By Giliberto Capano, Marino Regini, Matteo Turri
This e-book significantly examines the ramifications of reforms to better schooling associations. all the larger schooling procedure reforms applied in western international locations during the last 3 a long time have had one essentially very important objective: specifically, that of fixing the present institutional and approach governance preparations. This publication argues that inside this normal framework, Italy is a relative latecomer to a state of affairs the place makes an attempt at collage reform were characterised via enormous problems, and feature been blighted through the arguably bad caliber of coverage layout. through concentrating on the Italian reform trajectory as an emblematic case, and delivering a complete of the ancient evolution of upper schooling in Italy and extra afield, this booklet adopts a comparative viewpoint to teach how reforms of governance in greater schooling might in achieving diverse levels of good fortune reckoning on the features in their coverage layout, and why those reforms necessarily bring about a chain of unintentional effects. will probably be important interpreting for these drawn to schooling coverage and the heritage of education.
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Additional info for Changing Governance in Universities. Italian Higher Education in Comparative Perspective
At these universities, therefore, the competences previously assigned to the faculties and departments have indeed been uniﬁed, but to the detriment of the organization’s compactness. Hence, whilst at the small- and medium-sized universities the net effect of the reform on internal organizational structures has been actual simpliﬁcation – that is the concentration of decisions into organizational units of the same size as the old faculties – at the large and very large universities the concentration of decisions has been accompanied by a fragmentation of organizational units (at least when compared with the old faculties).
Com 36 CHANGING GOVERNANCE IN UNIVERSITIES political and technical capacity. These governmental dimensions can obviously vary over time and thus determine in which policy design space governments can formulate their policies and, consequently, what type of design they will adopt. 1. Thus we assume that policy design makes a difference to the real effects of reforms in HE. This means that by focusing on policy design dynamics, and thus on the characteristics of the design process and of its content (in terms of policy solutions), a better understanding may be reached of the reasons underlying the success or failure of HE reforms.
On the other hand, the negative rhetoric surrounding the methods of hiring and promoting university staff may constitute a powerful factor of public legitimation of reforms. With regard to the policy legacy that governments are constantly forced to deal with when redesigning the characteristics of a given policy sector, we are fully aware that they are ‘heirs before they are choosers’ (Rose and Davies 1994, p. 1), and they have to take account of this role as they are often obliged to reduce the scope of their projects and the expectations regarding the measures that can actually be implemented.