Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/9855
Title: Changing Higher Education Policies: From the Deistitutionalization to the Reinstitutionalization of the Research Mission in Polish Universities
Authors: Kwiek, Marek
Keywords: Polish universities
Poland
Polish higher education
higher education reforms
educational reforms
academic fields
academic profession
tuition fees
cost-sharing
private higher education
public-private
fee-paying tracks
knowledge production
academic articles
Central Europe
Czech Republic
Slovakia
Hungary
Central Europe
Eastern Europe
communism
postcommunism
professorships
academic degrees
institutionalism
institutional approach
normative institutionalism
Johan P. Olsen
institutionalization
deinstitutionalization
reinstitutionalization
research mission
academic productivity
research productivity
research output
internationalization
international visibility
organizational studies
university as institution
institutions
reforming institutions
multiple-employment
private sector
divided institutions
hard and soft fields
teaching-oriented
teaching-focused
normative vacuum
normative consensus
public policy
higher edcuation policy
Issue Date: 2012
Citation: Science and Public Policy. Vol. 39. Issue 5, 2012, pp. 641-654.
Abstract: This paper analyzes changing higher education policies in Poland in the last two decades. It argues that top Polish public universities became divided, with different individual academic and institutional trajectories in the academic fields in which educational expansion occurred (social sciences) and in fields in which it was much less pronounced (natural sciences). Using the concepts drawn from new institutionalism in organizational studies, this paper views the 1990s as the period of the deinstitutionalization of traditional academic rules and norms in public universities, with growing uncertainty about the core of the academic identity. In the expansion era (1990–2005), prestigious public research universities became excessively teaching-oriented. In the period of educational contraction, their currently teaching-oriented segments are expected to become research-intensive. New legislation grounded in an instrumental view of higher education is interpreted as a return to a traditional academic normative consensus, with increased emphasis on, and funding for, the research mission.
URI: http://hdl.handle.net/10593/9855
DOI: 10.1093/scipol/scs042
Appears in Collections:Artykuły naukowe (WNS)

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