Using Institutional Theory to Reframe Research on Academic Drift     

CHRISTOPHER C. MORPHEW  JEROEN HUISMAN 《Higher Education in Europe》2002,27(4):491-506

In an attempt to better understand patterns of academic drift in higher education and to demonstrate the usefulness of institutional theory as a lens through which to use these patterns, the authors examine patterns of drift in multiple higher education systems and test the concept of "isomorphism in organizational fields", as discussed in institutional theory. The authors argue that the theoretical framework provided by institutional theory presents a useful lens through which to examine and to explain why academic drift occurs in higher education systems.  相似文献   

The EU and Bologna: are supra‐ and international initiatives threatening domestic agendas?*     

JEROEN HUISMAN  MARIJK VAN DER WENDE 《European Journal of Education》2004,39(3):349-357

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The Impact of the European Standards and Guidelines in Agency Evaluations     

BJØRN STENSAKER  LEE HARVEY  JEROEN HUISMAN  LIV LANGFELDT  DON F. WESTERHEIJDEN 《European Journal of Education》2010,45(4):577-587

The emergence of the European Standards and Guidelines (ESG) for Quality Assurance has been seen as an important step towards realising the European Higher Education Area by creating more transparency and accountability in the area of quality assurance. The ESG also include standards as to how quality assurance agencies should be reviewed. In a meta-analysis of the reviews undertaken of quality assurance agencies, this article explores to what extent the ESG is having an impact on the reviews.  相似文献