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This case study explores the potential for democratic governance in state-regulated Arab higher education systems focusing on institutional committee members' adoption of deliberative, empowered and participatory evidence-based decision-making practices while engaged in university policy development. Amidst a landscape characterised by the forces of globalisation and internationalisation, coupled with an intensifying focus on quality assurance and accreditation that increasingly shape governance structures, this research examines decision-making at the practical micro-level within an Arab State institution. This university, mirroring others in the Gulf Cooperation Council region, functions within a largely centralised political system where government bodies exert substantial influence. By presenting an illustrative case of grassroots democratic evidence-based decision-making during committee members' formulation of a new institution-wide policy, this study aims to partially bridge the conceptual and applied research void. It delves into the opportunities and challenges of practicing shared, evidence-based decision-making in multiplex universities operating within characteristically state-regulated, management-centric political contexts. [ABSTRACT FROM AUTHOR]

Governance structures in Irish universities are undergoing a significant transformation as the passing of new legislation in October 2022, the Higher Education Authority (HEA) Act, heralded the beginning of a new relationship between the Irish state, the universities and their regulator, the HEA. This paper provides an analysis of the changes taking place in university governance with the implementation of the HEA Act and locates the current developments in the context of wider governance reforms that have taken place across European higher education. The findings of an empirical research study involving elite interviews with key stakeholders in Irish higher education governance are also presented; the results capture the early experience of implementing governance reform, with key stakeholders agreeing that smaller supervisory boards result in better governance, more rigour in the way board members approach their roles, and greater accountability required of executives, which is expected to lead to greater tension between boards and their executives. The paper concludes by identifying opportunities for further research with a follow-up study of the impact of the governance reforms on board effectiveness proposed once the new governing boards have served a full term. [ABSTRACT FROM AUTHOR]

Competition in higher education is intensifying worldwide and gaining increasing scholarly attention. However, it is not always easy to observe how competition actually takes place. Our research focuses on one example where competition becomes not only visible but also analyzable: State-led funding contests exemplified by the Excellence Initiative (EI) in Germany. While funding contests in Germany have been established as contests between universities, at the same time they have changed the rules of competitive games between federal states. In our contribution we demonstrate and analyze the multiplicity of competition at the interface between universities and federal states. By reconstructing how federal states play different roles in relation to universities' performances in funding contests, we shed light on a twofold relationship. On the one hand, federal states are folded into competition between universities because they support 'their own' universities with advice and financial resources when the universities prepare to participate in the contests. The federal states are therefore important for the positions universities can take as organizational actors in competition. On the other hand, universities are folded into the competition between federal states because the states at least partly take agency when they view their competitive position vis-à-vis the other federal states as being dependent on 'their' universities' performance in the contests. In this context, they become competitive actors. [ABSTRACT FROM AUTHOR]

In 2012, the Vietnamese government enacted the institutional autonomy policy to support the reform process of the higher education system. The autonomy policy signifies the transfer of decision-making authority from ministries to public universities to increase university performance and competitiveness in the globalized knowledge economy. This paper examines the nature of autonomy as a new form of governance in Vietnamese higher education through the lens of agency theory. I used thematic analysis to analyze policy documents released by the Vietnamese government between 1993 and 2021. The findings indicate autonomy means Vietnamese public universities have authority to make decisions on primary activities; yet they must be accountable for their decision-making and responsible for funding sources. The study contributes to the literature on comparative and international higher education by providing a better understanding of autonomy in a post-Soviet context and informing a transformative approach to policy practices for the higher education reform. [ABSTRACT FROM AUTHOR]

We are currently facing a potential 'polycrisis', a critical inflection point that requires a holistic response aimed at building collective foresight and preparedness for short-, medium-, and long-term risks. The role of higher education institutions and social stakeholders is decisive for sustainability goals. This paper presents a case study where academia, governance, and industry have aligned to challenge, inspire, and encourage universities to enhance student growth and bind macro-scale measures leading to a sustainable future. A teaching innovation project has served as a transforming lever, in combination with the private sector, to create a platform that reaches more than 50,000 undergraduate students and teaching staff. This structure, rooted in the 2031 Strategic Plan of the University of Granada, has also served to channel local and regional initiatives, establish effective partnerships with broad social members, raise awareness, and promote actions to advance in the pursuit of Sustainable Development Goals. A comprehensive overview is provided, which details its chronology, materials, results, challenges, impact, and descriptions of the various courses, programs, and actions. The paper concludes with recommendations for future research, policy and cooperation among stakeholders. [ABSTRACT FROM AUTHOR]

Research background: Globalization and environmental changes have driven greater complexity in the university governance system, leading to the modification of educational policies, institutional strategies and higher education models in countries on various continents. Specifically, within Social Responsibility (SR) in higher education institutions (HEIs), and under the commitment of university government, the challenges to achieve Sustainable Development Goals (SGDs) guide universities’ strategic management. It involves various educational actors through strategies linked to the substantive functions of universities. Purpose of the article: The objective of this study is to explain the influence of students’ perceptions on the social responsibility of the HEIs through empathy and solidarity from the perspective of SDGs in Colombia. For this, we link these two variables with the strategies related to respect and dignity, freedom and citizenship, and environment using the reference point of the institutional challenges faced in university governance. Methods: This study considers the development of a structural analysis for the confirmation of research hypotheses. The research subjects are students from universities in Colombia, who make up a non-probabilistic sample. A social responsibility perception scale composed of dimensions and variables. The variables are expressed in statements whose response form considers a Likert-type scale. Findings & value added: The main contribution of the study lies in the value that students attach to empathy and solidarity, due to their connection with the values of SR and the principles of the SDGs. The results show that students’ perceptions of social responsibility for HEIs from SDGs must drive the implementation of strategies based on empathy and solidarity. This would respond to the demands linked with human dignity, relations with the milieu, space generation, free expression of opinions, and fostering respect for others. Finally, it is important to implement comprehensive strategies based on SR values and the principles of the SDGs. [ABSTRACT FROM AUTHOR]

The comprehensive study explores the complex dynamics of Nigerian higher education, where the government's control over public universities collides with the ongoing problem of regular strikes, particularly those led by the Academic Staff Union of Universities (ASUU). These institutions, founded on a multidimensional mission, aim to develop values, elevate intellectual capacities, and prepare students for societal contributions. However, the threat of strikes, which has occurred sixteen times since 1999, has cast a long shadow over academic stability, institutional excellence, and, most importantly, student mental health. The study, which examines global trends, indicates an increase in university staff strikes globally, driven by concerns about compensation, working conditions, and a perceived priority of profit above academic missions. The Nigerian institutions reveal a historical tapestry of strikes, attributing them to a variety of causes, such as political tensions and dissatisfaction with working conditions. The influence on students' mental health emerges as a key worry, highlighting increased stress, anxiety, and uncertainty. To navigate these disruptions and foster a resilient and student-centered university environment globally, the study advocates for proactive measures such as transparent communication, robust conflict resolution mechanisms, enhanced mental health support, contingency plans, and increased student representation. Finally, the findings emphasize the importance of resolving fundamental concerns in order to nurture a harmonious academic scene in Nigeria and abroad. [ABSTRACT FROM AUTHOR]

In addition to promoting reforms, governments foster change in university systems through funding, competition, and new policy instruments. Little research has been conducted on how research centre funding schemes support organizational changes in universities and on their institutional and policy barriers. This article addresses the research centre funding schemes implemented by the regional government of Galicia (Spain) in 2016. The approach is observational and based on documentary analysis and semi-structured interviews with key actors. The regional government sought to encourage organizational differentiation by increasing the autonomy of centres inside the universities and to enhance strategic research agendas, reinforcing the scientific authority of the centres' directors. We found that the design and operation of the instrument in the context of the existing university governance system, and the interaction with other funding instruments within the policy mix, may create barriers that hinder the effectiveness of the funding scheme. [ABSTRACT FROM AUTHOR]

China's specific developmental context defines the need to understand its state logic of knowledge transfer, particularly from the agency perspective of universities. This paper proposes the new term 'university engagement with industry' (UEI) to highlight the active role of universities in university–industry linkages. A structural method is adopted to collect relevant literature and to provide a systematic and critical review of China's UEI. This paper makes four key contributions: (1) it illustrates a structural approach to collect literature via precise and transparent identification for a targeted topic from an interdisciplinary research field; (2) it systematically presents the China-specific external institutional environment and internal governance of universities for knowledge transfer and captures influential factors for university's embeddedness in multiscalar innovation systems; (3) it identifies China-specific UEI in comparison to Western findings; and (4) it suggests a research agenda on China's UEI for future studies. [ABSTRACT FROM AUTHOR]

Control mechanisms have traditionally been used for managing organizations, but the development of concepts of loosely coupled or flexibly coupled systems offers an alternative for managing unbureaucratic organizations or ones whose broad social interactions and power relationships make them complex to manage, as in the case of university institutions. Tensions between loose and tight coupling are common in university governance, but they have not been adequately researched. Addressing this gap is the objective of this study. To do so, a case study methodology was selected, opting for three methods: documentary analysis, semi-structured interviews and focus groups. The findings made it possible to identify three determinant variables of governance: power – social interaction – coupling, which leads us to propose a model with four kinds of governance: control, collegial, self-regulated and concerted managerial. [ABSTRACT FROM AUTHOR]

This study explores the uninvestigated area of research agenda setting, which has considerable influence on the societal impact of accounting academia, which the paying-off mentality stemming from a "publish or perish" culture risks jeopardizing. More specifically, it investigates the research topic choice of accounting researchers to ascertain whether and how the "publishing game" pressures induced by the governance principles of new public management influence this crucial decision. Survey evidence shows that European accounting researchers choose their research topics by considering (i) explicit research requests, (ii) short-term publishing opportunities, (iii) practical and educational needs, and (iv) the intellectual needs of the academic community. In this respect, researchers seem to form a heterogeneous community that places varying importance on these factors, suggesting different effects of "publishing game" pressures. The three clusters aim at societal impact through diverse avenues, while the probability of rapid publishing seems to be the primary driver of another cluster, thus revealing a substantial risk of goal displacement. This study contributes to the debate on publishing pressures in accounting academia by complementing the contextualized reflections of previous literature with evidence documenting their effects on what (in addition to how) accounting researchers study. These findings have policy and practical implications that can help policymakers, university managers, gatekeepers of the publishing process, and our entire academic community. [ABSTRACT FROM AUTHOR]

This Investigation aims to analyze scientific production and thematic trends in the field of leadership in institutions of higher education. This is a documentary type review which seeks to shows how a bibliometric analysis of the Web of Science database is conducted. Information processing was carried out using the Biblioshiny and VOSviewer tools. The criterias for the searches and analysis were: The evolution in publications by areas of knowledge, countries, affiliations, authors and their collaborations, relevant journals and articles, as well as topics, with emphasis on the areas of education and management. The results suggest a considerable increase, 120% between 2017 and 2018, with an impact on related areas such as psychology and sustainability. Production is concentrated in the United States and England, however, when it comes to authors, attention needs to be paid to groups from the United Kingdom, China and Norway. In terms of themes, competencies, soft skills and well-being stand out. It is concluded that scientific production on leadership in higher education is expanding, which represents a research niche with development possibilities, whose interests in recent times have leaned towards practices necessary to guarantee success when exercising leadership.

In this essay, I introduce the term governance inversion to describe a situation in which a university administration repositions a governance body in such a way as to limit its legitimate governance function. Structural conditions might make governance inversion more likely, but narratives might also be deployed to make the inversion appear as the common-sense order of things. To illustrate, I examine how a university president has deployed a legalistic narrative to manage the university's senior academic governance body, General Faculties Council (GFC), and to relegate its role to that of a de facto advisory body, while the president is left free (without any similarly narrow reading of the president's own role under the governing legislation) to assume the position of the dreamer and mover of the university's future. This situation raises important questions about who articulates--and who is seen to have the legitimate authority to articulate--the mission, vision, and goals of the public university, as well as whose interests are ultimately being served by governance inversion. I suggest ways in which academic staff might organize so that governance inversion becomes recognizable and so that they might collectively set an inversion aright. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Egyptian Journal of Information Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article develops a country case study on the Polish higher education (HE) system governance regime by using the governance equalizer model to analyse how each reform over the last three decades has altered its formal power structure. In particular, we focus on the most recent HE governance reform (Law 2.0), which has not yet been addressed from a system governance perspective. Findings show Poland's enduring unfitness in any ideal-type HE governance theoretical framework. Despite a series of reforms, the Polish power-sharing arrangement is still a compromise that combines the preferences of policymakers towards the market model with the legacy of the institutionalized, deeply-entrenched, and change-resistant academic self-governance model reintroduced in 1990. Thus, even after Law 2.0, Polish HE system governance is still stuck at a crossroads of academic self-governance and market models because the past is constraining feasible policy alternatives and new policies are adapted to existing principles. [ABSTRACT FROM AUTHOR]

Copyright of Tsinghua Journal of Education is the property of Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose – This study investigates whether there are relationships between the characteristics of the boards of trustees of universities in the Arab region, higher education quality assurance and the output of scientific research. Design/methodology/approach – The descriptive analytical approach was used in this study. The study was conducted on the universities of the Arab region that are included in the classification of the British Institution for the Arab Region: QS Arab Region University. Findings – The findings show that there is an effect of the characteristics of the trustees combined in the universities of the Arab region on ensuring the quality of higher education, other than the output of scientific research. The findings also indicate when measuring the characteristics individually that the trustee system is not effective in the Arab region and it is only formal for nominal purposes. Research limitations/implications – Most universities in the Arab region do not disclose the data of boards of trustees, their roles, committees, rules of procedure and the nature of their work. A large number of universities also do not operate under the trustee system because the regulations and instructions do not allow this in the country. Practical implications – This study seeks to improve practitioners knowledge, including boards of trustees, in ensuring the quality of higher education and the output of scientific research. Originality/value – The research projected the governance model through the characteristics of the boards of directors of for-profit companies on the boards of trustees of universities in the Arab region. The study examines the nature of the characteristics of the boards of trustees that are compatible with its responsibilities, the most important of which is the supervision of the strategy to ensure the quality of higher education research.

The knowledge society of the 21st century is undergoing important changes in the field of information, communication, and globalization, which has led Higher Education Institutions (HEIs) to play a leading role in its sustainable development, based on three fundamental pillars: social, economic, and environmental, which go beyond its traditional role based on training students to obtain a professional degree. The need to address these significant changes and improve the quality and efficiency of HEIs has led to a reassessment of their governance structures, which require a more agile governance system that includes professionalized management. The most recent analyses on governance agree that the current mechanisms and systems of participation and decision making must be modified to guarantee greater effectiveness, and an improvement in transparency and accountability with the aim of contributing to promoting the role of the university in society, highlighting its contribution to innovation, research, generation and transmission of knowledge, and fostering collaboration with the business environment to promote the socioeconomic development of the surrounding area. This article analyses the role of the governing bodies in Spanish universities, highlighting the challenges and threats, and providing critical insights that result in improved self-governance.

Building on the history of how information technology (IT) and information systems (IS) are governed in higher education, this article situates the adoption and implementation of information technology in relation to the on-going corporatisation of the university - a trend entailing both the growth of the administrative cadre and a reduction in power of collegial governance. Tracing the appropriation of processes and concepts from the study and implementation of IS in the private sector, it is argued that the adoption of IS has supported new technology in a manner that evades formalised collective deliberation and decision-making on campus. In the conclusion, it is argued that the history of collegial IT governance - now mostly forgotten - should be recovered with the aim of developing an effective mechanism for the sharing of information about, and development of an effective strategy for responding to, how new technologies affect the varied constituencies present on campus. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Contabilidade, Gestao E Governanca is the property of Revista Contabilidade, Gestao E Governanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research management instruments (RMIs) are organizational mechanisms that shape scientific work and influence the trajectory of scientific fields within universities. This qualitative study examines 80 RMIs implemented by eight research-oriented universities in Chile between 1998 and 2021. The findings reveal that these institutions employ policies prioritizing competition as the primary means of accessing funding and opportunities, contributing to the concentration of resources among established researchers participating in international circuits. Consequently, RMIs establish hierarchies within the research community based on individual merit, disregarding the material conditions that may hinder productivity for certain actors. Furthermore, these instruments discourage participation in national and regional scientific communication networks. By highlighting the impact of RMIs, this research enhances our understanding of the organizational mechanisms that shape scientific work in Chilean universities, offering insights into the challenges and opportunities researchers face in the country's higher education system. Future studies should explore alternative participation circuits within Chilean universities and compare experiences across Latin American regions to understand how local institutions align with global evaluation criteria. [ABSTRACT FROM AUTHOR]

Copyright of Tsinghua Journal of Education is the property of Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACTThis article surveys current management ideals of higher education institutions, and our analytical focus is on the balance between line management and faculty self-governance. It presents an empirical study of evolving governance structures including all 31 public sector higher education institutions in Sweden. The point of departure is the Autonomy Reform of 2011, which resulted in a deregulation of the Higher Education Act, and a loss of constitutional support for collegial bodies. To assess the consequences of the reform, we have examined collegial bodies and academic leadership posts before the reform (2010) and after (2020). Our findings show escalating line management in the appointment of academic leaders, a diluted role for collegial expertise, and a loss of decision-making authority for collegial bodies. What we observe is the decollegialization of higher education institutions. Our study contributes to the existing literature with an unusually comprehensive and fine-grained analysis of the consequences of new managerial ideals at the local institutional level.

We are currently facing a potential ‘polycrisis’, a critical inflection point that requires a holistic response aimed at building collective foresight and preparedness for short-, medium-, and long-term risks. The role of higher education institutions and social stakeholders is decisive for sustainability goals. This paper presents a case study where academia, governance, and industry have aligned to challenge, inspire, and encourage universities to enhance student growth and bind macro-scale measures leading to a sustainable future. A teaching innovation project has served as a transforming lever, in combination with the private sector, to create a platform that reaches more than 50,000 undergraduate students and teaching staff. This structure, rooted in the 2031 Strategic Plan of the University of Granada, has also served to channel local and regional initiatives, establish effective partnerships with broad social members, raise awareness, and promote actions to advance in the pursuit of Sustainable Development Goals. A comprehensive overview is provided, which details its chronology, materials, results, challenges, impact, and descriptions of the various courses, programs, and actions. The paper concludes with recommendations for future research, policy and cooperation among stakeholders.

ABSTRACTResearch management instruments (RMIs) are organizational mechanisms that shape scientific work and influence the trajectory of scientific fields within universities. This qualitative study examines 80 RMIs implemented by eight research-oriented universities in Chile between 1998 and 2021. The findings reveal that these institutions employ policies prioritizing competition as the primary means of accessing funding and opportunities, contributing to the concentration of resources among established researchers participating in international circuits. Consequently, RMIs establish hierarchies within the research community based on individual merit, disregarding the material conditions that may hinder productivity for certain actors. Furthermore, these instruments discourage participation in national and regional scientific communication networks. By highlighting the impact of RMIs, this research enhances our understanding of the organizational mechanisms that shape scientific work in Chilean universities, offering insights into the challenges and opportunities researchers face in the country’s higher education system. Future studies should explore alternative participation circuits within Chilean universities and compare experiences across Latin American regions to understand how local institutions align with global evaluation criteria.

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The university academic manager (AM) or head of school/department is typically positioned in a hierarchical world: as a middle manager 'sandwiched' between senior management and subordinates. I propose a different framing: the AM cohabits two worlds, the worlds of hierarchy and collegiality respectively. Using an ideal type framework and data based mainly on interviews with 20 AMs, I examine AMs' tasks, identity and social relations, showing that AMs adopt a dual work identity that is associated with the 'two worlds' imagery which explains their orientation towards their tasks and social relations. This interpretation enables a deeper understanding of how AMs enact their role and encourages dialogue about the future of middle-level university management. [ABSTRACT FROM AUTHOR]

The study investigates the reforms of university governing boards in Hungary and Poland. It seeks to fill that void and advance existing knowledge about the implementation of boards (councils) in CEE countries despite the great interest in HE dynamics in the region. The juxtaposition of the two countries is intentional because both share key characteristics, such as a common historical background (e.g. a communist past), geopolitical location (Central and Eastern Europe), the same institutional foundation for universities (i.e. the Humboldtian tradition) and domestic politics dominated by right-wing populism. With this in mind, it is interesting to note that the two countries, which are inspired by the same hegemonic policy ideas of NPM and had considerable similarities with respect to HE, arrived at different outcomes. This study therefore focuses on the process of policy translation and attempts to identify critical junctures that have led to structural divergence in the university governance model in the two countries. To achieve this, the research examines two parallel reforming processes that led to the introduction of new university governing bodies: consistories (2015) in Hungary and university councils (2018) in Poland. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Contabilidade, Gestao E Governanca is the property of Revista Contabilidade, Gestao E Governanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Anecdotal evidence suggests that there is growing concern about increasing administrative burden within universities around the world. At the same time, the literature explicitly devoted to the issue of administrative burden within universities remains relatively scant. Drawing on various bodies of literature and reflections on the situation at Australian universities, this paper (a) presents a conceptualisation of what constitutes administrative burden, considering its organisational implications for universities, (b) interrogates a range of potential drivers of administrative burden, and (c) outlines avenues for both future research into and for practical responses to the issue. The specific contributions of this paper include, first, showing that administrative burden can impact universities' core activities not only indirectly but also more directly, and second, illustrating that some of the key changes that were meant to make universities more efficient may have inadvertently increased levels of administrative burden. [ABSTRACT FROM AUTHOR]

This article surveys current management ideals of higher education institutions, and our analytical focus is on the balance between line management and faculty self-governance. It presents an empirical study of evolving governance structures including all 31 public sector higher education institutions in Sweden. The point of departure is the Autonomy Reform of 2011, which resulted in a deregulation of the Higher Education Act, and a loss of constitutional support for collegial bodies. To assess the consequences of the reform, we have examined collegial bodies and academic leadership posts before the reform (2010) and after (2020). Our findings show escalating line management in the appointment of academic leaders, a diluted role for collegial expertise, and a loss of decision-making authority for collegial bodies. What we observe is the decollegialization of higher education institutions. Our study contributes to the existing literature with an unusually comprehensive and fine-grained analysis of the consequences of new managerial ideals at the local institutional level. [ABSTRACT FROM AUTHOR]

The quality training demand has increased due to the complexity of modern society. As education is the fundamental foundation for people’s progress, this research is interested in analyzing the offer of doctoral programs in education in Chile ( quality and quantity), aiming to generate information for the decision-making process of the various interest groups. This research was a descriptive study involving primary and secondary sources of information (scientific articles, enrollment database, and web pages); a relevant source is the Higher Education Information System of the Chilean Ministry of Education, whose version is updated until July 2022. A growth of 2,680.5% was detected in the enrollment of postgraduate students in Chile between 1984 and 2022, which exceeds the higher education system, which has multiplied its enrollment by 6.8 times in the same period, which in the specific case of doctorates is 46 times. The relevance of accreditation systems underscores the need for a more substantial commitment to ensure quality education at all levels, especially in doctoral programs in this area.