Zusammenfassung
In den vergangenen beiden Jahrzehnten sind in vielen Ländern Europas Hochschulreformen zu beobachten, die auf die Herstellung und Erweiterung korporativer Handlungsfähigkeit von Universitäten zielen, indem sie zunehmende administrative und fiskalische Entscheidungsrechte formal an verschiedene Hierarchieebenen in der Universität delegieren (Krücken et al. 2006; de Boer et al. 2007; Meier 2009; Paradeise et al. 2009). Diese Entwicklung wird im föderalen deutschen Hochschulsystem durch Reformen der jeweiligen Landeshochschulgesetze vollzogen (Hüther 2010). Damit wird die politische Erwartung verbunden, dass die Organisation Universität diese neuen Entscheidungskompetenzen für Verbesserungen ihrer Kernleistungsprozesse – Forschung und Lehre – planvoll nutzt.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Literatur
Child, J./Heavens, S. (2001): The Social Constitution of Organizations and its Implications for Organizational Learning. In: Dierkes, M./Berthoin Antal, A./Child, J./Nonaka, I. (Hg.): Handbook of Organizational Learning and Knowledge. Oxford.
Coopey, J. (1995): The Learning Organization: Power, Politics, and Ideology. In: Management Learning, 26: 193–214.
De Boer, H./Enders, J./Leistye, L. (2007): Public Sector Reform in Dutch Higher Education: The organizational transformation of the university. In: Public Administration, 85: 27–46.
DiMaggio, P. J./Powell, W. W. (1983): The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields. In: American Sociological Review, 48: 147–160.
Duncan, R./Weiss, A. (1979): Organizational Learing: Implications for Organizational Design. In: Staw, B. M. (ed.): Research in Organizational Behavior. Greenwich: 75–123.
Ferlie, E./Musselin, C./Andresani, G. (2009): The ‘Steering’ of Higher Education Systems: A public management perspective. In: Paradeise, C./Reale, E./Bleiklie, I./Ferlie, E. (eds.): University Governance: Western European comparative perspectives: 1–20.
Gherardi, S./Nicolini, D. (2001): The Sociological Foundations of Organizational Learning. In: Dierkes, M./Berthoin Antal, A./Child, J./Nonaka, I. (eds.): Handbook of Organizational Learning and Knowledge. Oxford.
Gläser, J. (2011): Research organisations don't do research. Paper submitted to sub-theme 45: Reconstructing Universities as Organizations: Increasing Authority with Limited Strategic Capabilities of the 27th EGOS Colloquium, Gothenburg 7-9 July 2011.
Gläser, J./Laudel, G. (2010): Experteninterviews und qualitative Inhaltsanalyse als Instrumente rekonstruierender Untersuchungen. 4. Auflage. Wiesbaden.
Gläser, J./Lange, S./Laudel, G./Schimank, U. (2010): “Informed Authority? The limited use of research evaluation systems for managerial control in universities.” In: Whitley, R./Gläser, J./Engwall, L. (eds.): Reconfiguring Knowledge Production: Changing authority relationships in the sciences and their consequences for intellectual innovation. Oxford: 149–183.
Hedberg, B. (1981): How organizations learn and unlearn. In: Nystrom, P./Starbuck, W. H. (eds.): Handbook of Organizational Design. Oxford: 3–27.
Hüther, O. (2010): Von der Kollegialität zur Hierarchie? Eine Analyse des New Managerialism in den Landeshochschulgesetzen. Wiesbaden.
Krücken, G./Kosmützky, A./Torka, M. (eds.) (2006): Towards a Multiversity? Universities between Global Trends and National Traditions. Bielefeld.
LaPalombara, J. (2001): Power and Politics in Organisations. Public and Private Sector Comparisons. In: Dierkes, M./Berthoin Antal, A./Child, J./Nonaka, I. (eds.): Handbook of Organizational Learning and Knowledge. Oxford: 557–581.
Meier, F. (2009): Die Universität als Akteur. Zum institutionellen Wandel der Hochschulorganisation. Wiesbaden.
Metcalfe, J./James, A. (2000): Knowledge and Capabilities: A new view of the firm. In: Foss, N./Robertson, P. (eds.): Resources, Technology and Strategy: Explorations in the resource based perspective. London: 31–52.
Musselin, C. (2006): Are Universities Specific Organizations? In: Krücken, G./Kosmützky, A./Torka, M. (eds.): Towards a Multiversity? Universities between global trends and national traditions. Bielefeld: 63–84.
Paradeise, C./Reale, E./Goastellec, G. (2009): A Comparative Approach to Higher Education Reforms in Western European Countries. In: Paradeise, C./Reale, E./Bleiklie, I./Ferlie, E. (eds.) University Governance: Western European comparative perspectives. 197–245.
Pawlowsky, P. (2001): The Treatment of Organizational Learning in Management Science. In: Dierkes, M./Berthoin Antal, A./Child, J./Nonaka, I. (eds.): Handbook of Organizational Learning and Knowledge. Oxford.
Richardson, G. (1998): Some Principles of Economic Organisation. In Foss, N/Loasby, B. (eds.) Economic Organisation. Capabilities and Coordination. London: 44–62.
Schimank, U. (1995): Hochschulforschung im Schatten der Lehre. Frankfurt/M.
Starbuck, W./Hedberg, B. (2001): How Organizations learn from Success and Failure. In: Dierkes, M./Berthoin Antal, A./Child, J./Nonaka, I. (eds.): Handbook of Organizational Learning and Knowledge. Oxford.
Stopford, J. (2001): Organizational Learning as Guided Response to Market Signals. In: Dierkes, M./Berthoin Antal, A./Child, J./Nonaka, I. (eds.): Handbook of Organizational Learning and Knowledge.
Weick, K. (1969): The Social Psychology of Organizing. McGraw Hill.
Weingart, P./S. Maasen (2007): Elite through Rankings The Emergence of the Enterprising University. In: Whitley, R./Gläser, J. (eds.): The Changing Governance of the Sciences. The Advent of Research Evaluation Systems. Dordrecht: 75–99.
Whitley, R. (2008): Universities as Strategic Actors: Limitations and variations. In: Engwall, L./Weaire, D. (eds.): The University in the Market. London: 23–37.
Wilkesmann, U. (1999): Lernen in Organisationen – Die Inszenierung von kollektiven Lernprozessen. Frankfurt am Main: Campus-Verlag.
Wissenschaftsrat (2008): Empfehlungen zum Forschungsrating. Drs. 8485-08. Köln.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden
About this chapter
Cite this chapter
von Stuckrad, T., Gläser, J. (2012). ‚Es ist höchstens eine Kollegenschelte möglich, aber die bringt nichts.‘ - Kontingente und strukturelle Handlungsbeschränkungen der intrauniversitären Forschungsgovernance. In: Wilkesmann, U., Schmid, C.J. (eds) Hochschule als Organisation. Organisationssoziologie. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-18770-9_13
Download citation
DOI: https://doi.org/10.1007/978-3-531-18770-9_13
Publisher Name: VS Verlag für Sozialwissenschaften
Print ISBN: 978-3-531-18769-3
Online ISBN: 978-3-531-18770-9
eBook Packages: Humanities, Social Science (German Language)