Governing Universities Globally provides a comprehensive account of higher education in the world today and successfully demonstrates how the study of universities now needs to acknowledge to the global environment. Andrew Steven Gunn, Political Studies Roger King examines how universities, as increasingly autonomous organizations, are subject to forms of global governance that rely particularly on private and peer-processes rather than legal command and compliance. The book explores the growing influence of global regulatory governance governmental and private on universities and national higher education systems. It considers processes of purposeful standardization, normative internalization and markets as solutions for coordination and collective action problems, as well as hierarchical command. A range of university systems, world models and organizations, particularly those associated with Europe and the OECD are examined, with particular emphasis on the growth of national and global league tables and similar rankings of higher education institutions as a form of regulation. Governance globally is found to operate through steerage , networks, deliberation and communities of the knowledgeable and the expert. The comprehensive coverage of global university governance includes conceptual, theoretical and empirical analyses that will be invaluable to higher education researchers and students, and to public policy academics, students and practitioners. Global governance analysts, global business and management postgraduates, as well as regulation theorists and practitioners will also find this book to be of great interest.

This volume seeks to identify and explore the dynamics of global forces on the development of higher education in Asia, in particular, how neoliberalism has affected reforms on university governance and management in the region. It includes a set of country-specific studies on how various countries have responded to the dominant neoliberal ideology at the systemic, institutional, and process levels. The focus is on the relationship between the state and the universities, which is usually reflected in the degree of autonomy and accountability allowed in a particular higher education system. The selected countries are Cambodia, China, Indonesia, India, Japan, Malaysia, Singapore, South Korea, and Thailand. Each case study examines the establishment of corporatised or autonomous universities in the country focusing on (i) the acts, reports, and/or policies that led to such a move as well as the rationales behind the move; (ii) the changes in the governance and organisational structure of the universities, highlighting the kinds of autonomy that the universities have; (iii) the new management strategies, techniques, and practices that have been introduced to the university including the internal and external quality assurance mechanisms, and (iv) some of the tensions, conflicts, and acts of resistance that may have emerged.

Governance is becoming increasingly important in universities just as it is in the wider world of commerce and banking. Historically, universities were run by their academic communities but as mass higher education has taken root, as university research has become a critical element in national economies and as the demand for more accountability both financial and in academic performance has grown, pressure has mounted for a ‘modernisation’ of governance structures. One aspect of ‘modernisation’, particularly important in many European systems, and in Japan, has been the decision by governments to give institutions greater autonomy, more control over their budgets and legal responsibility for the employment of their staff. International trends to introduce greater competition between institutions, to encourage greater institutional differentiation and give greater play to market forces has led to an emphasis on leadership, a more systematic involvement of external stakeholders and a more ‘corporate style of governance. At the same time this has often led to a sense of loss of collegiality, a redistribution of authority and a growing gap between the ‘centre’ and the ‘periphery’ within universities. This book analyses governance change in nine major higher education systems, Australia, Finland, France, Germany, Italy, Japan, Norway, the UK and the USA, each account being the result of independent research by a leading authority in the field and describes how a convergence of governance structures has been mediated by the historical, cultural, political and social characteristics of the different systems. Michael Shattock is a leading authority on university governance; this study offers the most up to date account of governance reform in a range of higher education systems, an analysis of the common trends and an assessment of their impact on the idea of a university. It will be essential reading for academics, postgraduates and practitioners in higher education.

Identifies the major weaknesses in the current United Nations system and proposes fundamental reforms to address each. This title is also available as Open Access.

Global governance has come under increasing pressure since the end of the Cold War. In some issue areas, these pressures have led to significant changes in the architecture of governance institutions. In others, institutions have resisted pressures for change. This volume explores what accounts for this divergence in architecture by identifying three modes of governance: hierarchies, networks, and markets. The authors apply these ideal types to different issue areas in order to assess how global governance has changed and why. In most issue areas, hierarchical modes of governance, established after World War II, have given way to alternative forms of organization focused on market or network-based architectures. Each chapter explores whether these changes are likely to lead to more or less effective global governance across a wide range of issue areas. This provides a novel and coherent theoretical framework for analysing change in global governance. This title is available as Open Access on Cambridge Core.

Since the UN's creation in 1945 a vast nexus of global and regional institutions has evolved, surrounded by a proliferation of non-governmental agencies and advocacy networks seeking to influence the agenda and direction of international public policy. Although world government remains a fanciful idea, there does exist an evolving global governance complex - embracing states, international institutions, transnational networks and agencies (both public and private) - which functions, with variable effect, to promote, regulate or intervene in the common affairs of humanity. This book provides an accessible introduction to the current debate about the changing form and political significance of global governance. It brings together original contributions from many of the best-known theorists and analysts of global politics to explore the relevance of the concept of global governance to understanding how global activity is currently regulated. Furthermore, it combines an elucidation of substantive theories with a systematic analysis of the politics and limits of governance in key issue areas - from humanitarian intervention to the regulation of global finance. Thus, the volume provides a comprehensive theoretical and empirical assessment of the shift from national government to multilayered global governance. Governing Globalization is the third book in the internationally acclaimed series on global transformations. The other two volumes are Global Transformations: Politics, Economics and Culture and The Global Transformations Reader: An Introduction to the Globalization Debate.

Higher education and innovation policies are today seen as central elements in national economic competitiveness, increasingly measured by global rankings. The book analyses the evolution of indicator-based global knowledge governance, where various national attributes have been evaluated under international comparative assessment. Reflecting this general trend, the Shanghai ranking, first published in 2003, has pressured governments and universities all over the world to improve their performance in global competition. More recently, as global rankings have met criticism for their methodology and scope, measurements of various sizes and shapes have proliferated: some celebrating novel methodological solutions, others breaking new conceptual grounds. This book takes a fresh look at developments in the field of knowledge governance by showing how emerging indicators, innovation indexes and subnational comparisons are woven into the existing fabric of measurements that govern our ideas of higher education, innovation and competitiveness. This book argues that while rankings are becoming more numerous and fragmented, the new knowledge products, nevertheless, tend to reproduce ideas and practices existing in the field of global measurement.