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

Seeber, M; Lepori, B; Montauti, M; Enders, J; de Boer, H; Weyer, E; Bleiklie, I; ... Reale, E; + view all (2015) European Universities as Complete Organizations? Understanding Identity, Hierarchy and Rationality in Public Organizations. Public Management Review , 17 (10) pp. 1444-1474. 10.1080/14719037.2014.943268. Green open access

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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.

Type: Article
Title: European Universities as Complete Organizations? Understanding Identity, Hierarchy and Rationality in Public Organizations
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/14719037.2014.943268
Publisher version: http://doi.org/10.1080/14719037.2014.943268
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Identity, hierarchy, rationality, modernization policies, NPM, Neo-Weberian state, universities
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10048407
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