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The term “loose coupling” has been widely employed in higher education research. Building partly on the “garbage can model” of decision-making, it proposed an alternative to rational and linear views on organizing and governing, emphasizing instead ambiguity and complexity. The review of higher education research literature presented in this chapter demonstrates that the concept of loose coupling has frequently been used as a background concept, often taken for-granted either as a point of departure for studies of organizational processes in higher education or as a diagnosis of the complexity of higher education organization that inhibits implementation of reforms. This chapter provides systematization and critical examination of how the term “loose coupling”/“loosely coupled systems” has been employed in journal articles focusing on higher education in the last 40 years. It presents a broad mapping of 209 articles and a more detailed qualitative review of 22 articles, which employed loose coupling as more than a background concept.

How do racial meanings structure the institution of higher education and the organizations and networks it encompasses? This chapter develops a theory of racial activation to usefully link conceptualizations of race and organizations. This theory examines how racial meanings shape organizational fields, forms or types of organizations, and the strategic use of racial meanings by actors in organizations to create a more robust understanding of the processes by which organizations are themselves made racialized. Predominant scholarship on race can largely be characterized as theorizing the mechanisms by which race is constructed or uncovering the patterns and consequences of inequality along racial lines. Much existing research hovers above at a macro level where national, state, and global powers are understood to impose racial categories, symbols, meanings, and rules onto daily life while higher education has largely been studied as a site where we see the effects of broader social disparities play out. This chapter draws on insights from inhabited institutionalism to develop a theory of racial activation that usefully links conceptualizations of race and organizations to provide an intersectional and interactional approach to the study of fields.

Stakeholders and their organizations are increasingly involved in governance of higher education, not only within institutions or at system level, but also in various supra-national and intergovernmental processes. For these, as well as pragmatic reasons (ease of access and relatively simple methods for analysis), this chapter advocates for a more systematic approach to studying stakeholder organizations, their participation in and impact on governance of higher education. Specifically, the chapter: (1) provides a three-fold nested conceptualization of policy positions of stakeholder organizations, comprising issues, preferences concerning these issues, and the normative basis utilized to legitimize said preferences; (2) presents advantages and disadvantages of different methodological approaches to analyzing policy positions of stakeholder organizations, including qualitative and quantitative content analysis, employing either human coding or computer-assisted coding of policy documents; and (3) highlights different insights one can gain from analyzing policy positions of stakeholder organizations. It combines (thus far limited) insights from higher education studies with the more generic literature on interest groups, and uses examples from European level stakeholder organizations to illustrate its points.

This chapter grapples with questions of agency in the development of African higher education, with a special focus on the Association of African Universities (AAU), an organization outside of formal education policymaking on the continent. Through the lens of rhetorical institutionalism, findings illustrate how the AAU has adopted and adapted competing institutional logics to exert influence over development policymaking. Next, I will discuss how systems of persuasion were cultivated and symbols employed to establish the legitimacy of the organization in a heterogeneous institutional field that includes universities, development agencies, nongovernmental organizations, supranational arrangements, and the influence of international financial institutions. This enabled the AAU to extend institutional logics into African higher education. This case study seeks to upend the pervasive crisis narrative that perpetuates both the impotence of African institutions and the stewardship of outside development elites. Finally this chapter considers the implications of this critical case study for development discourse and practice.

Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological perspectives, both more established and more recent, are insufficiently linked. In particular, we identify two theoretical strands – institutional and relational – that, when joined, help to explain contemporary developments in global higher education and yield new organizational insights. We review relevant literature from each perspective, both in their general formulations and with specific reference to contemporary higher education research. Within the broad institutional strand, we highlight strategic action fields, organizational actorhood, and associational memberships. Within the relational strand, we focus on ties and relationships that are especially crucial as science has entered an age of (inter)national research collaboration. Across these theories, we discuss linkages between concepts, objects, and levels of analysis. We explore the methodological approach of social network analysis as it offers great potential to connect these strands and, thus, to advance contemporary higher education research in a collaborative era.

This interorganizational discussion covers Astley and van de Ven's (1983) Organizational Analysis Matrix and key information to understand a broader, macro discussion including the purpose of organizations in society as well as overview the interorganizational relationships between the for-profit sector (i.e., businesses and corporations) and the specific sector of higher education. A consideration of motives, return on investment expectations, and interorganizational behavior is explored. This chapter highlights the complex nature of higher education and the for-profit realm, including inconsistent third-party support and intermingling from the government. Highlights from Sethi's (1975) seminal article serves as the basis for measurement and future expectations in a three-state schema for classifying corporate behavior.

Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required.

A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels.

The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed.

Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

The purpose of this paper is to develop a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and to propose an enhanced model for quality culture in educational organisations.

The conceptual framework is based on relevant research in the field of quality development for education, and integrates it with a series of previously published works related to quality methodologies, quality literacy and quality as a multidimensional concept. Quality is approached from an educational science perspective, and is understood as a relationship among all the participants and resources of an educational scenario.

The paper establishes the foundation for a comprehensive understanding and analysis of quality culture in organisations, focussing on higher education. While this understanding of quality as part of the organisational culture seems to gain more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. Quality development in higher education is often limited to bureaucratic documentation, and disregards the development of quality as an organisation's holistic culture. However, there is a need to focus on promoting a quality culture which is enabling individual actors to continuously improve their educational practice.

The original value of the paper is to approach quality development in higher education from an organisation's cultural perspective. When the conceptual foundations for empirical research are worked out, the professionals can benefit by understanding the interrelated nature of educational quality and organisational culture in higher education institutions.

Media characterizations of the state of higher education in America often seem bipolar. They emphasize either the accomplishments of the most successful elite schools or the failures of colleges that are beset by problems and falling behind the performance of schools in other developed societies. A more complete understanding of higher education is obtained by embracing an organization field perspective, which recognizes the multiplicity of schools that exist – their varying origins, missions, structures, and performance metrics. This diversity is concretized by focusing on the evolving characteristics of colleges in one metropolitan region: the San Francisco Bay Area. The field perspective also calls attention to the support and governance systems that surround colleges and account for much of the stability of the field.

Organization fields are shaped by both isomorphic and competitive processes. Isomorphic processes have been dominant for many years, but now competitive processes are in ascendance. All fields are embedded in wider societal structures, and the field of higher education is richly connected in modern societies with the economic, stratification, and political spheres. Some of these interdependences reinforce within-field processes, some recast them, and still others disrupt them. The appearance of new technologies, new types of students, and changing work requirements have begun to unsettle traditional field structures and processes and encourage the development of new modes of organizing. Over time, the dominant professional mode of organizing higher education is being undercut and, in many types of colleges, supplanted by one based on market forces and managerial logics.

The goal of this chapter is to review the potential of institutional logics theory for the study of higher education. After providing a concise introduction to institutional logics, the chapter reviews the small number of studies in higher education that have adopted this approach. It is concluded that most uses of New Institutionalism in the field are still based on its original formulation in the late 1980s, which emphasized the importance of compliance and isomorphism; it is suggested that logics theory could provide a more nuanced and flexible framework, which takes into account the role of (embedded) human agency and the multi-level nature of societal dynamics. The last section of the chapter therefore provides a few directions for future research grounded in logics theory. We distinguish in this respect between the investigation of the field-level coexistence and the interaction between managerial and professional logics; studies of how higher education institutions manage conflicting institutional pressures, for example, through selective compliance; and analyses of the emergence of hybrid practices in academic work and higher education management.