The CPP Research Papers Series (CPP RPS)
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The CPP Research Papers Series is intended to present both
research-oriented and policy-oriented studies of higher education systems in transition, especially from comparative international perspectives. Higher education
systems worldwide are currently under multi-layered pressures to transform their
funding and governance structures in rapidly changing environments. The series
intends to explore the impact of such wider social and economic processes as globalization, internationalization and Europeanization on higher education institutions, and is focused on such issues as the changing relationships between the university and the state, the changing academic profession, changes in public funding and university governance, the emergent public/private dynamics in higher education, the consequences of educational expansion, education as public/private
goods, and the impact of changing demographics on national systems. Its audience
includes higher education researchers and higher education policy analysts, university managers and administrators, as well as national policymakers and the staff of international organizations involved in higher education policymaking.
Redaktor naczelny:
Prof. zw. dr hab. Marek Kwiek
Kontakt: Centrum Studiów nad Polityką Publiczną,
ul. Szamarzewskiego 89, 60-569 Poznań
e-mail: kwiekm@amu.edu.pl
strona www: http://www.cpp.amu.edu.pl
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Browsing The CPP Research Papers Series (CPP RPS) by Author "Antonowicz, Dominik"
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Item A Changing Policy Toward the British Public Sector and its Impact on Service Delivery (CPP RPS 38/2013)(Center for Public Policy Research Papers Series, 2013) Antonowicz, DominikSince the 1980s public service in the UK has undergone a long process of far-reaching and complex changes. It has been a high profile issue for politicians, media and citizens (attracting their attention). There are three major sets of principles which constitute the government’s policies toward public service in modern British politics: the post-war settlement underpinned by social economics, the New Right based on a neo-liberal set of values and the New Labour approach which aimed to combine social values with market mechanisms. Each of them has had a great impact on the development of public service and has contributed, at least to some extent, a valuable input. However, despite Government continues commitment to improvements in both efficiency and effectiveness, the firm perception that public service is under-performing in certain areas exists in society, undermining the recent attempts to reform the system. Despite the fact that general discussion about public service in the UK is limited to the traditional choice between private sector providers and the status quo ante, there are many public service organisations which have managed to develop a variety of innovative approaches to their services, retaining their distinctive values whilst increasing their effectiveness and responsiveness to the needs of citizens. The paper is based on detail studies and extensive research conducted in 2003/2003 in the UK and in general has three major aims. The first one is to examine the governmental policies toward the public sector in the UK which has been developed between the postwar settlement and the present time, paying special attention to political and economic values which underpinned them. The second aim is to analyze and illustrate the impact of the political principles of New Labour on the development of innovative models of public service which have been recently flourished across the UK. The final aim is, using case studies, to define the nature of innovations by presenting their unique features in a wider political and organizational context and investigating what precisely makes the difference.Item A Changing Policy Toward the British Public Sector and its Impact on Service Delivery (CPP RPS 6/2007)(Center for Public Policy Research Papers Series, 2007) Antonowicz, DominikIn the evaluation of innovative models of public service, it is worth beginning with an examination of the intellectual background and the principles of political agendas which have underpinned the concept of British public service in recent years. This chapter will present the differences and similarities in defining the role of the state and also the consequences for public service management which stem from them. There are three major sets of principles which constitute the government’s policies toward public service in modern British politics: the post-war settlement underpinned by social economics, the New Right based on a neo-liberal set of values and the New Labour approach which aimed to combine social values with market mechanisms. Each of them has had a great impact on the development of public service and has contributed, at least to some extent, a valuable input.Item Academic Work, Working Conditions and Job Satisfaction (CPP RPS 48/2013)(Center for Public Policy Research Papers Series, 2013) Kwiek, Marek; Antonowicz, DominikIn this analysis of changing academic work, working conditions and job satisfaction in Europe, we will present the academics’ assessment of facilities, resources, and personnel. Subsequently, an overview will be provided about the academic workloads and allocation of time between the four major types of academic activities: teaching, research, service, and administration. A further section will discuss job satisfaction and, related to it, the academics’ income. The chapter provides a general picture of the variety of views and activities in 11 European countries, where differences between junior and senior academic staff as well as between academics at universities and at other higher education institutions will be presented, whenever relevant. As will be shown below, the facilities and resources are predominantly assessed positively by European academics, with the least positive scores for research funding. Thereby the ratings of those active at universities are more positive than those active at other higher education institutions, and we note substantial differences as well in the assessments of junior and senior academics. Assessments are by and large most positive in five countries: Finland, Norway, Switzerland, the UK and the Netherlands. Self-declared hours spent on academic work vary as well between European countries, between junior and senior academics, and between academics at universities and other higher education institutions. The longest hours spent at work in higher education institutions (when classes are in session) are reported on average of all academics in Ireland, Italy and Poland and the shortest in the Netherlands, Norway, and Portugal. The weekly mean time ranges from 27 hours per week (junior staff in Norway) to 52 hours per week (senior staff in Germany). Senior staff works longer hours than junior staff in all countries analysed.Item External influences and local responses. Changes in Polish higher education 1990-2005 (CPP RPS 27/2011)(Center for Public Policy Research Papers Series, 2011) Antonowicz, DominikDuring the last two decades, higher education in Poland has undergone substantial changes. This study focuses specifically on the timeframe 1990-2005, as this was a period in which the higher education system in Poland was heavily impacted by external influences. This timeframe is marked by two major events - approval of the Laws on Higher Education by the Polish Parliament, first in 1990 and last in 2005. The years between 1990 and 2005 saw the Polish higher education system experiencing a struggle between an expectation to adopt Western European model(s) of governance (analogical to the economy and political system) and the aspirations of the academic community to restore the mythical concept of the university as the ivory tower.Item Polish Higher Education and Global Changes – the Neoinstitutional Perspective (CPP RPS 12/2008)(Center for Public Policy Research Papers Series, 2008) Antonowicz, DominikThis working paper offers general account of changes in higher education in Poland after abolishing the communist system in 1989. It aims to draw a research framework for further, more complex research project that is designed to provide understanding to changes of higher education Poland. There has been much of discussion on the subject both inside and outside the academia as the Polish higher education has recently experienced a wide range of deep and quite rapid changes. Notwithstanding a flourishing discourse, it remains fairly unclear in which direction the Polish higher education is heading to and what kind of social forces, political principles or cultural values can possibly drive it there. Even some doubts arose if there is any particular end toward which the higher education sustainably develops. Also some serious claims have been expressed about the Polish higher education being chaotically dragged by spontaneous organized interest groups.Item Rola marki dyplomu w perspektywie niżu demograficznego w Polsce 2010-2020 (CPP RPS 65/2014)(Center for Public Policy Research Papers Series, 2014) Antonowicz, Dominik; Krawczyk-Radwan, Magdalena; Walczak, DominikaPrzedmiotem artykułu są zmiany w polskim szkolnictwie wyższym wynikające z umasowienia szkolnictwa wyższego, przeobrażeń struktury gospodarki w kierunku modelu postindustrialnego oraz liberalnych reform polskiego szkolnictwa wyższego. Celem analiz jest pokazanie, ze w warunkach rosnącej konkurencji coraz większe znaczenie będzie miała marka dyplomu uczelni. W Polsce marka dyplomu uczelni nie odgrywała dotąd znaczącej roli, ponieważ zaległości edukacyjne, a przede wszystkim koniunktura demograficzna zapewniały wystarczająco wysoki poziom popytu na usługi edukacyjne w szkolnictwie wyższym. Ten okres już minął i w nadchodzących latach rywalizacja o studentów będzie coraz większa, a marka dyplomu już zaczyna odgrywać decydującą rolę w tym, które uczelnie pozostaną na rynku edukacyjnym, a które będą musiały przejść głęboką restrukturyzację lub po prostu zniknąć z rynku.Item The Challenges for Higher Education Research in Poland (CPP RPS 53/2013)(Center for Public Policy Research Papers Series, 2013) Antonowicz, DominikResearch on higher education has a relatively short history, although issues concerning the role of university and academic scholars have been in the center of academic discourse since the beginning of the 19th century. In many countries universities attracted the attention of the greatest scholars who share their views on what needs to be done in order to preserve the unique role of a university. But as an area of research “higher education” is a relatively new phenomenon in Europe, though in America enjoys a longer history. While in most Western European countries until the 1960s universities remained small, elite, autonomous and largely unexplored institutions, in the US Carnegie Foundation runs a number of research projects since the early 20th century. Therefore in Western Europe, only a few serious policy documents based on empirical data were published until the late 1970s among them was the English Robbins Report and the Swedish U-68 (1968). A similar situation applied to Poland in which higher education did not attract research attention. In general, as long as a small number of universities cost national budgets a small amount of public money and had little influence on economic development there was no need for intensive research in higher education. It has all changed with the mass expansion of higher education because it has turned out to be an important challenge for public policy. In addition, the arrival of a post-industrial economy transformed higher education into “a billion dollar enterprise”. An educated society became a highly valued asset of economic development, a fundamental part of civic society that contributes to the well being of its members. Hence, the demand for research in higher education has grown in order to provide knowledge and information for universities operating in highly competitive environments. Most importantly the need for knowledge has also been expressed by national governments which bear the responsibility for higher education policy. This paper tries to address the issue of research in higher education in Poland. By doing so, it will briefly refer to philosophical discourse in universities in the 19th and early the 20th century in Europe and look critically at early research efforts that explored higher education. Furthermore, the paper will investigate the reasons behind the expansion of research in higher education in Europe. It will pay special attention to the emergence of a new form of knowledge “mode 2” that revolutionized the interdisciplinary approach to research conducted in higher education. In the final part, the paper demonstrates the rise and fall of higher education research in Poland but it also will try to foresee its development in the future.Item The Changing Paths in Academic Careers in European Universities: Minor Steps and Major Milestones (CPP RPS 50/2013)(Center for Public Policy Research Papers Series, 2013) Kwiek, Marek; Antonowicz, DominikThe academic career in Europe used to be much more unstructured and much less competitive than today. Currently, as reflected in interviews carried out throughout Europe, “each step in a career is competitive“ (CH_18-MAN), from doctoral and postdoctoral to junior academic and senior academic positions. There are significant variations across the European countries studied regarding the level of competition, often different in different places occupied in the academic hierarchy. But increasing competition has come to the academic profession and is bound to stay: the competition for part-time and full-time academic positions, for research grants and research funding, and tokens of academic prestige.Item Uniwersytet. Od korporacji do instytucji (CPP RPS 70/2014)(Center for Public Policy Research Papers Series, 2014) Antonowicz, DominikArtykuł przedstawia rozwój idei uniwersytetu i towarzyszącą jej ewolucję form organizacyjnych - od starożytności aż do czasów współczesnych oraz prezentuje główne nurty współczesnej debaty na temat tożsamości i społecznych funkcji uniwersytetu. Pradei uniwersytetu można doszukiwać się już w ośrodkach grecko-rzymskich, starożytne organizacje naukowe cechowała jednak przypadkowość - miały one nieustrukturalizowany charakter. Uniwersytet jest wynalazkiem epoki średniowiecza i tworzył korporacyjny związek ludzi nauki zorganizowany na wzór cechu, którego celem było pogłębiania, gromadzenia i przekazywania wiedzy. Zmierzch korporacji akademickiej nastąpił wraz z nadejściem absolutyzmu oświeceniowego, który upaństwowił szkolnictwo wyższe i włączył je do rozbudowanej kompetencyjnie i personalnie machiny biurokratycznej, ograniczając jego rolę do kształcenia kadr na potrzeby nowego państwa. W odpowiedzi na wywołany tym kryzys najpierw Wilhelm von Humboldt, a potem Henry Newman przedstawili nowe wizje uniwersytetu. Humboldt stworzył formułę nowożytnego uniwersytetu, niezależnego od wszelkich związków wyznaniowych i poddanego zwierzchności państwa, podczas gdy dla Newmana najważniejszym celem uniwersytetu była chęć poznania prawdy, a praktyczność zdobywanej wiedzy była sprawą mniejszej wagi. Swoje propozycje uniwersyteckiego paradygmatu przedstawiali również polscy uczeni, wskazując na doniosłą rolę uniwersytetu w procesie poszukiwania prawdy i przekazywaniu wiedzy młodym pokoleniom. W końcowej części artykułu przedstawiane są główne nurty we współczesnym dyskursie na temat kondycji współczesnych uniwersytetów oraz zagrożeń ich rozwoju związanych z procesem komercjalizacji nauki oraz postępującej fragmentacji dyscyplin akademickich.Item Z tradycji w nowoczesność. Brytyjskie uniwersytety w drodze do społeczeństwa wiedzy (CPP RPS 40/2013)(Center for Public Policy Research Papers Series, 2013) Antonowicz, DominikBrytyjskie szkolnictwa wyższe przeszło w ostatnich dwudziestu latach cały szereg fundamentalnych zmian związanych z procesem upowszechnienia studiów wyższych oraz stopniowego ograniczania środków publicznych wydawanych na szkolnictwo akademickie. Artykuł stanowi próbę wieloaspektowej analizy rynkowego modelu uniwersytetu przeprowadzonej w świetle refleksji zawartych w zbiorze The Enterprising University. Reform, Excellence and Equity, pod redakcją Garetha Williamsa. W tekście przedstawiony jest zmieniający się obraz sposobu funkcjonowania i struktury szkolnictwa wyższego oraz wewnętrznej organizacji uniwersytetów w Wielkiej Brytanii oraz krajach Commonwealthu. Szczególna uwaga poświęcona została ewaluacji nowych form kooperacji pomiędzy uniwersytetami, a organizacjami z sektora przedsiębiorstw. W końcowej części artykułu podjęta została dyskusja na temat kondycji współczesnych uniwersytetów oraz zagrożeń ich rozwoju związanych z procesem urynkowienia instytucji akademickich oraz redefinicji roli uczonego.