Abstract
The chapters in this book provide a rich enquiry into the way higher education comes to be assembled amid contemporary pressures and reforms as education is entwined with public sector reforms and private interests. The organizing concept of assemblage that framed this book beckons a relational approach to thinking about the leadership and governance of higher education institutions in this context. Relational analysis in policy and governance studies has been articulated to move beyond the prevalent notion of the static institution in both research and practical terms. Theoretical and methodological insights are shifting the ways we think about governance, such as those offered through strategic-relational approaches (Jessop 2004) and approaches showing how policy creates links between agents, institutions, technologies and discourses (Shore and Wright 2011). In the study of higher education, a relational approach helps us to see how policies co-exist, suggesting gaps in our understanding of policy when we consider individual political actors (Shultz and Viczko 2012; Viczko and Tascón 2016).
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Viczko, M., Shultz, L. (2016). Conclusion: Reflections on Assemblage in the Governance of Higher Education. In: Shultz, L., Viczko, M. (eds) Assembling and Governing the Higher Education Institution. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52261-0_24
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DOI: https://doi.org/10.1057/978-1-137-52261-0_24
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