Does it matter? Assessing the performance effects of changes in leadership and management structures in Nordic Higher Education

Background There is a general assumption amongst policy makers and university managers that reforms in the internal management and leadership structures of universities positively contribute to increasing performance. Yet, few studies have so far shed light on this relationship, despite the continuing external calls for internal reform and "modernization" of Nordic universities. Study This study (2014-2017) investigates the performance effects - in both teaching and research - of changes in leadership and managerial structures of public universities across four Nordic countries: Norway, Finland, Denmark and Sweden. The study is comparative in nature and focuses on three key aspects: (i) drivers, e.g. governmental mandated reforms; (ii) actors, both within universities and at the system level; and (iii) effects, both direct and indirect. The study aims at providing clarity on the link between internal change and performance within public universities, as well as shed light on the consequences (including unintended ones) associated with the modernization of Nordic higher education. Findings The research findings provide new insightful knowledge about the consequences of reforms and changes in governance structures in Nordic higher education. They contribute to a better understanding of organizational features of contemporary universities becoming much more enterprise-like. The findings also attest to the increasing power and influence of external stakeholders such as funding- and quality assurance agencies. In addition, the study sheds light on the potential unintended consequences arising from top-down reform processes such as a general decline in trust between academics and managers. Finally, our analysis reveals that across Nordic higher education there are internal tensions concerning how to measure and evaluate academic performance.

The environmental conditions under which Nordic higher education (HE) institutions operate have changed dramatically, particularly so in the last decade. Policy efforts aimed at modernizing the sector have paid considerable attention to the way in which p ublic universities operate. A privileged focus has been attributed to aspects such as efficiency, effectiveness and accountability. Most Nordic universities have developed extended administrative structures (central and unit levels) capable of strategica lly supporting their primary activities, and some have introduced recent changes in the nomination of formal leaders, e.g. appointed rather than elected. Yet, in spite of these trends, few studies have investigated, in a systematic fashion and comparativ e manner, the effects such types of strategic measures are having on the actual performance of individual institutions. This study addresses this knowledge gap. It investigates the impact of rationalization processes - with focus on the rise of profession al management and strengthen leadership structures or managerialism - in the teaching and research performance of public universities in Norway, Finland, Denmark, and Sweden - in the period 2003-2013. The research problem driving the inquiry is the fol lowing: - To what extent are changes in leadership and management structures related to shifts in teaching and research performance in public universities across the Nordic countries in the last decade? In order to address (operationalize) this query, we focus on three key dimensions: drivers, actors, and effects. The study adopts a mixed-methods design, based on desktop research (comparative database), and a survey questionnaire and interviews with university staff of selected universities. The finding s will provide policy makers, institutional managers and research communities with valuable lessons and novel insights with respect to the efficiency an effectiveness of government-led reform efforts in Nordic HE.