| 1. |
- daghbashyan, zara, et al.
(författare)
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How and why does cost efficiency of universities differ across European Universities? An explorative attempt using new micro data
- 2014
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Ingår i: Bonaccorsi, A. (2014), Knowledge, Diversity and the Performance in European Higher Education. - Cheltenham, UK : Edward Elgar Publishers. - 9781783472000 ; , s. 267-291
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Bokkapitel (refereegranskat)abstract
- This chapter analyses the cost efficiency of universities, through a cross analysis of universities in different European countries. The focus is on describing the cost efficiency of universities located in six countries, using new developed cross-national set of input and output variables, as well as series of exogenous variables. This approach allows us to explore cross-country variation in cost efficiency as well as the impact of institutional factors on efficiency variation. As such, we hope to contribute to the current debates in academic literature and policy circles about the various determinants of university performance and about the rationales for changing European higher education systems. Currently there are huge pressures to reform educational and research systems in European countries e.g. by providing better education to more people at a lower cost. Hence advances in understanding university performance across-national patterns are vital for further understanding and public policy reforms for the future. This chapter addresses how and why cost efficiency of universities differs across European countries.
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| 2. |
- Deiaco, Enrico, et al.
(författare)
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From Social Institution to Knowledge Business
- 2009
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Ingår i: McKelvey, M. and M. Holmén (2009). Learning to Compete European Universities: From Social Institutions to Knowledge Business. - Cheltenham UK : Edward Elgar Publishers. - 9781848440012 - 978 1 84844 001 2
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter analyzes the main results, in terms of the four horizontal themes, namely ‘Emergent Strategies; Diversification and Specialization; Rethinking University-Industry Relations; and ‘Reflections’ This part of the chapter focuses upon what we have learnt theoretically and empirically about European universities learning to compete, through this book. The main focus of this chapter is on the implications for the future, of this new competitive regime, as universities, institutes of technologies and colleges move from social institutions to knowledge businesses. The future implications are presented in terms of restructuring the university sector at the macro level and in terms of strategies at the micro level. Hence, these conclusions are particularly relevant both for public policy and for decision-makers within universities, at all levels ranging from heads of research groups to vice chancellors and presidents.
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| 3. |
- Deiaco, Enrico, et al.
(författare)
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Universities as Strategic Actors in the Knowlege Economy
- 2012
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Ingår i: Cambridge Journal of Economics. - 1464-3545 .- 0309-166X. ; 36:3, s. 525-541
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Tidskriftsartikel (refereegranskat)abstract
- The university plays a particular role in the global knowledge economy, as provider of both public and private goods related to education, research, and societal impacts. At the same time, universities in the plural play many different roles, and exhibit a rich experimentation in organizational forms and knowledge foci, adapting to local and global conditions. There is also an aspect of uneven regional development and agglomeration of competencies, as the individuals and organizations must also balance local interests and stakeholders with global networks in science, technology and innovation. Thus, we can identify empirically that universities are changing their strategies, organizational structures and competencies, in order to respond to new external demands and internal management practices (Bonaccorsi and Daraio 2007). The question is how to explain this theoretically and identify empirical trends and pathways. Little previous research has focused upon how universities are learning to compete and why they try to act strategically. This article, as well as the selected articles in the special issue, focus upon how and why this transition is occurring as well as the impacts for understanding universities as strategic actors in the knowledge economy. Section 2 provides an overview. It introduces the three themes and articles collected in this special issue, providing a summary of the main contributions. Section 3 then provides our perspective on how to analyze and understand universities as strategic actors. It discusses relevant literature, as a way of beginning to provide our perspective of the necessity, and elements involved, in a more united theoretical and empirical understanding. This includes statement of predictions, as well as empirical evidence that these trends are occurring. Section 4 concludes with relevant research themes for the future
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| 4. |
- Deiaco, Enrico, et al.
(författare)
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What Does it Mean Conceptually that Universities Compete?
- 2009
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Ingår i: McKelvey, M. and M. Holmén (2009). Learning to Compete European Universities: From Social Institutions to Knowledge Business. - Cheltenham UK : Edward Elgar Publishers. - 9781848440012 - 978 1 84844 001 2
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter asks what competition may mean for universities and other higher education institutions. The modern rhetoric states that universities compete but is hardly very precise in formulating what this entails. This chapter describes an evolutionary economics and innovation management perspective for understanding international trends and the responses of specific universities, but also comments upon the limits to such competition as regulated by government, laws etc. The chapter portrays universities as knowledge based service providers with a set of different stakeholders (students, firms, governments). From a selection perspective, the chapter analyses what type of outputs these stakeholders are interested in and what metrics there are in terms of assessing these outputs. This analysis is conducted in terms of characteristics of the university sectors in terms of value, resources and appropriation for education, research and ‘innovation’. This chapter thus addresses what competition and transformation mean for universities, focusing on universities within a global sector providing knowledge-based services.
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