Reference : Institutional Logics in the Global Higher Education Landscape: Differences in Organiz...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
http://hdl.handle.net/10993/44070
Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era
English
Buckner, Elizabeth []
Zapp, Mike mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2020
Minerva: A Review of Science, Learning and Policy
Kluwer Academic Publishers
Yes (verified by ORBilu)
0026-4695
1573-1871
Netherlands
[en] Higher education sector ; Private-public differentiation ; Formal and academic structure
[en] This article examines patterns in the global higher education landscape
associated with sector (i.e., public or private) and founding era. Using data on the
formal and academic structure of 15,133 higher education institutions (ISCED 6+)
from 183 countries and territories, we examine factors associated with the student
body size, number of degree-granting programs, doctorate degrees, and curricular
offerings. We find that only sector and age are associated with an institution’s student
body size, while sector, age, and founding era are all associated with degree
and curricular offerings. Private universities tend to be smaller and are more likely
to offer business degrees, while public universities offer more degree programs on
average, and are more likely to offer programs in science and technology and doctoral
degrees. Meanwhile, in both sectors, universities founded after 1990 are less
likely to offer doctoral degrees and more likely to offer degrees in business, science,
and technology. Despite some regional variation, these trends are found worldwide.
To interpret these findings, we argue that both sector- and era-specific institutional
logics link higher education to knowledge production and the labor market in distinct
and path-dependent ways. Notably, the expansion of higher education post-
1990 has been accomplished by establishing new teaching-focused institutions and
orienting academic programs to the labor market in both sectors.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
http://hdl.handle.net/10993/44070

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