Organizational Change in Higher Education Ministries in Light of Agencification: Comparing Austria and Norway

Autor/in	Friedrich, Philipp Emanuel
Titel	Organizational Change in Higher Education Ministries in Light of Agencification: Comparing Austria and Norway
Quelle	In: Higher Education Policy, 34 (2021) 3, S.664-684 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friedrich, Philipp Emanuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/s41307-019-00157-x
Schlagwörter	Organizational Change; Public Agencies; Cross Cultural Studies; Institutional Autonomy; Guidelines; Higher Education; Educational Administration; Governance; Educational Policy; Laws; Foreign Countries; Capacity Building; Norway; Austria + Suchen Sie Ihr Suchwort? Organisationswandel; Öffentliche Einrichtung; Cultural comparison; Kulturvergleich; Institutionelle Autonomie; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Law; Recht; Ausland; Norwegen; Österreich
Abstract	This article examines organizational change in national ministries responsible for higher education in light of public sector reforms. The article suggests an analytical framework based on authority/autonomy and capacity developments, paying special attention to the creation of agencies. Empirically, this is exemplified by two cases: the Austrian Federal Ministry of Education, Science, and Research, and the Ministry of Education and Research in Norway, each in relation to two subordinate agencies. Both ministries initiated structural governance reforms for their national higher education systems in the early 2000s. The results of this study indicate that although similar intentions were driving the reforms in both countries, the way in which the ministries transformed was somewhat different. In Austria, the reduction in ministerial capacity, an absent agency structure, and increased institutional autonomy might have created a potential policy vacuum in system-level governance right after the new higher education law was introduced in 2002. In Norway, ministerial capacity remained stable, while central agencies experienced substantial capacity growth and influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01