Convergent Institutional Logics in Public Higher Education: State Policymaking and Governing Board Activism

This article investigates the convergent institutional logics driving decision making at an activist governing board in higher education. Through a case study of policymaking by a state-level coordinating board in Massachusetts, the article identifies four primary logics of action: mission different...

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Bibliographic Details
Published in:Review of higher education 2009-12, Vol.32 (2), p.209-234
Main Author: Bastedo, Michael N
Format: Article
Language:English
Subjects:
Activism
Business
Case Studies
College students
Decision making
Educational Administration
Educational Change
Educational Policy
French language
Governance
Governing Boards
Higher Education
Institutional Characteristics
Massachusetts
Policy Formation
Politics
State Colleges
Studies
Citations: Items that cite this one
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Summary:This article investigates the convergent institutional logics driving decision making at an activist governing board in higher education. Through a case study of policymaking by a state-level coordinating board in Massachusetts, the article identifies four primary logics of action: mission differentiation, student opportunity, managerialism, and system coordination. The study concludes that institutional logics are a powerful mechanism for understanding shifts in public higher education governance and results in predictable political outcomes in the negotiation of constituent interests. The article also considers the potential contribution of further examination of institutional logics on studying higher education politics and institutional stratification. (Contains 2 tables.)
ISSN:0162-5748
1090-7009
1090-7009
DOI:10.1353/rhe.0.0045