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European Universities as Complete Organizations? Understanding Identity, Hierarchy and Rationality in Public Organizations

Author

Listed:
  • Marco Seeber
  • Benedetto Lepori
  • Martina Montauti
  • Jürgen Enders
  • Harry de Boer
  • Elke Weyer
  • Ivar Bleiklie
  • Kristin Hope
  • Svein Michelsen
  • Gigliola Nyhagen Mathisen
  • Nicoline Frølich
  • Lisa Scordato
  • Bjørn Stensaker
  • Erica Waagene
  • Zarko Dragsic
  • Peter Kretek
  • Georg Krücken
  • António Magalhães
  • Filipa M. Ribeiro
  • Sofia Sousa
  • Amélia Veiga
  • Rui Santiago
  • Giulio Marini
  • Emanuela Reale

Abstract

This article investigates the form of European universities to determine the extent to which they resemble the characteristics of complete organizations and whether the forms are associated with modernization policy pressure, national institutional frames and organizational characteristics. An original data set of twenty-six universities from eight countries was used. Specialist universities have a stronger identity, whereas the level of hierarchy and rationality is clearly associated with the intensity of modernization policies. At the same time, evidence suggests limitations for universities to become complete, as mechanisms allowing the development of some dimensions seemingly constrain the capability to develop others.

Suggested Citation

  • Marco Seeber & Benedetto Lepori & Martina Montauti & Jürgen Enders & Harry de Boer & Elke Weyer & Ivar Bleiklie & Kristin Hope & Svein Michelsen & Gigliola Nyhagen Mathisen & Nicoline Frølich & Lisa S, 2015. "European Universities as Complete Organizations? Understanding Identity, Hierarchy and Rationality in Public Organizations," Public Management Review, Taylor & Francis Journals, vol. 17(10), pages 1444-1474, November.
    • Handle: RePEc:taf:pubmgr:v:17:y:2015:i:10:p:1444-1474
    DOI: 10.1080/14719037.2014.943268
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    Cited by:

    1. Audrey Stolze & Klaus Sailer, 2022. "Advancing HEIs’ third-mission through dynamic capabilities: the role of leadership and agreement on vision and goals," The Journal of Technology Transfer, Springer, vol. 47(2), pages 580-604, April.
    2. Kirsi Sjöblom & Jaana-Piia Mäkiniemi & Anne Mäkikangas, 2022. "“I Was Given Three Marks and Told to Buy a Porsche”—Supervisors’ Experiences of Leading Psychosocial Safety Climate and Team Psychological Safety in a Remote Academic Setting," IJERPH, MDPI, vol. 19(19), pages 1-28, September.
    3. Jens Jungblut & Marc Jungblut, 2017. "All different? All equal? differentiation of universities’ mission statements and excellence initiatives in Germany," Science and Public Policy, Oxford University Press, vol. 44(4), pages 535-545.
    4. Yoon, Hyungseok & Belkhouja, Mustapha & Wei, Yingqi & Lee, Sangho, 2021. "Born to be similar? Global isomorphism and the emergence of latecomer business schools," International Business Review, Elsevier, vol. 30(5).
    5. Giliberto Capano & Benedetto Lepori, 2024. "Designing policies that could work: understanding the interaction between policy design spaces and organizational responses in public sector," Policy Sciences, Springer;Society of Policy Sciences, vol. 57(1), pages 53-82, March.
    6. Uwe Cantner & Nils Grashof & Thomas Grebel & Anna Kosmützky & Georg Krücken & Xijie Zhang, 2023. "Competitive positioning of German Universities: Deliberate Decision, Fate, or Fiction?," Jena Economics Research Papers 2023-012, Friedrich-Schiller-University Jena.
    7. Stefan P L de Jong & Corina Balaban, 2022. "How universities influence societal impact practices: Academics’ sense-making of organizational impact strategies [Between Relevance and Excellence? Research Impact Agenda and the Production of Pol," Science and Public Policy, Oxford University Press, vol. 49(4), pages 609-620.
    8. Alessandra Allini & Adele Caldarelli & Rosanna Span? & Annamaria Zampella, 2019. "Legitimating efforts in Performance Plans. Evidences on the thoroughness of disclosure in the Italian Higher Education setting," MANAGEMENT CONTROL, FrancoAngeli Editore, vol. 2019(1), pages 143-168.

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