Organizational Change of Ministries and Agencies in Higher Education
About the project
I am interested in organizational changes of national higher education ministries and agencies in the aftermath of comprehensive university reforms. My empirical cases are the Austrian and Norwegian ministries responsible for higher education and their relationship to two subordinate agencies (AQ Austria and OeAD in Austria, NOKUT and SIU in Norway). Both their nationals higher education systems underwent substantial university reforms 15 to 20 years ago, and while most of the attention was given to how the universities interpreted that newly granted autonomy, hardly anyone addressed the question how ministries would be affected by these changes.
Two analytical dimensions stand out in this examination, which are autonomy/authority and capacity issues. Briefly put I study how formal and informal autonomy issues (who is responsible for what) and how capacity issues of ministries and agencies have developed in the study period. I also reflect about a certain balance between these dimensions, e.g. has an organization enough capacity to implement its mission and can it make use of its autonomy?
Scope of articles
The PhD project is implemented as an article based dissertation, consisting of three interrelated scientific papers and an extended abstract. The scope of the articles is as follows:
- In Article 1, I set the stage for examining change at ministerial level, meaning that I described the formal organizational changes that have taken place in the Austrian and Norwegian ministries accompanied by the establishment of new agencies.
- In Article 2, I focus on relational aspects between ministry and agencies that have emerged in the aftermath of the reforms. Of interest is how authority/autonomy and capacity has developed and distributed between the organizations, and the particularities and challenges that have emerged.
- In Article 3, I address the quality of these organizational changes along specific yardsticks (e.g. cost efficiency, trust, transparency, etc.). In other words, what can we say about the effectiveness and results of governance reforms in higher education?