Policy Analysis of Structural Reforms in Higher Education / Palgrave Studies in Global Higher Education (PDF)

Jeroen Huisman is Professor of Higher Education in the Department of Sociology at Ghent University, Belgium. He is editor of Higher Education Policy and co-editor of the SRHE Higher Education book series and the series Theory and Method in Higher Education Research.



Harry de Boer is Deputy-director and Senior Researcher at the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands. He is on the Editorial Board of the Higher Education Quarterly.



Jon File is Director of Development and Consultancy at the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands. His international work has taken him to almost 50 countries over the past decade and a half.



Martina Vukasovic is a postdoctoral researcher at the Centre for Higher Education Governance Ghent (CHEGG), Belgium. She is a member of the Consortium of Higher Education Researchers (CHER), the network of Early Career Higher Education Researchers (ECHER), and the European Consortium for Political Research (ECPR) Standing Group on Politics of Higher Education, Research and Innovation. She is on the Editorial Board of the European Journal of Higher Education.



Marco Seeber is a postdoctoral researcher at the Centre for Higher Education Governance Ghent (CHEGG), Belgium. His research focuses on how macro, meso and micro level factors and their interactions affect the governance of higher education systems and management of universities.



Don F. Westerheijden is Senior Research Associate at the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands. His research interests include international comparisons of quality assurance, accreditation, (multidimensional) rankings and excellence in teaching & learning in higher education. He sits on the Editorial Board of the journal Quality in Higher Education.

“This book is interesting for scholars, researchers, practitioners and policymakers who (1) wish to enlarge their understanding of reforms in higher education, their rationale and their (possible) outcomes, (2) want to have a better insight into other European practices of higher education reform or (3) who are interested in the way policy in general and reform policy in particular develops, grows and reaches a sort of finish line – or not.” (Bruno Broucker, European Journal of Higher Education, Vol. 7, November, 2017)