Perspectives on Universities. editor / Ragnvald Kallenberg ; Fredrik Engelstad ; Grete Brochmann ; Arnlaug Leira ; Lars Mjøset. Stamford, Connecticut : JAI PRESS INC., 2000. pp. 83-99 (Comparative social research).
    @inbook{00094827c2f748bcb9b59d0663b3b6db,
    title = "Analyzing Organizational Change in Higher Education",
    abstract = "In this paper an approach for studying organizational change in higher education is presented. Two theoretical perspectives on organizational change are outlined. First, a resource dependence perspective emphasising that organizational change must be understood by looking at how organizations perceive their environments. How do organizations act to control and avoid dependencies in order to maintain organizational discretion and autonomy of action? A (sociological) neo-institutional framework for studying change in higher education organizations emphasizes the cognitive and normative elements in the environment. When organizations change according to institutionalized expectations, they do so in a context of taken for granted norms and beliefs. Both perspectives represent valuable analytical frameworks that can be combined fruitfully. In addition the article focuses on one major environmental actor for higher education, the state. How do government policies and programs influence organizational change processes? With reference to both resource dependence theory and neo-institutional perspective relevant aspects of policymaking as well as characteristics of the content of policies and programs are presented. It is argued that there is a need for seeing interaction of the government with universities and colleges as located in an overall system of state steering of higher education. Four state (or governance) models have been discussed grasping different approaches to national policymaking, steering, and governance of higher education in Europe and the way these affect change processes in universities and colleges.",
    keywords = "METIS-101635",
    author = "Peter Maassen and {\AA}se Gornitzka",
    year = "2000",
    language = "English",
    isbn = "978-0-76230-679-4",
    series = "Comparative social research",
    publisher = "JAI PRESS INC.",
    pages = "83--99",
    editor = "Ragnvald Kallenberg and Fredrik Engelstad and Grete Brochmann and Arnlaug Leira and Lars Mj{\o}set",
    booktitle = "Comparative Perspectives on Universities",

    }

    Maassen, P & Gornitzka, Å 2000, Analyzing Organizational Change in Higher Education. in R Kallenberg, F Engelstad, G Brochmann, A Leira & L Mjøset (eds), Comparative Perspectives on Universities. Comparative social research, vol. 19, JAI PRESS INC., Stamford, Connecticut, pp. 83-99.

    Analyzing Organizational Change in Higher Education. / Maassen, Peter; Gornitzka, Åse.

    Comparative Perspectives on Universities. ed. / Ragnvald Kallenberg; Fredrik Engelstad; Grete Brochmann; Arnlaug Leira; Lars Mjøset. Stamford, Connecticut : JAI PRESS INC., 2000. p. 83-99 (Comparative social research; Vol. 19).

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    TY - CHAP

    T1 - Analyzing Organizational Change in Higher Education

    AU - Maassen, Peter

    AU - Gornitzka, Åse

    PY - 2000

    Y1 - 2000

    N2 - In this paper an approach for studying organizational change in higher education is presented. Two theoretical perspectives on organizational change are outlined. First, a resource dependence perspective emphasising that organizational change must be understood by looking at how organizations perceive their environments. How do organizations act to control and avoid dependencies in order to maintain organizational discretion and autonomy of action? A (sociological) neo-institutional framework for studying change in higher education organizations emphasizes the cognitive and normative elements in the environment. When organizations change according to institutionalized expectations, they do so in a context of taken for granted norms and beliefs. Both perspectives represent valuable analytical frameworks that can be combined fruitfully. In addition the article focuses on one major environmental actor for higher education, the state. How do government policies and programs influence organizational change processes? With reference to both resource dependence theory and neo-institutional perspective relevant aspects of policymaking as well as characteristics of the content of policies and programs are presented. It is argued that there is a need for seeing interaction of the government with universities and colleges as located in an overall system of state steering of higher education. Four state (or governance) models have been discussed grasping different approaches to national policymaking, steering, and governance of higher education in Europe and the way these affect change processes in universities and colleges.

    AB - In this paper an approach for studying organizational change in higher education is presented. Two theoretical perspectives on organizational change are outlined. First, a resource dependence perspective emphasising that organizational change must be understood by looking at how organizations perceive their environments. How do organizations act to control and avoid dependencies in order to maintain organizational discretion and autonomy of action? A (sociological) neo-institutional framework for studying change in higher education organizations emphasizes the cognitive and normative elements in the environment. When organizations change according to institutionalized expectations, they do so in a context of taken for granted norms and beliefs. Both perspectives represent valuable analytical frameworks that can be combined fruitfully. In addition the article focuses on one major environmental actor for higher education, the state. How do government policies and programs influence organizational change processes? With reference to both resource dependence theory and neo-institutional perspective relevant aspects of policymaking as well as characteristics of the content of policies and programs are presented. It is argued that there is a need for seeing interaction of the government with universities and colleges as located in an overall system of state steering of higher education. Four state (or governance) models have been discussed grasping different approaches to national policymaking, steering, and governance of higher education in Europe and the way these affect change processes in universities and colleges.

    KW - METIS-101635

    M3 - Chapter

    SN - 978-0-76230-679-4

    T3 - Comparative social research

    SP - 83

    EP - 99

    BT - Comparative Perspectives on Universities

    A2 - Kallenberg, Ragnvald

    A2 - Engelstad, Fredrik

    A2 - Brochmann, Grete

    A2 - Leira, Arnlaug

    A2 - Mjøset, Lars

    PB - JAI PRESS INC.

    CY - Stamford, Connecticut

    ER -

    Maassen P, Gornitzka Å. Analyzing Organizational Change in Higher Education. In Kallenberg R, Engelstad F, Brochmann G, Leira A, Mjøset L, editors, Comparative Perspectives on Universities. Stamford, Connecticut: JAI PRESS INC. 2000. p. 83-99. (Comparative social research).