Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/519
Title: The Impact of the State on Institutional Differentiation in New Zealand
Contributor(s): Codling, A (author); Meek, VL (author)
Publication Date: 2003
Handle Link: https://hdl.handle.net/1959.11/519
Abstract: The New Zealand higher education system is a small but complexarrangement of colleges, polytechnics, institutes of technology anduniversities that on the surface appears to display admirable diversity for a system that serves around four million people.However, while major legislation introduced in 1990 formalised four distinct types of public tertiary institution, in practical terms, the last 12 years have been characterised by the progressive convergence of institutional types.Through a brief historical review and the analysis of institutionalmission and values statements, and published performance indicators, this article explores and illustrates different perspectives of diversity amongst New Zealand higher education institutions which have converged over the last 12 years. This convergence occurred during an extended period of deregulation in which the market has acted as a surrogate for overt government policy in shaping the direction of the system and the institutions within it. Even recent formal government policy supporting the development of strong and distinct institutional identities and greater differentiation amongst tertiary institutions has been thwarted by the same government's intervention to prevent system change by limiting the number of universities in the country.
Publication Type: Journal Article
Source of Publication: Higher Education Management and Policy, 15(2), p. 83-98
Publisher: OECD: Organisation for Economic Cooperation and Development
Place of Publication: Paris, France
ISSN: 1682-3451
Field of Research (FOR): 160506 Education Policy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.oecd.org/dataoecd/21/53/37443756.pdf#page=78
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