Comparing National Policies on Institutional Profiling in Germany and the Netherlands

Autor/inn/en	Klumpp, Matthias; de Boer, Harry; Vossensteyn, Hans
Titel	Comparing National Policies on Institutional Profiling in Germany and the Netherlands
Quelle	In: Comparative Education, 50 (2014) 2, S.156-176 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2013.834558
Schlagwörter	Comparative Education; Educational Policy; Foreign Countries; Excellence in Education; Educational Trends; Performance Based Assessment; Educational Finance; Profiles; Strategic Planning; Educational Administration; Higher Education; Evaluation Criteria; Evaluation Methods; Peer Evaluation; Research; Institutional Autonomy; Government Role; Administrative Policy; Germany; Netherlands + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Ausland; Lernerfolg; Bildungsentwicklung; Leistungsermittlung; Bildungsfonds; Charakterisierung; Profilanalyse; Strategy; Planning; Strategie; Planung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschung; Institutionelle Autonomie; Deutschland; Niederlande
Abstract	The concepts of differentiation and profiling are cornerstones in discussions about the organisation of contemporary higher education systems, following the trends of massification and global competition. This contribution provides a system-level description and comparison of the German and Dutch higher education systems regarding these topics, and points to possible interactions and development concepts connecting differentiation, strategic profiling of universities and excellence. Though both higher education systems started from very different positions and with differing policies towards differentiation, the global trends and national aspirations for the systems, as well as individual universities in Germany and the Netherlands, are comparable. A look into the resulting ranking positions of German and Dutch universities generally shows a more successful development for the Dutch higher education institutions in the last few years--which could possibly indicate a crucial time lag in the effects of differentiation policies in higher education as the German excellence and differentiation efforts fundamentally took hold more than 10 years after the Dutch initiatives in this field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10