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The purpose of this paper is to focus on the comparative analysis of the Balanced Scorecards of four higher education institutions and aims to define the general framework of the Balanced Scorecard for the higher education institution which concerns: the structure and elements of the Balanced Scorecard; development of the Balanced Scorecards on the different levels of the management system of the higher education institution; definition of the main functions of the Balanced Scorecard which it performs in the process of the strategic management of the German higher education institutions. Balanced Scorecard is analyzed as a strategic management system that translates a higher education institution’s strategy into a comprehensive set of performance measures that provides a framework for a strategic measurement and management system.

The comparative content analysis of the Balanced Scorecards of one Austrian and three German higher education institutions – Johanes Gutenberg University Mainz, Münster University of Applied Sciences (Fachhochschule Münster), Cologne University of Applied Sciences (Fachhochschule Köln), Montan University Leoben.

Using a comparative analysis of the Balanced Scorecards of four higher education institutions this paper argues that Balanced Scorecard provides a systemic view of the strategy of a higher education institution. It ensures a full complex framework for implementation and controlling of the strategy and sets a basis for further learning in the process of the strategic management of the higher education institution according to the scheme “plan-do-check-act”.

This paper provides a basis for the substantial further work on the development of the general framework of the Balanced Scorecard for the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

This paper indicates the particularities of the structure and elements of the Balanced Scorecard, its development in the different levels of the management system of the higher education institution.

Within the last two decades, entrepreneurship education has become institutionalized in Germany. It is offered as a stand-alone program or as part of a business degree, combining academic knowledge, practical skills, and personal development to enhance the entrepreneurial success of university graduates. While entrepreneurship education has experienced similar growth worldwide, its emergence in Germany is closely tied to the country’s political and economic developments. The significance of entrepreneurship education for a thriving entrepreneurial ecosystem and contemporary economic policy has been instrumental in advancing its academic recognition. This chapter provides a historical analysis of the academization of entrepreneurship in Germany. It explores the recursive and often idiosyncratic processes involving state and financial institutions, companies, and universities that have created, respecified, and mutually reinforced a subdiscipline and field of study. Academic entrepreneurship knowledge successively not only became relevant for starting a business but also for employment within the entrepreneurial infrastructure and beyond. This chapter follows a chronological order, highlighting three key stages in the academization of entrepreneurship education. First, the academic, financial, and political roots (I) of entrepreneurship up until the 1970s. Second, it explores the transformation (II) of entrepreneurship into a viable policy alternative and the challenges faced in establishing complementary research and education in higher education institutions during the 1980s. Finally, it sketches the institutionalization (III) of entrepreneurship as a central driver of government economic policy, allowing for the late bloom of entrepreneurship education and research at universities around the turn of the millennium.

Quality management has become an integral part of management reforms in public sector organizations. Drawing on a new institutionalist perspective, this study aims to investigate the relation of management reforms and organizational performance in the context of higher education.

The authors analyse the interaction between isomorphic conformity in quality management adoption, organizational learning and quality improvement and, in so doing, address the central theoretical question of what effects isomorphic conformity has on organizational performance. Empirically, the study draws on survey data from quality managers at public higher education institutions in Germany. Methodically, it applies confirmatory factor analysis and structural equation modelling.

The results suggest that mimetic isomorphism is surprisingly compatible with processes of organizational learning, and thus, does not inevitably compromise organizational development.

By presenting these findings, the authors contribute to the controversial theoretical debate concerning the effects of isomorphism and to the ongoing discussion regarding the organizational impact of quality management in higher education.

Much has been analyzed regarding the origins and the impact of rankings and metrics on policies, behaviors, and missions of universities. Surprisingly, little attention has been allocated to describing and analyzing the emergence of metrics as a new action field. This industry, fueled by the “new public management” policy perspectives that operate at the backstage of the contemporary pervasive “regime of excellence,” still remains a black box worth exploring in depth. This paper intends to fill this loophole. It first sets the stage for this new action field by stressing the differences between the policy fields of higher education in the United States and Europe, as a way to understand the specificities of the use of metrics and rankings on both continents. The second part describes the actors of the field, which productive organizations they build, what skills they combine, which products they put on the market, and their shared norms and audiences.

This study aims to reflect how German business schools respond to the diffusion of the triple accreditation: AACSB (Association to Advance Collegiate Schools of Business), EQUIS (European Quality Improvement System), and AMBA (Association of MBAs).

This study applies a multiple case study to conduct a qualitative analysis of perceived drivers, value and limitations of AACSB, EQUIS and AMBA accreditation in German business schools.

International accreditation is a seal of excellence for business schools to enhance international competitiveness and global networking, providing evidence of quality, performativity, transparency and accountability for stakeholders. International accreditation offers business schools international comparability and compatibility. International accreditation adds value and benefits to business schools. However, business schools may prioritize institutional strategies and resources to meet the requirements of international accreditations rather than a broader concept of good governance. Business schools should critically review their decisions on international accreditations in line with institutional strategic goals, mission, vision, core values and sustainable development.

This study only focuses on international accreditations of German business schools. Further studies may focus on comparisons of national and international accreditations, impacts of international accreditation and perceptions of international accreditation from policymakers, accreditation bodies, academics and students.

This study offers guidance for the strategic decision-making of business schools on international accreditations, valuable feedback to international accreditation agencies and a reference for quality assurance practitioners, policymakers and accreditation bodies.

This study discusses the social-cultural impacts of international accreditation and accreditation discrimination arising from the selectivity and the exclusivity of international accreditation. International accreditation may further enlarge their comparative advantages over non-accredited schools. International accreditation adds value and benefits to accredited business schools but puts non-accredited business schools in disadvantageous positions.

Business schools need to critically review their institutional strategies and decisions on international accreditation in line with institutional strategic goals, mission, vision, core values and sustainable development. The rational decision of business schools to adopt international accreditation should consider drivers, value, benefits, limitations, organizational effectiveness, transparency, social responsibility and accountability for all stakeholders. Business schools need to take effective strategies to ensure a higher quality of management education through high-quality teaching and good governance. When single accreditation is sufficient, promoting mutual recognition is advisable rather than the “beauty contests” of multiple accreditations at the national and international levels.

The introduction of New Public Management in the German system of higher education raises issues of the academics’ motivation to do research and to teach. The purpose of this paper is to present evidence-based findings about contextual factors which influence intrinsic and related modes of internalized teaching motivation in German higher education institutions. The paper discusses parallels between internalized forms of motivation and public service motivation (PSM). In accordance with self-determination theory (SDT), the paper empirically tests factors which correlate with autonomous motivation to teach. The paper also addresses the issue of the crowding effect of intrinsic motivation by selective incentives.

The analyses are based on the data of two online surveys among German professors (n=2,061) representative for the population of state-governed universities. To test the theory-driven hypotheses the paper used multivariate regression analysis.

The results support the basic claims of the SDT that intrinsic teaching motivation is facilitated by social relatedness, competence, and partly by autonomy for German professors, too. If teaching is managed by objective agreements intrinsic motivation is significantly decreased.

The authors translated, reformulated, and applied the SDT framework to academic teaching. The analysis presents evidence that the management of autonomy-supportive work environmental factors is also superior to selective incentives in higher education institutions. The study on academic teaching motivation is a specific contribution to PSM research. Academic teaching in public higher education institutions is a service to the public.

Describes the new trends in German library and information science (LIS) education and the status of the international degrees in Germany, referring to changes to the Framework Act of 1998, which enabled the institutions of higher education to award Bachelor’s degree on completion of undergraduate study courses and Master’s degree on completion of postgraduate study courses. Describes the introduction of credit point systems, the shift from a system based on the number of lecture hours to a credit system based on the number of hours of student workload. In Germany different credit point systems exist. This paper focuses on the most important model of credit point systems used by the German LIS faculties. Finally the special problems in Germany with the change from the diploma to the Bachelor and Master are mentioned.

The purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students’ needing additional academic support services.

An online-questionnaire was conducted with 730 first-year students at a German university. Participants’ responses to open-ended questions were coded and categorised. On the basis on these findings, an outline for a digital badge programme is proposed.

Participants seek the most institutional support regarding research skills and organisational aspects. Main reasons for participants’ intention to withdraw from the institution include difficulties with their programme choice.

These findings may enable higher education institutions to provide targeted support services that meet first-year students’ needs. On the basis of the findings, higher education institutions can create digital badge programmes, which may improve communication of academic requirements and may also serve as a platform for a staff-student conversation about expectations and demands for a successful first-year experience. Besides, further research and discussion may address using digital badges for learning analytics algorithms to even better identify students’ strengths and needs for targeted academic support services and enhanced student success in higher education.

Little is known about first-year students’ needs for institutional support and reasons for thinking about dropout in Germany. Understanding the student perspective is crucial for enhancing student retention. Digital badges are an emerging educational technology in higher education and they have the potential to target academic requirements, which may guide first-year students and help them to better adjust to universities’ demands.

Higher education institutions, as influential social institutions, play an important role in promoting social responsibility and sustainable practices. However, approaches to implementing sustainable development (SD) in higher education institutions (HEIs) themselves remain fuzzy. One way to achieve holistic embedding can lie in organizational culture. This study aims to examine ways by which internal sustainability governance can promote sustainability culture by using empirical data from German HEIs.

This study uses factor analysis to identify relevant governance indicators. With a regression analysis, this study assesses the indicators’ effects on organizational sustainability culture in HEIs. A moderator analysis tests potential determinants derived from literature and their influence on sustainability governance and sustainability culture.

Operationalizing formalized sustainability governance for holistic implementation reveals a gap in sustainability management at HEIs. This study proposes a model for operationalizing sustainability governance and shows an effect on sustainability culture at the formal organizational level.

Based on the operationalization of sustainability governance, this empirical study provides evidence for the development of a holistic approach along a sustainability culture in organizations. This paper proposes a model for operationalization, analyzes multiorganizational data and shows the effects of sustainability governance on formalized organizational sustainability culture. This paper provides a transorganizational perspective for implementing SD following a top-down approach.