By Åse Gornitzka, Maurice Kogan, Alberto Amaral
This quantity deals a finished dialogue of implementation research in larger schooling and an intensive assessment of appropriate fresh literature. insurance analyzes the potent and particular complexities of the implementation of upper schooling guidelines in different nations, together with: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the uk, and the U.S..
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Additional resources for Reform and Change in Higher Education: Analysing Policy Implementation (Higher Education Dynamics)
In contrast, a top-down approach is likely to overestimate the importance of the governmental programme which is its focus. For example, Hanf’s (1982) bottom-up analysis of pollution control in the Netherlands concluded that energy policies and the market price of alternative fuels had more effect on firms’ air pollution control programmes than did governmental pollution control programmes – a conclusion which would have been difficult for a top-downer to reach. Third, this approach is able to deal with a policy/problem area involving a multitude of public (and private) programmes, none of them pre-eminent.
We continue the discussion by reviewing some major current policy studies in higher education and their way of handling and exploring changes in higher education policy. However, questions and some comments are made regarding the potential relevance of using some of the basic insights of an implementation perspective in current research efforts. Part four closes the chapter with a discussion of the extent to which a renewed interest in implementation analysis could be of practical relevance to policy makers in higher education.
Second, while Sabatier and Mazmanian encouraged a longer time-frame and provided several examples of policy-oriented learning by proponents over time, their framework did not provide a good conceptual vehicle for looking at policy change over periods of a decade or more (Goodwin and Moen 1981; Browning, Marshall and Tabb 1984; Goggin 1984; Lowry 1985). This is primarily because, as we shall see below, it focused too much on the perspective of programme proponents, thereby neglecting the strategies (and learning) by other actors.