By Giliberto Capano, Marino Regini, Matteo Turri
This ebook seriously examines the ramifications of reforms to better schooling associations. the entire larger schooling approach reforms carried out in western nations over the past 3 a long time have had one essentially vital target: specifically, that of adjusting the present institutional and approach governance preparations. This publication argues that inside this normal framework, Italy is a relative latecomer to a situation the place makes an attempt at college reform were characterised via significant problems, and feature been blighted through the arguably negative caliber of coverage layout. via concentrating on the Italian reform trajectory as an emblematic case, and offering a finished of the ancient evolution of upper schooling in Italy and additional afield, this booklet adopts a comparative standpoint to teach how reforms of governance in greater schooling may well in attaining varied levels of good fortune reckoning on the features in their coverage layout, and why those reforms necessarily bring about a sequence of unintentional outcomes. it is going to be important analyzing for these drawn to schooling coverage and the heritage of schooling.
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Additional resources for Changing Governance in Universities: Italian Higher Education in Comparative Perspective
Review (2008). 4. In this regard, mention should be made of the numerous research reports commissioned by the Dutch Government from the Center for Higher Education Policy Studies (CHEPS) of Twente University. PART II The Historical Evolution of Italian Higher Education From a comparative perspective, a very important question is: Why have different results, in terms of the effectiveness of higher education (HE), been achieved despite the fact that most countries have repeatedly changed the basic rules of their HE system and very often they have adopted, at least apparently, the same policy instruments?
It always performed this function in a highly bureaucratic manner; rather than on the basis of any speciﬁc technical-professional expertise in the HE ﬁeld, its role was fulﬁlled on the basis of the dominant legal paradigm, that of administrative law (Capano 2003). This central apparatus has always been criticized for its excessive formalism and bureaucratization, and its tendency to protect the intricate collection of university regulations (Mortara 1977). In this sense, the central apparatus’ role as advisor was of an intrinsically conservative nature, designed to preserve the status quo.
When instruments such as assessment, performance-based funding and institutional autonomy/accountability were put into practice, a certain difﬁculty in proceeding in a coherent manner was encountered. Institutional autonomy tended to be understood as the universities’ release from any form of collective responsibility; assessment was designed without establishing a sufﬁcient degree of legitimation among those assessed; performance funding was implemented ﬁrstly in a gradual manner, then blocked (in 2003), and then reintroduced in a more compelling manner (as of 2011) in a context of dwindling resources (Capano and Meloni 2013).