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Instruments as empirical evidence for the analysis of Higher Education policies.

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Title: Instruments as empirical evidence for the analysis of Higher Education policies.
Authors: Reale, Emanuela1 e.reale@ceris.cnr.it, Seeber, Marco marco.seeber@usi.ch
Source: Higher Education (00181560). Jan2013, Vol. 65 Issue 1, p135-151. 17p. 1 Diagram, 2 Charts.
Subject Terms: *Program implementation (Education), *Higher education research, *Federal aid to education, *University & college administration, *University rankings, Strategic planning
Abstract: This paper focuses on policy implementation in Higher Education (HE) analysed through the evolution and transformation of policy instruments related to government funding and evaluation. We investigate how steering and governance tools have been put into action, in order to analyse how original policy rationales and justifications have evolved and are affected by context and instrument characteristics. The research questions are: what do policy instruments reveal about the evolution of policy rationales and justifications? To what extent and why do they evolve in unpredictable ways? We look at two types of instruments, funding and evaluation that are tools widely diffused in European HE systems. We adopt a diachronic perspective spanning the last 15 years, and a comparative approach across eight European countries. Our findings show that the form and evolution of instruments are related to factors such as the existing mix of instruments and policy paradigm, of the features of the policy process and of the instruments themselves. [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: Instruments as empirical evidence for the analysis of Higher Education policies.
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  Data: <searchLink fieldCode="AR" term="%22Reale%2C+Emanuela%22">Reale, Emanuela</searchLink><relatesTo>1</relatesTo><i> e.reale@ceris.cnr.it</i><br /><searchLink fieldCode="AR" term="%22Seeber%2C+Marco%22">Seeber, Marco</searchLink><i> marco.seeber@usi.ch</i>
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  Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Jan2013, Vol. 65 Issue 1, p135-151. 17p. 1 Diagram, 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Program+implementation+%28Education%29%22">Program implementation (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education+research%22">Higher education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Federal+aid+to+education%22">Federal aid to education</searchLink><br />*<searchLink fieldCode="DE" term="%22University+%26+college+administration%22">University & college administration</searchLink><br />*<searchLink fieldCode="DE" term="%22University+rankings%22">University rankings</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+planning%22">Strategic planning</searchLink>
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  Data: This paper focuses on policy implementation in Higher Education (HE) analysed through the evolution and transformation of policy instruments related to government funding and evaluation. We investigate how steering and governance tools have been put into action, in order to analyse how original policy rationales and justifications have evolved and are affected by context and instrument characteristics. The research questions are: what do policy instruments reveal about the evolution of policy rationales and justifications? To what extent and why do they evolve in unpredictable ways? We look at two types of instruments, funding and evaluation that are tools widely diffused in European HE systems. We adopt a diachronic perspective spanning the last 15 years, and a comparative approach across eight European countries. Our findings show that the form and evolution of instruments are related to factors such as the existing mix of instruments and policy paradigm, of the features of the policy process and of the instruments themselves. [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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=85300247
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