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\"In the world of college sports, winning means big dollars. But that money often comes at a cost. University of Nike explores the University of Oregon's complex relationship with its corporate partner, Nike, and how the arrangement has undermined the school's academic integrity, transparency, and campus culture. Through tenacious reporting and riveting storytelling, The University of Nike investigates how learning in Oregon, and America more generally, has come so thoroughly and openly under the sway of private, for-profit interests\"-- Provided by publisher.

[Purpose/Significance] At present, with the rapid development of China's Internet, modern information technology with the Internet technology as the core has been widely used in all walks of life and different fields. An Internet model has come into being. It has changed the way people live, study and work, and university evaluation is faced with changes under the Internet environment. Taking environmental changes as the starting point for the examination of efficient ways of evaluation and reform, we aim to deeply explore the evaluation reform of universities in the Internet environment and the realization path. [Method/Process] Through literature review, case study and investigation, an in-depth analysis of three major functions of colleges and universities in the Internet environment are performed, the reform of talent training, scientific research and social services, and talent cultivation mainly explored from educational resources, distance education and personalized talent training. Scientific research is mainly conducted from three aspects: scientific research resources, online scientific research mutual assistance and online scientific research interaction. Social services are mainly analyzed from the sharing of expert resources, network remote services and network think tank services, and then the changes in university evaluation data, evaluation indicators and evaluation results in the Internet environment are explored, including data source changes, data acquisition methods and data processing changes. Changes in evaluation indicators include new characteristics of evaluation indicators. The reform of evaluation results includes the personalization of evaluation results, the real-time nature of evaluation results, the diversification of evaluation results and the networking of evaluation results, and the research and discussion of evaluation reform and realization path of universities in the Internet environment. [Results/Conclusions]The research results indicate to carry out changes in university evaluation, determine the realization path of elements at all levels, and construct a university evaluation model, build a university evaluation platform, and strengthen the cultivation of university evaluation specialists in the Internet environment, of which the university evaluation model explores the aspects of evaluation subject, subject elements and their relationships, and the university evaluation platform includes the evaluation data perception layer, the evaluation data resource layer and the evaluation data sharing layer. The study provides a reference for promoting the research and practice of university evaluation in the Internet environment and building a new university evaluation ecology.

\"Governments in all parts of the world are engaged in the radical reform and reshaping of higher education to achieve economic, social, and political objectives. They recognize that they need higher education institutions with greater autonomy and more freedom to help realize their goals; the challenge is to define university autonomy in a way that will best meet the needs of governments, higher education institutions, and other stakeholders. Turcan, Reilly, and Bugaian have developed a new and critical understanding of institutional university autonomy by bringing together original case studies based on a holistic view of the topic. The authors evaluate institutional university autonomy by introducing five interfaces that characterize external and internal interactions between modern universities and their key stakeholders. By addressing modern challenges to university autonomy in Europe and beyond in a new and innovative way, (Re)Discovering University Autonomy has far-reaching implications for leaders and managers, researchers, educators, practitioners, and policy makers\"-- Provided by publisher.

This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system regarding 'excellence' and 'diversity'. The article particularly focuses on how Japanese universities have reacted to the recent 'competition' and 'differentiation' policy promoted by the government, drawing on recent survey results conducted with academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and differentiated national system, which has been changing rapidly with recent national 'top-down' policy reforms, followed by more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms need to be created at the institutional level to manage diversification of the higher education system as a whole. (HRK / Abstract übernommen).

University governance reforms are very much a reflection of the broader New Public Management reforms that are focusing on increasing efficiency in public organizations. The article deals with how university reform ideas of a generic nature, emphasizing that universities should be treated and reformed like any other public organizations, are important and reflected in specific reform measures. The special empirical focus is on that universities through reforms are changing their formal affiliation to superior ministries in a more autonomous direction, implicating more autonomy in financial, management and decision-making matters. One the other hand, universities are also through reforms more exposed to more report, scrutiny and control systems, financial incentive systems, pressure to get resources from other sources than the government, cut-back management, etc. So a main question in the analysis is whether universities, as traditionally having quite a lot of real autonomy, through the reforms in fact are getting less autonomy, not more, like the reforms entrepreneurs often are promising. The analysis is based on a transformational approach from organization theory, representing a combination of structural, cultural and environmental factors of explanation for reforms processes and their effects. Empirically the article is based on the author's own empirical studies of university reform and reviews of comparative studies. (HRK / Abstract übernommen).

This paper explores how a novel university governance model at Southern University of Science and Technology (SUSTech), largely learned from the West, has been implemented in the highly institutionalised and centralised Chinese higher education system. For this purpose, we first constructed an analytical framework, integrating the conceptualisation of an innovation process in higher education and the concept of embedded agency. This framework was then applied to analyse eight interviews, seven policy documents and six news media reports in our empirical investigation of the case university. Our major research findings are: the governance model adopted by SUSTech was a disruptive innovation and it was mostly challenged by the incompatibility between the norms around the governance model and the institutional context of Chinese higher education; this challenge was mitigated through three agency strategies, labelled by the metaphors of new wine in a new bottle, new wine in an old bottle and old wine in a new bottle. Successfully implementing these strategies calls on the visions, skills of playing power games and social capital of those initiating the innovation. Finally, we discuss the theoretical contribution and practical implications of the study in the conclusion.

Higher education, an integral part of China's nation-building project, is a critical element in China's strategic policy initiative of building national strength through science and education. One way to achieve this goal is to develop a higher education system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class within coming decades, and contributing more to overall R& D and scientific development. Analysing how these top-tier universities in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of higher education in China's rise and how Chinese universities are responding to the drive for innovation, against a background of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes dubbed 'China's MIT', through an in-depth case study in an international context, seeking to answer the question of how far Tinsghua embodies the qualities of a world-class university.

Global and European political shifts are having an impact on the present and future of Nordic universities, including ideals of institutional autonomy. The aim of this paper is to explore the status of governance, and central policy ideas that have shaped reforms and institutional change at Danish universities since the millennium. On the one hand the article explores how powerful policy ideas have shaped the development of Danish higher education policy, and on the other hand, how such ideas are received in very different ways by the sector and the institutions. The article unravels the history of the reform of the Danish higher education system of the past two decades, as two parallel ideational streams in policy development. The first ideational stream revolves around the relation between state and institutions, and the second centres on the relation between the national and the global. Focusing on recent developments, the article demonstrates that the range of possible sector and university responses towards centrally initiated reforms and initiatives varies significantly. The article suggest that these variations must be seen in the light of the universities struggling to come to terms with their position as self- governing institutions, including defining and exploiting their space for agency.

This article analyses the content and processes of reforms in the university sector in Denmark. It reveals radical reforms combining governance reforms, research policy reforms and educational policy reforms anchored in New Public Management ideas. The reforms introduce values that are alien to prevailing university values. They change decision-making processes and may have problematic constitutive effects on academic practice. The challenge to political science lies in the difficulty of documenting accountability, while still meeting the demand for economic value.

This article examines the causes and outcomes of two university reforms during the single-party era in Turkey (1923–1946), focusing on the implications of the reforms in terms of higher education governance models—the state-control and academic self-governance—that are ultimately characterized by the balance between the type and degree of central control and university autonomy. The paper argues that the degree of ideational controversy and institutional strength in the given policy field considerably affected the reform processes and outcomes, reconciling historical institutionalist assumptions with ideational institutional approaches. The process-tracing analysis shows that the university reform of 1933 was mainly triggered by the ideological and political dissidence between some of the academic staff and the ruling and intellectual elite who wanted to heavily control the university and ended up with the transition to a heavy state-control regime. The principal driving force behind the 1946 reform was to adapt the country to the changing external political conditions after the end of WWII, aiming to lend a democratic face to the regime, which, in combination with other factors such as the growing opposition from academic circles, led to the institutionalization of academic self-governance model.