@article{SeyfriedAnsmannPohlenz2019,
  author    = {Seyfried, Markus and Ansmann, Moritz and Pohlenz, Philipp},
  title     = {Institutional isomorphism, entrepreneurship and effectiveness},
  series = {Tertiary Education and Management},
  volume    = {25},
  journal   = {Tertiary Education and Management},
  number    = {2},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1358-3883},
  doi       = {10.1007/s11233-019-09022-3},
  pages     = {115 -- 129},
  year      = {2019},
  abstract  = {This paper presents empirical evidence on the adoption, implementation and the perceived effectiveness of quality management in teaching and learning in German higher education institutions. Theoretically, the article combines two new institutionalist approaches: institutional isomorphism and institutional entrepreneurship. Empirically, the study refers to qualitative interview data and quantitative survey data. The analysis reveals that isomorphism is a leading driver behind the adoption of quality management in German higher education institutions, whereas institutional entrepreneurship plays an important role in quality management implementation. While isomorphism can be regarded as a conclusive reason behind the absence of a perception of quality management's effectiveness, institutional entrepreneurship may function as a corrective towards the overall negative impact of isomorphic conformity by institutionalizing quality management in a sustainable manner.},
  language  = {en}
}
@article{AnsmannSeyfried2022,
  author    = {Ansmann, Moritz and Seyfried, Markus},
  title     = {Isomorphism and organizational performance},
  series = {Quality assurance in education},
  volume    = {30},
  journal   = {Quality assurance in education},
  number    = {1},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {0968-4883},
  doi       = {10.1108/QAE-07-2021-0114},
  pages     = {135 -- 149},
  year      = {2022},
  abstract  = {Purpose 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. Design/methodology/approach 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. Findings The results suggest that mimetic isomorphism is surprisingly compatible with processes of organizational learning, and thus, does not inevitably compromise organizational development. Originality/value 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.},
  language  = {en}
}
@article{SeyfriedDoeringAnsmann2022,
  author    = {Seyfried, Markus and D{\"o}ring, Matthias and Ansmann, Moritz},
  title     = {The sequence of isomorphism—},
  series = {Administration \& society},
  volume    = {54},
  journal   = {Administration \& society},
  number    = {1},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0095-3997},
  doi       = {10.1177/00953997211017137},
  pages     = {87 -- 116},
  year      = {2022},
  abstract  = {Isomorphism has been widely used to describe why trends penetrate entire organizational fields. However, research so far has neglected the temporal aspects of such diffusion processes and the organizational reasons underlying the introduction of new management tools. We argue that during reform waves, the reasons for adopting the new tools differ over time. Using comparative data from two surveys on quality management in the field of higher education and the health sector, we show that early adopters are more likely to be motivated by instrumental reasons, while late adopters will more likely be motivated by institutional reasons.},
  language  = {en}
}
@article{SeyfriedAnsmann2018,
  author    = {Seyfried, Markus and Ansmann, Moritz},
  title     = {Unfreezing higher education institutions?},
  series = {Higher Education},
  volume    = {75},
  journal   = {Higher Education},
  number    = {6},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0018-1560},
  doi       = {10.1007/s10734-017-0185-2},
  pages     = {1061 -- 1076},
  year      = {2018},
  abstract  = {Quality management (QM) in teaching and learning has strongly "infected" the higher education sector and spread around the world. It has almost everywhere become an integral part of higher education reforms. While existing research on QM mainly focuses on the national level from a macro-perspective, its introduction at the institutional level is only rarely analyzed. The present article addresses this research gap. Coming from the perspective of organization studies, it examines the factors that were crucial for the introduction of QM at higher education institutions in Germany. As the introduction of QM can be considered to be a process of organizational change, the article refers to Kurt Lewin's seminal concept of "unfreezing" organizations as a theoretical starting point. Methodologically, a mixed methods approach is applied by combining qualitative data derived from interviews with institutional quality managers and quantitative data gathered from a nationwide survey. The results show that the introduction of QM is initiated by either internal or external processes. Furthermore, some institutions follow a rather voluntary approach of unfreezing, while others show modes of forced unfreezing. Consequently, the way how QM was introduced has important implications for its implementation.},
  language  = {en}
}
@article{AnsmannSeyfried2020,
  author    = {Ansmann, Moritz and Seyfried, Markus},
  title     = {Zwischen Anspruch und Realit{\"a}t},
  series = {HDS.Journal},
  volume    = {2020},
  journal   = {HDS.Journal},
  number    = {1},
  publisher = {Hochschuldidaktisches Zentrum Sachsen (HDS)},
  address   = {Leipzig},
  issn      = {2195-0334},
  pages     = {6 -- 11},
  year      = {2020},
  abstract  = {Eine evidenzbasierte Gestaltung von Studium und Lehre, wie sie heute normativ eingefordert wird, bedarf des integrierten Zusammenwirkens von Qualit{\"a}tsmanagement und Hochschuldidaktik - aber gibt es dieses in der Praxis? Mit Blick auf die allgemeine Befundlage, aber auch anhand einer eigenen empirischen Untersuchung zeigt der Beitrag diesbez{\"u}glich auf, dass Qualit{\"a}tsmanagement und Hochschuldidaktik als weitgehend desintegrierte Funktionsbereiche wahrgenommen werden und Evidenzbasierung in der Praxis folglich keinen sehr hohen Stellenwert genießt. Ausgehend von einer Ursachenanalyse wird auf die dysfunktionalen, aber auch auf die funktionalen Auswirkungen dieser Separierung aufmerksam gemacht.},
  language  = {de}
}