Contents	6
	About the Authors	8
	Multi-Level Governance in Universities: Strategy, Structure, Control	13
	1 Research Context and Approach	13
	2 Governance Logics: a Conceptual Framework	14
	3 A Multi-level Approach to Governance in Universities	17
	3.1 Macro Level of Strategies	18
	3.2 Meso Level of Structures and Processes	19
	3.3 Micro Level of Behavior Control	20
	4 Outlook: Managing the Paradoxes of University Governance	21
	References	23
	Part I: Strategy	28
	Institutional Change of European Higher Education: The Case of Post-War Germany	29
	1 Introduction	29
	2 Theoretical Orientation	30
	2.1 Organizational Field of Higher Education: An Institutionalist Approach	30
	2.2 Institutional Logics	31
	2.3 Institutional Actors	32
	2.4 Governance Systems	32
	3 Institutional Change of the German Higher Education System	33
	3.1 The Era of Professional Dominance	34
	3.1.1 “Zero Hour”	34
	3.1.2 Institutional Logic	34
	3.1.3 Important Institutional Actors	35
	3.1.4 Governance System	36
	3.1.5 Precursors of Change	36
	3.2 The Era of Federal Involvement and Democratization	37
	3.2.1 Institutional Logic	37
	3.2.2 New Actors	37
	3.2.3 Governance System	39
	3.2.4 Precursors of Change	39
	3.3 The Era of Managed Education	41
	3.3.1 The Global Context of Managed Education	41
	3.3.2 Institutional Logic	42
	3.3.3 New Actors	43
	3.3.4 Governance System	45
	4 Conclusion	48
	References	50
	Academic Entrepreneurialism and Changing Governance in Universities. Evidence from Empirical Studies	59
	1 Introduction	59
	2 Academic Entrepreneurialism and Risk Management	64
	2.1 Academic Entrepreneurialism and Revenue Generation	64
	2.2 Collegial, Bureaucratic, and Entrepreneurial Management Styles in Higher Education	65
	2.3 The Crucial Role of Risk-Taking	67
	3 Academic and Managerial Values	68
	4 Academic Entrepreneurialism and Collegiality	69
	4.1 Tensions: The Center and Base Academic Units	69
	4.2 Academic Autonomy and Academic Collegiality	70
	5 Academic Entrepreneurialism, Centralization, and Decentralization	72
	5.1 Top-Slicing Procedures	72
	5.2 Centralized, Decentralized, Overpersonalized	73
	6 Academic Entrepreneurialism Spread Across Institutions and the Teaching/Research-Focus	77
	7 Conclusions	78
	References	80
	Higher Education in the Knowledge Society: Miracle or Mirage?	85
	1 Introduction	85
	2 Some Basic Assumptions	86
	3 The Misunderstood Economic Impact of Education	87
	4 The Surrender of Universities?	89
	4.1 The Inflated Politics of Higher Education	90
	4.2 Students: The Weakest Link of the Chain?	91
	4.3 Business Schools: A Critical Case	92
	5 Governing Universities: From Authority to Anomie	94
	6 What Is to Be Done?	97
	References	99
	Part II: Structure	102
	Changing Professions? The Professionalization of Management in Universities	103
	1 Introduction	103
	2 Theoretical Frameworks	104
	2.1 Institutional Changes and Conflict of Logics	104
	2.2 Professions and Professionalization Within Universities	105
	2.2.1 Professions at Universities	106
	2.2.2 Professionalization of Management Within Universities	107
	3 The Challenging Process of Professionalization	109
	3.1 An In-Depth Case Study	109
	3.2 Organization Facing the New Managerial Logic: Barriers of Professionalization	111
	3.3 Professional Biographies and Professionalization	113
	4 Discussion and Conclusion	118
	References	120
	From Voluntary Collective Action to Organized Collaboration? The Provision of Public Goods in Pluralistic Organizations	122
	1 Introduction	122
	2 Theoretical Background and Hypotheses	124
	2.1 Social Dilemmas in Pluralistic Organizations: The Case of Higher Education	124
	2.2 Enhancing University Performance Through Voluntary Collective Action and Organized Collaboration: Hypotheses Regarding Three Action Fields	126
	3 Empirical Analysis	128
	3.1 Data Sources and Measurements	128
	3.2 Method	131
	3.3 Results	132
	4 Discussion	135
	4.1 Proposition One: Performance Effects Vary Between Fields of Action, Not Within Them	135
	4.2 Proposition Two: Voluntary Collective Action and Organized Collaboration Are Substitutes with Regard to Performance	141
	5 Conclusion	142
	5.1 Contribution	142
	5.2 Limitations	142
	References	143
	Universities, Governance, and Business Schools	148
	1 Introduction	148
	2 What Is to Be Analyzed?	149
	3 What Makes University Governance Difficult?	154
	3.1 A History of the Western University	156
	3.2 The Business School as a University Governance Challenge	159
	3.3 What Do Business Schools Teach and Why?	162
	4 Concluding Comments	170
	References	173
	Part III: Control	177
	Professional and Organizational Commitment in Universities: from Judgmental to Developmental Performance Management	178
	1 Introduction	178
	2 New Public Management and Performance Management in Universities	179
	3 Judgmental Performance Management and Scholars’ Commitment	181
	3.1 Research Design: Method and Data	182
	3.2 The Nature of Universities as Visible Colleges and Academic Communities as Invisible Colleges	182
	3.3 Scholars’ Organizational and Professional Commitment	184
	3.4 Judgmental Performance Management and Scholars’ Commitments	186
	4 Aligning Professional and Organizational Commitment: Towards a Developmental Type of Performance Management	188
	5 Conclusion	191
	References	193
	Current Developments at Higher Education Institutions and Interview-Based Recommendations to Foster Work Motivation and Work Performance	198
	1 Introduction	198
	2 Theoretical Background	200
	2.1 Current Developments at Higher Education Institutions	200
	2.2 Possibilities to Foster Work Motivation and Work Performance in Higher Education Institutions	202
	3 Methodology	203
	3.1 Data and Sample	203
	3.2 Analyses	204
	4 Results	205
	4.1 Current Undesirable Developments at Higher Education Institutions	205
	4.2 Recommendations for Action at Higher Education Institutions	206
	5 Discussion	211
	5.1 Theoretical and Practical Contributions	213
	5.2 Limitations and Future Research	215
	5.3 Conclusion	216
	References	216
	Is It Possible to Assess Progress in Science?	220
	1 Introduction	220
	2 Does Science Progress?	221
	3 The Role of Invisible Colleges in the Process of Differentiation and the Creation of (Sub-)Disciplines as a Source of Scientific Progress	223
	3.1 Invisible Colleges and Scientific Progress	223
	3.2 How Invisible Colleges Institutionalize into Disciplines	225
	3.3 Different Modes of Creating (Sub-)Disciplines	227
	4 Prerequisites for the Success of Invisible Colleges in Trying to Establish New (Sub-)Disciplines	229
	5 Conclusion	231
	References	232
	Part IV: Outlook	237
	When Professional and Organizational Logics Collide: Balancing Invisible and Visible Colleges in Institutional Complexity	238
	1 Introduction	238
	2 Institutional Logics and Modes of Control in Invisible and Visible Colleges	240
	3 Balancing Invisible and Visible Colleges in Institutional Complexity	243
	3.1 Tensions Between Invisible and Visible Colleges	243
	3.1.1 Innovation Dilemmas	243
	3.1.2 Actorhood Struggles	246
	3.1.3 Identity Conflicts	248
	3.2 Balancing Tensions from Institutional Complexity	249
	3.2.1 Balancing Innovation Dilemmas Through Ambidexterity	250
	3.2.2 Balancing Actorhood Struggles Through Hybridization	251
	3.2.3 Balancing Identity Conflicts Through Identity Work	252
	4 Conclusion	253
	References	254