Higher Education Management and Development. Compendium for Managers
Description
Today as never before, it is imperative that university managers possess the knowledge and the competencies necessary for leading modern higher education institutions. Professional management enables higher education institutions to cooperate more effectively with partners ranging from local businesses to international enterprises and other stakeholders. As higher education institutions grow larger and extend their reach into new areas and the functions demanded of them multiply, academic administration and management become increasingly complex, thus, the need for skilled management and administrative personnel becomes more acute.
This book emerged as the product of the European Higher Education Management and Development (EHEMD) project, a European multilateral curriculum development project under the coordination of the Danube University Krems and funded by the European Union in the framework of the Erasmus Lifelong Learning Programme. Focusing not only on theoretical points of view, but also on their practical applications as demonstrated in the accompanying case studies, the publication covers the key aspects of modern university management. The booklet is structured so that each chapter presents a particular aspect and application of university management and the entire volume reflects the core contents of the EHEMD curriculum.
Can higher education management be taught? While we confidently say “yes!”, the answer needs some qualification. The “yes” applies because higher education management is no different from any other subject in the social sciences. The qualification is that a sound pedagogical philosophy and structure need to underpin such a programme. The fundamentals of the EHEMD programme are that it is interdisciplinary, that it is practice-oriented and that students learn from each other and also learn independently. With a strong emphasis on Central, Southern and Eastern Europe, this book addresses management challenges in higher education today and in the near future.
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Content
2 - Preface [Seite 8]
3 - Introduction [Seite 10]
3.1 - 1. The project [Seite 10]
3.2 - 2. Professional management in higher education [Seite 10]
3.3 - 3. The programme [Seite 11]
3.4 - 4. The compendium [Seite 12]
4 - Understanding Higher Education Management [Seite 14]
4.1 - 1. Introduction [Seite 14]
4.2 - 2. Terminology matters [Seite 15]
4.3 - 3. The basic divide: Higher education and science [Seite 15]
4.4 - 4. Why and how these definitions matter for higher education management [Seite 16]
4.5 - 5. Why and how these characteristics are relevant and critical to higher education management [Seite 17]
4.6 - 6. Principles of higher education management [Seite 19]
4.7 - 7. What does that list mean for the management of higher education? And for you? [Seite 20]
4.8 - References [Seite 26]
5 - Higher Education and Society [Seite 28]
5.1 - 1. Introduction [Seite 28]
5.2 - 2. Global similitude [Seite 29]
5.3 - 3. Power and economy [Seite 33]
5.4 - 4. Unwanted and wanted mobility - academic migration [Seite 34]
5.5 - 5. Gender and age [Seite 35]
5.6 - 6. Case study [Seite 36]
6 - Globalisation, Internationalisation and Regionalisation [Seite 40]
6.1 - 1. Introduction [Seite 40]
6.2 - 2. Globalisation, internationalisation, etc. [Seite 40]
6.3 - 3. The drivers for change [Seite 42]
6.4 - 4. Institutional responses to global forces [Seite 44]
6.5 - 5. The case of South East European University [Seite 45]
6.6 - 6. Reflections [Seite 49]
6.7 - References [Seite 50]
7 - Organisational Change and Development in Higher Education [Seite 52]
7.1 - 1. Higher education in change, a perspective [Seite 52]
7.2 - 2. Managing change in higher education institutions [Seite 57]
7.3 - References [Seite 63]
8 - Leadership and Governance [Seite 66]
8.1 - 1. Introduction [Seite 66]
8.2 - 2. A case study: A comparative look at academic leadership in Turkish universities [Seite 68]
8.3 - 3. Reflections: Impact on governance and leadership [Seite 74]
9 - Strategic Planning and Policy Formation [Seite 78]
9.1 - 1. Introduction [Seite 78]
9.2 - 2. Why undertake strategic planning in the contemporary university? [Seite 79]
9.3 - 3. Real and paper plans [Seite 80]
9.4 - 4. The structure of a strategic plan [Seite 81]
9.5 - 5. Some underlying conceptual considerations [Seite 83]
9.6 - 6. Elements in the plan itself [Seite 84]
9.7 - 7. The strategic plan in operation [Seite 85]
9.8 - 8. Strategic plan: People and processes [Seite 86]
9.9 - 9. Case study of University of Novi Pazar, Serbia [Seite 86]
9.10 - 10. Reflections [Seite 91]
10 - Financial Management in Higher Education [Seite 94]
10.1 - 1. Introduction of basic challenges, terminology and concepts [Seite 94]
10.2 - 2. Case study: Financial position of the Budapest State University [Seite 100]
10.3 - 3. Conclusions [Seite 106]
11 - Finance and Public Accountability [Seite 108]
11.1 - 1. Introduction [Seite 108]
11.2 - 2. Definitions: Institutional accountability and autonomy [Seite 108]
11.3 - 3. Funding models and institutional accountability [Seite 110]
11.4 - 4. Case study of Serbia [Seite 112]
12 - Funding in Higher Education [Seite 118]
12.1 - 1. Introduction [Seite 118]
12.2 - 2. New Public Management as theoretical background of new funding models [Seite 118]
12.3 - 3. Major trends in the change and diversification of funding sources [Seite 121]
12.4 - 4. Institutional funding models [Seite 121]
12.5 - 5. Implementation and effects of funding models [Seite 124]
12.6 - 6. Case study: Funding higher education in Serbia [Seite 126]
12.7 - 7. Concluding remarks [Seite 129]
13 - Research Strategy and Management in Universities [Seite 132]
13.1 - 1. Introduction [Seite 132]
13.2 - 2. Higher education: A driver of economic and social change [Seite 133]
13.3 - 3. Research management [Seite 134]
13.4 - 4. Case study: Implementing strategic research management at the Medical University of Graz [Seite 139]
13.5 - 5. Challenges of growing research capacity and capability [Seite 143]
13.6 - References [Seite 146]
14 - Development and Management of University Lifelong Learning [Seite 148]
14.1 - 1. Introduction [Seite 148]
14.2 - 2. Diversity of definitions in Europe [Seite 148]
14.3 - 3. Characteristics of a lifelong learning university [Seite 150]
14.4 - 4. How do we get from ULLL to LLLU? [Seite 150]
14.5 - 5. Organisation of ULLL [Seite 150]
14.6 - 6. Case study: Empowering lifelong learning at the Faculty of Adult Education and HRD of the University of Pécs, Hungary [Seite 153]
14.7 - 7. Reflection, future perspectives and challenges [Seite 157]
14.8 - References [Seite 158]
15 - Human Resources Management [Seite 160]
15.1 - 1. Major challenges [Seite 160]
15.2 - 2. Areas of activity and concepts [Seite 162]
15.3 - 3. Case study on merit-based payment models [Seite 168]
15.4 - 4. Conclusion [Seite 173]
15.5 - References [Seite 173]
16 - Quality Management in Higher Education [Seite 176]
16.1 - 1. Introduction [Seite 176]
16.2 - 2. Purpose of quality assurance for HE [Seite 177]
16.3 - 3. Different approaches to QA [Seite 178]
16.4 - 4. National QA structures: Independent vs. governmental [Seite 180]
16.5 - 5. Difficulties in setting up QA schemes [Seite 181]
16.6 - 6. Internal quality management systems of universities [Seite 183]
16.7 - 7. Case study [Seite 184]
16.8 - 8. Reflections [Seite 189]
16.9 - References [Seite 191]
17 - Information and Knowledge Management in Higher Education [Seite 194]
17.1 - 1. Introduction [Seite 194]
17.2 - 2. Information management [Seite 195]
17.3 - 3. Knowledge and competencies in organizations [Seite 198]
17.4 - 4. Knowledge management [Seite 200]
17.5 - 5. Instruments and methods for knowledge management [Seite 201]
17.6 - 6. Knowledge management in higher education institutions [Seite 203]
17.7 - 7. Case study: Intellectual capital statements at HEIs [Seite 203]
17.8 - 8. Critical reflection [Seite 206]
17.9 - 9. Conclusion and recommendations [Seite 207]
17.10 - References [Seite 208]
18 - Marketing and Communications in Higher Education [Seite 210]
18.1 - 1. Introduction [Seite 210]
18.2 - 2. Marketing in the context of higher education [Seite 211]
18.3 - 3. Understanding a target audience [Seite 212]
18.4 - 4. How people respond to communication [Seite 213]
18.5 - 5. Why people don't always believe you: The principles of stimulus and response [Seite 215]
18.6 - 6. Why is the majority of higher education marketing communication so ineffective? [Seite 216]
18.7 - 7. The way you see yourself and the way others see you [Seite 217]
18.8 - 8. A look to the future: [Seite 218]
18.9 - 9. Case study: Positioning a business school in Europe - the need for singularity [Seite 219]
18.10 - 10. Last words [Seite 221]
18.11 - References [Seite 222]
19 - The Authors [Seite 224]
