Reform and Change in Higher Education

Edited by Alberto Amaral, Emeritus Professor, Faculty of Sciences, University of Porto and Senior Researcher, Centre for Research in Higher Education Policies (CIPES), Orlanda Tavares, Research Centre on Child Studies (CIEC), University of Minho and Cristina Sin, Assistant Professor, Lusófona University, Portugal

• Contents1 Introduction to reform and change in hiigher education:challenges and innovations 1PART I MACRO LEVEL: SYSTEM LEVEL POLICIES2 Reshaping tertiary systems for the 21st century: valuing andstrengthening differentiation of missions and diversity ofopportunity 143 Shaping a higher education system: diversity, hierarchy,vitality – an ecological approach 354 Dual and unitary higher education systems: the UK as a casestudy 585 Landscape change in higher education in Ireland: creatingTechnological Universities 806 The RJIES and the reform of governance and management ofhigher education in Portugal 1007 Demographic evolution in Portugal and its impact on highereducation 116PART II MESO LEVEL: INSTITUTIONAL LEVEL POLICIES8 The Autonomy and governance of higher educationinstitutions in Portugal: the US case and the Europeanimitation 1449 New public management, managerialism, networkedgovernance and autonomy: the case of RJIES (2007) 16510 University governing boards: resilience and renewal 18411 The role of students in higher education governance: insightsfor legislative higher education reforms 19912 The case of university foundations in Finland: evaluatingsuccess 21813 Foundations in Portuguese higher education 244PART III MICRO LEVEL: ACADEMIC STAFF14 Globalisation, cultures and higher education: betweenhegemonic and counter-hegemonic possibilities 26415 Academics in a new working environment: the effect of NewPublic Management on working conditions 28316 Academic inbreeding in Portugal 30117 Conclusion: key tensions in policy implementation incontemporary higher education 320

‘This book represents a much-needed critical reflection on the changes under way in higher education systems. Difficulties in introducing the New Public Management model into different systems emerge through the resistances of the academic world in accepting external controls and limits on autonomy. This crucial collection suggests stimulating hybrid models at macro and meso levels, preserving traditional academic values while responding to social needs, balancing autonomy and accountability.’