References of "Harmsen, Robert 50001943"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailThe Governance of Post-Secondary Education Systems in British Columbia and Ontario: Path Dependence and Provincial Policy
Harmsen, Robert UL; Tupper, Allan

in Canadian Public Administration (in press)

Provincial governments retain an essentially unrestricted jurisdictional autonomy as regards the structuring and coordination of post-secondary education (PSE) systems. It is at the provincial level that ... [more ▼]

Provincial governments retain an essentially unrestricted jurisdictional autonomy as regards the structuring and coordination of post-secondary education (PSE) systems. It is at the provincial level that crucial balances must be struck between the competing demands placed on costly PSE systems. This article develops a comparative historical analysis of the British Columbia and Ontario cases in this relatively neglected area of provincial public management. Strong path-dependent logics are identified in both cases, anchored in interconnected networks of institutional and local interests. Current developments in both provinces are assessed against the background of these longer-term historical patterns and in relation to wider international trends. [less ▲]

Detailed reference viewed: 18 (2 UL)
Full Text
See detailHigher Education Systems and Institutions, Luxembourg
Harmsen, Robert UL; Powell, Justin J W UL

in Shin, J.C.; Teixeira, P. (Eds.) Encyclopedia of International Higher Education Systems and Institutions (in press)

Bordered by Belgium, France, and Germany, Luxembourg is one of the three main seats of the European Union’s institutions. The Grand Duchy of Luxembourg sits at the crossroads between Europe’s Germanic and ... [more ▼]

Bordered by Belgium, France, and Germany, Luxembourg is one of the three main seats of the European Union’s institutions. The Grand Duchy of Luxembourg sits at the crossroads between Europe’s Germanic and Francophone language communities. The country has experienced remarkable migratory flows, resulting in an ethnically hyper-diverse and multilingual population. Reflecting this cultural diversity, the educational system at all levels emphasizes language learning. Historically an agrarian society, a century ago it developed a very strong steelmaking industry and over the past decades has witnessed extraordinary growth in its financial services sector. Established to broaden the economic bases of the country, thus reducing overreliance on the steel and banking industries, yet against considerable pecuniary and ideological resistance, the national flagship University of Luxembourg (UL) was founded in 2003 upon initiative of a small group of elite decisionmakers. As a private, government-dependent institution (établissement public) directed by a Board of Governors (Conseil de Gouvernance), the university’s major funding is provided by the state, although its third-party funding has increased rapidly and substantially. Ironically, while spatial mobility is everywhere supported, Luxembourg has invested considerable capital and strategic planning in establishing its own national university. It aims to compete globally by concentrating its intellectual and financial resources and by building on the country’s strengths and priorities. The state took this ambitious step in scientific capacity-building in founding a research-oriented university, in so doing also providing a stay-at-home alternative for Luxembourg’s youth, traditionally educated abroad. The long-standing custom of educating elites in other countries was ostensibly justified by the establishment of cosmopolitan, Europe-wide networks. Today, rising international competition and supranational coordination have increased pressure on Luxembourg to grow its higher education system and thus also foster educational and scientific innovation. The University provides a means to diversify the economy and to integrate citizens from diverse cultural background, while the polity remains dominated by local elites. Oriented towards the Grand Duchy’s unique context—small size, but simultaneously flourishing center of European governance and international business—the University was founded upon the principles of internationality, multilingualism, and interdisciplinarity. [less ▲]

Detailed reference viewed: 42 (10 UL)
Full Text
Peer Reviewed
See detailFederalism and the knowledge economy: The shifting contours of higher education policy in Canada and Germany
Braband, Gangolf UL; Harmsen, Robert UL

Scientific Conference (2016, June 02)

The present paper addresses the question of the extent to which the emergence of a ‘knowledge economy’ or ‘knowledge society’ may be seen as reshaping the contours of responsibility for higher or post ... [more ▼]

The present paper addresses the question of the extent to which the emergence of a ‘knowledge economy’ or ‘knowledge society’ may be seen as reshaping the contours of responsibility for higher or post-secondary education in federal systems. It addresses this question through a comparative study of Canada and Germany, framed within an understanding of both the persistence of distinctive federal models and of the emergence of more complex structures of multi-level governance. Empirically, attention is focused on the emergence of comparable federal strategies of dis- and re-engagement with the higher education sector, producing a focus in both cases on ‘research excellence’ initiatives. A picture emerges of a broadly convergent sectoral agenda, but in which distinctive national institutional systems continue to shape distinctive policy responses. The German case is distinguished by both the stronger horizontal dimension of the federal system and its placement within the wider European context (notably the Bologna Process). Conversely, the Canadian case is distinguished by the direct influence which (major research) universities themselves are able to exercise as political actors. The study draws on extensive documentary research and interviews in the two countries, at both national and sub-national level. [less ▲]

Detailed reference viewed: 73 (8 UL)
Full Text
Peer Reviewed
See detailThe Governance of Post-Secondary Education Systems in British Columbia and Ontario: Path Dependence and the Provincial Policy Process
Harmsen, Robert UL; Tupper, Allan

Scientific Conference (2016, June 02)

This paper examines the coordination of post-secondary education systems by provincial governments in British Columbia and Ontario as an area of “pure” provincial policy-making. The argument is developed ... [more ▼]

This paper examines the coordination of post-secondary education systems by provincial governments in British Columbia and Ontario as an area of “pure” provincial policy-making. The argument is developed in two broad stages. First, developments in the 1960s are examined as representing a “critical juncture” in which differing system architectures are shown to have taken shape in response to similar demographic pressures for a major expansion of post-secondary provision. Second, later attempts at reform are examined, demonstrating in both cases the relatively “sticky” character of the institutional settlements established in the 1960s. An interlocking pattern of institutional and intra-provincial local/regional resistance has created strong path dependent logics of development in both provinces. The paper concludes with a discussion of recent reform efforts in Ontario, potentially marking a new “critical juncture” in contrast to a relative quiescence in the case of BC. [less ▲]

Detailed reference viewed: 43 (11 UL)
Full Text
Peer Reviewed
See detailThe OECD and Higher Education Policy: Bureaucratic Politics and the Dynamics of Agenda-Setting
Harmsen, Robert UL; Braband, Gangolf UL

Scientific Conference (2015, July 08)

The Organisation for Economic Cooperation and Development (OECD) appeared poised, in the late 1990s and early 2000s, to assume a significant role on the international higher education policy landscape ... [more ▼]

The Organisation for Economic Cooperation and Development (OECD) appeared poised, in the late 1990s and early 2000s, to assume a significant role on the international higher education policy landscape. The Paris-based international organisation, deploying its classic mix of governance instruments privileging cross-national comparison and the forging of a shared policy understanding, seemed to be strategically positioning itself in response to the growing internationalisation of the sector. Many in the higher education community, indeed, saw it as one of the major drivers of a neo-liberal agenda. Yet, in recent years, the OECD appears substantially to have withdrawn from the sector. Its flagship AHELO (Advanced Higher Education Learning Outcomes) initiative has failed to progress, while the organisation has also not proven able to sustain a broader portfolio of activities in the area. The present paper seeks to understand this paradoxical retrenchment, using a ‘bureaucratic politics’ approach that focuses on the understanding of organisational structures and processes. Both the organisation’s general policy drift in the higher education area and the more specific case of the apparent failure of AHELO are examined in detail. Lessons are drawn in terms of the dynamics of agenda-setting within the organisation, as well as in relation to the framing of policy issues by wider higher education stakeholder communities at the international level. [less ▲]

Detailed reference viewed: 139 (59 UL)
Peer Reviewed
See detailThe European Courts
Harmsen, Robert UL; McAuliffe, Karen

in Magone, José (Ed.) Routledge Handbook of European Politics (2015)

Detailed reference viewed: 24 (5 UL)
Peer Reviewed
See detailEuropeanisation
Harmsen, Robert UL; Paris, Sidonie UL

in Lambert Abdelgwad, Elisabeth; Michel, Hélène (Eds.) Dictionary of European Actors (2015)

Detailed reference viewed: 41 (4 UL)
Full Text
Peer Reviewed
See detailFuture Scenarios for the European Higher Education Area: Exploring the Possibilities of "Experimentalist Governance"
Harmsen, Robert UL

in Curaj, Adrian; Matei; Pricopie, Remus (Eds.) et al The European Higher Education Area: Between Critical Reflections and Future Policies, Part 2 (2015)

Detailed reference viewed: 24 (0 UL)
Full Text
Peer Reviewed
See detailLaboratories of Reform? The Europeanization and Internationalization of Higher Education in Central and Eastern Europe
Dakowska, Dorota; Harmsen, Robert UL

in European Journal of Higher Education (2015), 5(1), 1-17

This introductory article deals with higher education (HE) transformations in Central and Eastern Europe in the context of democratization and globalization. The authors first briefly survey the wider ... [more ▼]

This introductory article deals with higher education (HE) transformations in Central and Eastern Europe in the context of democratization and globalization. The authors first briefly survey the wider canvas of reform since 1989, particularly probing the extent to which the countries of the region may be treated as a distinctive or a cohesive group. Diverging experiences with communism, international organizations and the European Union are highlighted, while attention is also focused on the differing degrees of marketization exhibited by academic systems across the region. Yet, notwithstanding such differences, it is clear that the countries of the region emerge as distinctive ‘laboratories of reform’, privileged sites for understanding the interplay of external and domestic influences in the reshaping of the HE sector. Drawing on the findings of our contributors, the second part of the article then turns to understanding the domestic mediation of the processes of Europeanization and internationalization, identifying a series of key factors broadly discussed in terms of structures, norms and actors. This special issue thus aims to refine our understanding of HE transformations and internationalization in a post-authoritarian context. It further contributes more generally to debates on Europeanization and policy transfer in the field. [less ▲]

Detailed reference viewed: 111 (74 UL)
Full Text
Peer Reviewed
See detailEuropeanization, Internationalization and Higher Education Reforms in Central and Eastern Europe
Dakowska, Dorota; Harmsen, Robert UL; Cirstocea, Ioana

in European Journal of Higher Education (2015), 5(1),

Detailed reference viewed: 144 (73 UL)
Full Text
Peer Reviewed
See detailFuture Scenarios for the European Higher Education Area: Exploring the Potential of 'Experimentalist Governance'
Harmsen, Robert UL

Scientific Conference (2014, November 25)

The launch of the European Higher Education Area (EHEA) in 2010 posed many of the central questions already asked of the Bologna Process (BP) with a renewed urgency, reflecting a growing sense among ... [more ▼]

The launch of the European Higher Education Area (EHEA) in 2010 posed many of the central questions already asked of the Bologna Process (BP) with a renewed urgency, reflecting a growing sense among participants of a possible exhaustion of the initial process. Taking as its point of departure the irrevocably “soft law” character of the BP as a pan-European process, the present paper seeks to develop an understanding of how the process might be re-energized with reference to a model of “experimentalist governance” derived from the work of Sabel and Zeitlin. The paper first maps the functioning of the BP to date relative to the strictures of this experimentalist model, particularly identifying the absence of a strong dynamic of iterative policy learning as a major shortcoming. Building on this diagnosis, four broad lessons are then drawn for the possible future development of the EHEA. These lessons concern the role of expertise (and experts) in the process; the representative function of European-level stakeholder groups; the higher education policy discourse of the European Commission; and the reframing of national higher education policy debates in a manner that overcomes an identified logic of “discursive closure”. [less ▲]

Detailed reference viewed: 134 (82 UL)
Full Text
Peer Reviewed
See detailThe Governance of the Global University: Leadership and Policy Challenges
Harmsen, Robert UL

in Leadership and Governance in Higher Education (2014), 2014(3), 36-52

This paper takes as its starting point the argument that the ‘global university’ is better conceived as a complex hybrid than as a genuinely transformative type of institution. The fundamental challenges ... [more ▼]

This paper takes as its starting point the argument that the ‘global university’ is better conceived as a complex hybrid than as a genuinely transformative type of institution. The fundamental challenges of governance which it poses are correspondingly conceptualised primarily in terms of the need to strike difficult balances across multiple, competing demands. The analysis is developed in two broad stages. The first part of the paper problematises the idea of globalisation as related to higher education policy, highlighting both the limits of the phenomenon and its intrinsic contradictions. The second part of the paper then explores the significance of this understanding for institutional leadership, looking in turn at issues of internal governance and the management of external policy congruence. [less ▲]

Detailed reference viewed: 167 (91 UL)
Peer Reviewed
See detailEuropéanisation
Harmsen, Robert UL; Paris, Sidonie UL

in Lambert Abdelgawad, Elisabeth; Michel, Hélène (Eds.) Dictionnaire des acteurs de l'Europe (2014)

Detailed reference viewed: 39 (5 UL)
Full Text
Peer Reviewed
See detailThe (Geo-) Politics of EU Accession to the ECHR: Democracy and Distrust in the Wider Europe
Harmsen, Robert UL

in Kosta, Vasiliki; Skoutaris, Nikos; Tzevelekos, Vassilis P (Eds.) The EU Accession to the ECHR (2014)

Detailed reference viewed: 51 (8 UL)
Full Text
Peer Reviewed
See detailThe Bologna Process and New Modes of Governance: Logics and Limits of Arena-shaping
Harmsen, Robert UL

Scientific Conference (2013, May 09)

The Bologna Process is often portrayed as a unique instance of the effective operation of the techniques of the new modes of governance in a pan-European forum. Yet, despite its apparent ‘success’ as a ... [more ▼]

The Bologna Process is often portrayed as a unique instance of the effective operation of the techniques of the new modes of governance in a pan-European forum. Yet, despite its apparent ‘success’ as a policy model, comparatively little attention has thus far been paid to the process in the Political Science and European Studies literatures. The present paper seeks to contribute to the understanding of this neglected governance dimension of the Bologna Process. The main sections of the paper provide a survey of the underlying political logics of the process; examine the nature and limits of the main policy instruments deployed; and assess the overall scope and limits of participation in the policy arena created. This allows for a final balance sheet to be drawn, suggesting the need for a reconceptualisation of the new modes of governance so as better to account for the strategic positioning of actors within and across different policy arenas. [less ▲]

Detailed reference viewed: 171 (75 UL)
Full Text
See detailThe Challenges of the Contemporary University
Harmsen, Robert UL

in Margue, Michel (Ed.) Université du Luxembourg, 2003-2013 (2013)

Detailed reference viewed: 89 (73 UL)
Peer Reviewed
See detailThe Dutch Left and European Integration: Framing the Constitutional Debate
Harmsen, Robert UL

in Holmes, Michael; Roder, Knut (Eds.) The Left and the European Constitution: From Laeken to Lisbon (2012)

Detailed reference viewed: 11 (3 UL)