Change Dynamics and Education Reforms: Effects on Education, Research, Governance and Academic Profession31 jul 2012
Higher education institutions have become in practically every society the main institutionalized domains for handling advanced knowledge. They have survived since their origin in more or less the same organizational form (Kerr, 2001), which is all the more remarkable given the fundamental changes that have taken place in their environments. Their main organizational building blocks have always been the knowledge areas around which chairs, departments, faculties, schools and centres are positioned (Clark, 1983), and universities and colleges are populated by academic staff, students, and administrators, whose interactions determine the institutional day-to-day life. These relatively stable elements can still be found as basic organisational characteristics in any higher education institution in the world and are still used as reference points for legitimisation or quality assurance purposes.