References of "Marques, Marcelo"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailHigher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis
Dusdal, Jennifer UL; Zapp, Mike UL; Marques, Marcelo et al

in Theory and Method in Higher Education Research (in press), 7

Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological ... [more ▼]

Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological perspectives, both more established and more recent, are insufficiently linked. In particular, we identify two theoretical strands—institutional and relational—that, when joined, help to explain contemporary developments in global higher education and yield new organizational insights. We review relevant literature from each perspective, both in their general formulations and with specific reference to contemporary higher education research. Within the broad institutional strand, we highlight Strategic Action Fields, organizational actorhood, and associational memberships. Within the relational strand, we focus on ties and relationships that are especially crucial as science has entered an age of (inter)national research collaboration. Across these theories, we discuss linkages between concepts, objects, and levels of analysis. We explore the methodological approach of social network analysis as it offers great potential to connect these strands and thus to advance contemporary higher education research in a collaborative era. [less ▲]

Detailed reference viewed: 123 (15 UL)
Full Text
Peer Reviewed
See detailBlurring the boundaries: University actorhood and institutional change in global higher education
Zapp, Mike UL; Marques, Marcelo; Powell, Justin J W UL

in Comparative Education (2021), 57

Higher education (HE) scholarship often focuses on the so-called ‘entrepreneurial’ university as a consequence of new public management reforms. Simultaneously the remarkable expansion of private HE is ... [more ▼]

Higher education (HE) scholarship often focuses on the so-called ‘entrepreneurial’ university as a consequence of new public management reforms. Simultaneously the remarkable expansion of private HE is said to fragment specialize and diversify HE systems. Such diagnoses are misleading as they ignore wider environmental pressures and simultaneous changes in both public non-profit and for-profit HE. We argue that putative diversity in HE operates as a ceremonial façade behind which large-scale isomorphic change across national HE systems sectors and organizational forms occurs. Multiple causes trigger such change originating in the increasingly global HE environment including a burgeoning international HE regime accounting and accountability practices increased permeability of HE systems facilitated by open borders education markets and global science as well as (neo)liberal ideologies stressing human capital and human rights. As other organizations those in HE become subject to these pressures turning universities into more rationalized standardized and strategic actors. [less ▲]

Detailed reference viewed: 78 (2 UL)
Full Text
Peer Reviewed
See detailEuropeanizing Universities: Expanding and Consolidating Networks of the Erasmus Mundus Joint Master Degree Programme (2004–2017)
Marques, Marcelo; Zapp, Mike UL; Powell, Justin J W UL

in Higher Education Policy (2020)

The Europeanization of higher education has gained considerable scope and momentum over the past quarter century. Whereas the coordinative Bologna process, with soft governance mechanisms, have ... [more ▼]

The Europeanization of higher education has gained considerable scope and momentum over the past quarter century. Whereas the coordinative Bologna process, with soft governance mechanisms, have facilitated standardization across countries, European Commission funding programs targeted universities more directly. The Erasmus Mundus Joint Degree Programme, as an incentive-based program, epitomizes the dynamics of such European funding management. Notably, it has established expanding university networks across Europe and unique new tertiary degrees that facilitate student mobility. Applying social network analysis to 561 participating universities through several program cycles, we longitudinally examine three key patterns in the program’s development: the expansion of the programme, the consolidation of networks, and the participation of and coordination by central universities in these processes. Program participation increased considerably across cycles, even as established networks were consolidated, largely through re- accreditation of established programs. Moreover, we identify those universities that assume a central position in the inter-organizational structure of this international program. These universities actively facilitate the evolving Europeanization of higher education by strengthening inter-university networks via a signature EU program. [less ▲]

Detailed reference viewed: 105 (12 UL)