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Implementation of ambiguous governance instruments in higher education.

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Title: Implementation of ambiguous governance instruments in higher education.
Authors: Elken, Mari1 mari.elken@iped.uio.no, Borlaug, Siri B.1
Source: Higher Education (00181560). Sep2024, Vol. 88 Issue 3, p1111-1126. 16p.
Subject Terms: *Higher education, *Performance contracts in education, *Universities & colleges, Performance contracts, Organizational change
Geographic Terms: Norway
Abstract: The article examines how higher education institutions respond to ambiguous governance instruments. A key focus is how ambiguity is tackled in the interpretation and implementation processes. Building on theoretical perspectives from institutional analysis of organisations, an empirical point of departure is the analysis of ten higher education institutions in Norway and their response on the introduction of development agreements. The findings point out two important dimensions in analysing implementation processes: focusing on the change dynamics and the degree of internal integration. In combination, these point towards distinct patterns in organisational responses to ambiguous policy instruments. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The article examines how higher education institutions respond to ambiguous governance instruments. A key focus is how ambiguity is tackled in the interpretation and implementation processes. Building on theoretical perspectives from institutional analysis of organisations, an empirical point of departure is the analysis of ten higher education institutions in Norway and their response on the introduction of development agreements. The findings point out two important dimensions in analysing implementation processes: focusing on the change dynamics and the degree of internal integration. In combination, these point towards distinct patterns in organisational responses to ambiguous policy instruments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10734-023-01161-2
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      – SubjectFull: Performance contracts in education
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      – SubjectFull: Universities & colleges
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