Intro -- Acknowledgements -- Contents -- Chapter 1: Organisational Identities, Boundaries, and Change Processes of Technical Universities -- 1.1 Technical Universities in Context -- 1.2 Organisational Identity in Academia -- 1.3 Organisational Identity and Organisational Categories -- 1.4 Localized and International Negotiations on Institutional Change -- 1.5 Co-existing and Competing Ideals of Technical Universities -- 1.6 Are Technical Universities Essentially Different…? -- 1.7 The Volume's Approach -- References -- Chapter 2: Technical Universities: A Historical Perspective -- 2.1 Introduction -- 2.2 The First Technical Institutes and the Industrialisation of Europe -- 2.3 The Twentieth Century: Balancing Theoretical Knowledge and Scientification with Relevance and Application -- 2.4 Post War Focus on the Development of Research and Emerging Differentiation -- 2.5 Twenty-First Century Technical Universities-In Search of a New Identity -- 2.6 Conclusion -- References -- Chapter 3: Are Some Technical Universities Better Than Others? -- 3.1 Introduction: Are Technical Universities Birds of a Feather? -- 3.2 Explaining University Differences: A Brief Overview -- 3.2.1 The Topic -- 3.2.2 Methods -- 3.2.3 Operationalisation -- 3.2.4 A Benchmark -- 3.3 The National Role of the Universities -- 3.3.1 Governance: Similar Issues, Different Models -- 3.3.2 Industrial Relations -- 3.4 Discussion -- References -- Chapter 4: The Position of Technical Universities Within Changing Frameworks of Institutional Organisation and Steering: The Case of the Norwegian University of Science and Technology -- 4.1 Introduction -- 4.2 Historical and Social Dimensions of the NTNU -- 4.3 Organisational Identity -- 4.4 The State as a Protector -- 4.5 On Constructing an Organisational Field -- 4.6 Top of Form -- 4.7 Mergers as a Catalyst for Boundary Negotiations.

4.8 Conclusions -- References -- Chapter 5: Understanding the Development of Technical Universities in Poland -- 5.1 Introduction -- 5.2 The Rise of Technical Universities -- 5.3 Blurring Boundaries -- 5.4 Technical Universities in Turbulent Times -- 5.5 Reaching a Teaching-Research Balance in Technical Universities -- 5.6 Stability as a Key Driver of Organisational Development -- 5.7 Future Challenges for Technical Universities -- References -- Chapter 6: Formalised Boundaries Between Polytechnics and Technical Universities: Experiences from Portugal and Finland -- 6.1 Introduction -- 6.2 Challenges to Dual Systems - What Distinguishes Professionally Oriented Higher Education Institutions? -- 6.3 The Portuguese and Finish Higher Education Professional Subsystems -- 6.4 Methods and Data -- 6.5 Challenges of Dual Systems: A Single Binary Higher Education Model? -- 6.6 Conclusions -- Appendix -- References -- Chapter 7: Technical Universities in Germany: On Justification of the Higher Education and Research Markets -- 7.1 Introduction -- 7.2 Studying TUs as Investment in Forms via a Situation as it is -- 7.2.1 Analysis of a Form as a Situation as it is -- 7.2.2 Data: Civic-Industrial Measures -- 7.3 Defining Technical Universities in Germany -- 7.3.1 Generation of Empirical Categories for Defining a Technical University -- 7.3.2 Definition of a Technical University in Germany -- 7.4 TUs and the Civic-Industrial Compromise -- 7.4.1 Theoretical Generation of the Civic-Industrial Compromise -- 7.4.2 Research and Teaching as Products (Market Order) from the Perspective of the Civic-Industrial Compromise -- 7.5 The Civic-Industrial Compromise and the Form of Technical Universities in Germany -- 7.5.1 On Justification of Higher Education -- 7.5.2 On Justification of Increasing Civic/State(s) Spending on Academics Positions.

7.5.3 Justification of Research in TUs -- 7.6 Conclusion -- Annexes -- Annex 1: TU9 - Excellence in Engineering and the Natural Sciences - Made in Germany -- Annex 2: Mission Statement by Nine Leading Institutes of Technology in Germany -- Annex 3: Public Expenditures on Research and Innovation (Table 7.5) -- Annex 4: Academics (Professors and Academic Staff) According to Disciplines -- Annex 5: Duration of Studies and Tax Money Spend in Selected Disciplines 2007 and 2014 -- Annex 6: Number of Students at Technical Universities in Winter Term 2016/2017 (German Citizens, International Students, and Total) -- Annex 7: Academic Staff and Professors at Universities According to Funding Source in 2007 and 2014 -- Annex 8: Expenditures (Civic/Basic Funding), External Funding, and Earnings in � 1000 in Selected Disciplinary Groups at Public Universities in Germany in 2000, 2007, and 2014 -- Annex 9: Public Expenditures in 2015 According to Disciplines and Research Fields -- Annex 10: External Funding of Small (&gt -- 200 Professors), Medium (201-400 Professors) and Large (&lt -- 401 Professors) Sized TUs According to Sources Compared to Other Public Comprehensive Universities in 2007 and 2014 -- References -- Chapter 8: Integrating the Academic and Professional Values in Engineering Education - Ideals and Tensions -- 8.1 Introduction: The Dual Nature of Higher Engineering Education -- 8.2 The CDIO Initiative -- 8.2.1 Foundation -- 8.2.2 The Integrated Curriculum -- 8.2.3 Micro Case: Mechanical Engineering at Chalmers -- 8.2.4 CDIO and Faculty Competence -- 8.3 Organisational Conditions - A Theoretical Framework -- 8.3.1 An Organisational Perspective Is Needed -- 8.3.2 The University Is Not a Machine -- 8.3.3 Institutional Logics -- 8.3.4 Practices and Identities -- 8.3.5 Identity and Status in Curriculum Change -- 8.4 Analysing the Dual Nature Ideal.

8.4.1 Competing Professional Logics in Engineering Education -- 8.4.2 Competing Logics in Research -- 8.4.3 Interplay Between Education and Research -- 8.4.4 Imbalances in Engineering Education -- 8.5 CDIO as Institutional Innovation -- 8.5.1 Active Institutional Innovation -- 8.5.2 The Organisational Field as a Site for Mobilising -- 8.5.3 CDIO as a Driver of Institutional Innovation -- 8.6 Conclusions -- References -- Chapter 9: Technical Identity in a Merger Process-Between a Rock and a Hard Place -- 9.1 Introduction -- 9.2 History of Higher Education in Tampere -- 9.3 Higher Education Mergers in Finland -- 9.4 Tampere3 -Merger Process -- 9.5 Organisational Identity in a Merger Process -- 9.6 Organisational Identity and Entrepreneurialism-The University-Industry Nexus -- 9.7 Engineering Identity -- 9.8 Academic Identity -- 9.9 Data and Methods -- 9.10 Organisational Identity of TUT Compared with UTa -- 9.11 Organisational Identity of TUT Compared with TAMK -- 9.12 Conclusions -- References -- Chapter 10: Engineering Academisation: The Transition of Lower Level Engineering Education from Upper Secondary School Level to Higher Education -- 10.1 Introduction -- 10.2 The Settings -- 10.2.1 Political and Social Developments -- 10.2.2 The Higher Education Institution Landscape -- 10.2.3 Technical Education in Sweden -- 10.3 Theoretical Framework -- 10.4 Method -- 10.5 Results and Discussion -- 10.6 Conclusion -- Appendix 10.1 -- Primary Documents -- Abbreviations -- References -- Chapter 11: Double Degree Programmes in Engineering and Education: Two Cases from Swedish Technical Universities -- 11.1 Introduction -- 11.2 The Programmes -- 11.3 Methodology -- 11.4 Results -- 11.4.1 Motives for Starting the Programmes -- 11.4.2 Perceived and Experienced Difficulties -- 11.4.3 How Competence Was Acquired -- 11.4.4 Organisation of the Programmes.

11.5 Discussion and Conclusions -- References -- Chapter 12: Concluding Discussion: The Past, Present, and Future of Technical Universities -- 12.1 Negotiating Boundaries and Relating to Identity Categories -- 12.2 Strategic Responses to High Expectations -- 12.3 A Position of Strength -- 12.4 Technical Universities: A Negotiated Ideal in Decline -- 12.5 So Who Is Responsible for the Demise of the Technical University? -- 12.6 Does Disciplinary Focus Build Strong Brands? -- 12.7 Strategic Responses to Changing Ideals -- 12.8 A Roadmap for Developing the Idea of a Technical University -- References.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.