TY - JOUR A1 - Seyfried, Markus A1 - Döring, Matthias A1 - Ansmann, Moritz T1 - The sequence of isomorphism— BT - the temporal diffusion patterns of quality management in higher education institutions and hospitals JF - Administration & society N2 - 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. KW - isomorphism KW - quality management KW - hospitals KW - higher education KW - institutions KW - organization Y1 - 2021 U6 - https://doi.org/10.1177/00953997211017137 SN - 0095-3997 SN - 1552-3039 VL - 54 IS - 1 SP - 87 EP - 116 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Ansmann, Moritz A1 - Seyfried, Markus T1 - Isomorphism and organizational performance BT - evidence from quality management in higher education JF - Quality assurance in education N2 - 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. KW - Quality management KW - Quality assurance KW - Higher education KW - Structural KW - equation modelling KW - New institutionalism Y1 - 2021 U6 - https://doi.org/10.1108/QAE-07-2021-0114 SN - 0968-4883 SN - 1758-7662 VL - 30 IS - 1 SP - 135 EP - 149 PB - Emerald Group Publishing Limited CY - Bingley ER - TY - CHAP A1 - Seyfried, Markus ED - Andersen, Uwe ED - Bogumil, Jörg ED - Marschall, Stefan ED - Woyke, Wichard T1 - Bundesrechnungshof T2 - Handwörterbuch des politischen Systems der Bundesrepublik Deutschland N2 - Der Bundesrechnungshof schaut mittlerweile auf eine über 300 jährige Geschichte der Finanzkontrolle zurück (vgl. Engels 2014). Auch wenn Aufgaben und Organisation damaliger Rechenkammern bestenfalls rudimentär mit den Einrichtungen moderner Finanzkontrolle vergleichbar sind, so legten sie doch einst deren Grundstein. Heute ist der Bundesrechnungshof eine oberste Bundesbehörde und prüft laut Artikel 114 Abs. 2 GG die „Rechnung sowie die Wirtschaftlichkeit und Ordnungsmäßigkeit der Haushalts- und Wirtschaftsführung des Bundes.“ Weitere Regelungen für den Bundesrechnungshof finden sich in der Bundeshaushaltsordnung (BHO, hier Teil V Rechnungsprüfung bis Teil VIII Entlastung, §§ 88 bis 114) und im Bundesrechnungshofgesetz (BRHG vom 11.07.1985, mit letzter Änderung vom 05.02.2009). Y1 - 2021 SN - 978-3-658-23665-6 SN - 978-3-658-23666-3 U6 - https://doi.org/10.1007/978-3-658-23666-3_20 SP - 80 EP - 82 PB - Springer VS CY - Wiesbaden ET - 8., überarbeitete und erweiterte Auflage ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - Strength of weakness BT - Quality managers as agents of multiple principals JF - Journal of higher education policy and management N2 - The paper investigates quality management in teaching and learning in higher education institutions from a principal-agent perspective. Based on data gained from semi-structured interviews and from a nation-wide survey with quality managers of German higher education institutions, the study shows how quality managers position themselves in relation to their perception of the interests of other actors in higher education institutions. The paper describes the various interests and discusses the main implications of this constellation of actors. It argues that quality managers, although they may be considered as rather weak actors within the higher education institution, may be characterised as having a strength of weakness due to diverging interests of their principals. KW - quality management KW - quality assurance KW - higher education KW - principal KW - agent KW - teaching Y1 - 2020 U6 - https://doi.org/10.1080/1360080X.2020.1812802 SN - 1360-080X SN - 1469-9508 VL - 43 IS - 3 SP - 298 EP - 314 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Kuhlmann, Sabine A1 - Seyfried, Markus T1 - Comparatice methods B BT - comparative mezhods in public administration - the value of looking around JF - Handbook of research methods in public administration, management and policy Y1 - 2020 SN - 978-1-78990-347-8 SP - 181 EP - 196 PB - Edward Elgar Publishing CY - Cheltenham ER - TY - CHAP A1 - Kuhlmann, Sabine A1 - Seyfried, Markus ED - Vigoda-Gadot, Eran ED - Vashdi, Dana R. T1 - Comparative methods B BT - comparative methods in public administration – the value of looking around T2 - Handbook of research methods in public administration, management and policy N2 - This chapter outlines the relevance and value of comparative approaches and methods in studying Public Administration (PA). It discusses the roots and current developments of comparative research in PA and discusses various methodological venues for cross-country comparisons, such as most similar/dissimilar systems designs, the method of concomitant variation and the difference-in-difference method. Besides the description of these approaches, we highlight their conceptual value for theory-driven empirical comparative research. Drawing on selected pieces of comparative research, the chapter furthermore provides examples for the application of comparative methods in practice presenting empirical findings and highlighting strengths and weaknesses. The chapter finally emphasizes that the methodological development in comparative PA research has by far not yet reached its end, and that some future challenges need to be addressed, such as the issues of causality, generalizability, and mixed-methods approaches. Y1 - 2020 SN - 978-1-78990-347-8 SN - 978-1-78990-348-5 U6 - https://doi.org/10.4337/9781789903485.00017 SP - 181 EP - 196 PB - Edward Elgar Publishing CY - Cheltenham, UK ER - TY - CHAP A1 - Hustedt, Thurid A1 - Seyfried, Markus T1 - Challenges, Triggers and Initiatorsof Climate Policies and Implications for Policy Formulation T2 - Leidenschaft und Augenmaß : sozialwissenschaftliche Perspektiven auf Entwicklung, Verwaltung, Umwelt und Klima : Festschrift für Harald Fuhr Y1 - 2020 SN - 978-3-8487-5249-2 SP - 169 EP - 179 PB - Nomos CY - Baden-Baden ER - TY - JOUR A1 - Ansmann, Moritz A1 - Seyfried, Markus T1 - Zwischen Anspruch und Realität BT - evidenzbasierte Qualitätsentwicklung durch Integration von Qualitätsmanagement und Hochschuldidaktik JF - HDS.Journal N2 - Eine evidenzbasierte Gestaltung von Studium und Lehre, wie sie heute normativ eingefordert wird, bedarf des integrierten Zusammenwirkens von Qualitätsmanagement 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 diesbezüglich auf, dass Qualitätsmanagement 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. KW - Qualitätsmanagement KW - Qualitätssicherung KW - Evidenzbasierung KW - Organisationsforschung KW - Zusammenarbeit KW - quality management KW - quality assurance KW - evidence-based research KW - organizational research KW - collaboration Y1 - 2020 UR - https://nbn-resolving.org/urn:nbn:de:bsz:15-qucosa2-725827 SN - 2195-0334 VL - 2020 IS - 1 SP - 6 EP - 11 PB - Hochschuldidaktisches Zentrum Sachsen (HDS) CY - Leipzig ER - TY - CHAP A1 - Hustedt, Thurid A1 - Seyfried, Markus ED - Hickmann, Thomas ED - Lederer, Markus T1 - Challenges, triggers and initiators of climate policies and implications for policy formulation T2 - Leidenschaft und Augenmaß Y1 - 2020 SN - 978-3-8487-5249-2 SN - 978-3-8452-9429-2 U6 - https://doi.org/10.5771/9783845294292-169 SP - 169 EP - 180 PB - Nomos CY - Baden-Baden ER - TY - JOUR A1 - Reith, Florian A1 - Seyfried, Markus T1 - Qualitätsmanagement und das Puffern externer und interner Anforderungen JF - Qualität in der Wissenschaft N2 - The following article deals with the new-institutionalist concept of buffering. The concept describes in short, how organizations cope with external and internal demands in order to gain or maintain legitimacy. The article applies this approach to quality management in higher education. We argue, that the introduction of quality management is a reaction to external demands to achieve more quality in teaching and learning. Simultaneously, it functions as a buffer for other organizational subunits within the higher education institution and tries to prevent them from becoming overloaded with external demands. Based on interviews from a research project, the article shows, that both quality managers and higher education managers partly perceive quality management as service unit, which prevents the departments from exaggerating external demands. Y1 - 2020 UR - https://www.universitaetsverlagwebler.de/_files/ugd/7bac3c_cf5f33dc80604269b9d71dccde06d8bf.pdf SN - 1860-3041 VL - 14 IS - 2 SP - 44 EP - 49 PB - UVW Univ.-Verl. Webler CY - Bielefeld ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - Mixed methods for research into higher education BT - Solving the problem of institutionalized introspection? JF - Theory and method in higher education research N2 - Mixed methods approaches have become increasingly relevant in social sciences research over the last few decades. Nevertheless, we show that these approaches have rarely been explicitly applied in higher education research. This is somewhat surprising because mixed methods and empirical research into higher education seem to be a perfect match for several reasons: (1) the role of the researcher, which is associated with strong intersections between the research subject and the research object; (2) the research process, which relies on concepts and theories that are borrowed from other research fields; and (3) the research object, which exhibits unclear techniques in teaching and learning, making it difficult to grasp causalities between input and results. Mixed methods approaches provide a suitable methodology to research such topics. Beyond this, potential future developments underlining the particular relevance of mixed methods approaches in higher education are discussed. KW - Mixed methods KW - methodology KW - empirical research KW - higher education KW - qualitative research KW - quantitative research Y1 - 2019 SN - 978-1-83867-841-8 SN - 978-1-83867-842-5 U6 - https://doi.org/10.1108/S2056-375220190000005008 SN - 2056-3752 VL - 5 SP - 111 EP - 127 PB - Emerald Publishing Limited CY - Bingley ER - TY - JOUR A1 - Seyfried, Markus T1 - Undisclosed desires BT - quality managers’ normative notions regarding the implementation of quality management JF - Assessment & Evaluation in Higher Education N2 - Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study’s results also suggest that quality managers’ socialisation is related to these logics and that it influences their views on quality management in teaching and learning. KW - Higher education KW - quality manager KW - teaching and learning KW - appropriateness Y1 - 2019 U6 - https://doi.org/10.1080/02602938.2019.1573970 SN - 0260-2938 SN - 1469-297X VL - 44 IS - 7 SP - 1106 EP - 1119 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Seyfried, Markus A1 - Ansmann, Moritz A1 - Pohlenz, Philipp T1 - Institutional isomorphism, entrepreneurship and effectiveness BT - the adoption and implementation of quality management in teaching and learning in Germany JF - Tertiary Education and Management N2 - 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. KW - Higher education KW - Quality management KW - Quality assurance KW - New institutionalism KW - Isomorphism KW - Institutional entrepreneurship Y1 - 2019 U6 - https://doi.org/10.1007/s11233-019-09022-3 SN - 1358-3883 SN - 1573-1936 VL - 25 IS - 2 SP - 115 EP - 129 PB - Springer CY - Dordrecht ER - TY - GEN A1 - Seyfried, Markus T1 - Undisclosed desires BT - quality managers’ normative notions regarding the implementation of quality management T2 - Postprints der Universität Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe N2 - Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study’s results also suggest that quality managers’ socialisation is related to these logics and that it influences their views on quality management in teaching and learning. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 109 KW - higher education KW - quality manager KW - teaching and learning KW - appropriatenes Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433040 SN - 1867-5808 IS - 109 ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - The seven deadly sins of quality management: trade-offs and implications for further research JF - Quality in higher education N2 - Quality management in higher education is generally discussed with reference to commendable outcomes such as success, best practice, improvement or control. This paper, though, focuses on the problems of organising quality management. It follows the narrative of the seven deadly sins, with each ‘sin’ illustrating an inherent trade-off or paradox in the implementation of internal quality management in teaching and learning in higher education institutions. Identifying the trade-offs behind these sins is essential for a better understanding of quality management as an organisational problem. KW - Quality management KW - higher education KW - governance KW - trade-offs KW - teaching KW - research Y1 - 2019 U6 - https://doi.org/10.1080/13538322.2019.1683943 SN - 1353-8322 SN - 1470-1081 VL - 25 IS - 3 SP - 289 EP - 303 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Tang, Alan T. A1 - Sullivan, Katie Rose A1 - Hong, Courtney C. A1 - Goddard, Lauren M. A1 - Mahadevan, Aparna A1 - Ren, Aileen A1 - Pardo, Heidy A1 - Peiper, Amy A1 - Griffin, Erin A1 - Tanes, Ceylan A1 - Mattei, Lisa M. A1 - Yang, Jisheng A1 - Li, Li A1 - Mericko-Ishizuka, Patricia A1 - Shen, Le A1 - Hobson, Nicholas A1 - Girard, Romuald A1 - Lightle, Rhonda A1 - Moore, Thomas A1 - Shenkar, Robert A1 - Polster, Sean P. A1 - Roedel, Claudia Jasmin A1 - Li, Ning A1 - Zhu, Qin A1 - Whitehead, Kevin J. A1 - Zheng, Xiangjian A1 - Akers, Amy A1 - Morrison, Leslie A1 - Kim, Helen A1 - Bittinger, Kyle A1 - Lengner, Christopher J. A1 - Schwaninger, Markus A1 - Velcich, Anna A1 - Augenlicht, Leonard A1 - Abdelilah-Seyfried, Salim A1 - Min, Wang A1 - Marchuk, Douglas A. A1 - Awad, Issam A. A1 - Kahn, Mark L. T1 - Distinct cellular roles for PDCD10 define a gut-brain axis in cerebral cavernous malformation JF - Science Translational Medicine N2 - Cerebral cavernous malformation (CCM) is a genetic, cerebrovascular disease. Familial CCM is caused by genetic mutations in KRIT1, CCM2, or PDCD10. Disease onset is earlier and more severe in individuals with PDCD10 mutations. Recent studies have shown that lesions arise from excess mitogen-activated protein kinase kinase kinase 3 (MEKK3) signaling downstream of Toll-like receptor 4 (TLR4) stimulation by lipopolysaccharide derived from the gut microbiome. These findings suggest a gut-brain CCM disease axis but fail to define it or explain the poor prognosis of patients with PDCD10 mutations. Here, we demonstrate that the gut barrier is a primary determinant of CCM disease course, independent of microbiome configuration, that explains the increased severity of CCM disease associated with PDCD10 deficiency. Chemical disruption of the gut barrier with dextran sulfate sodium augments CCM formation in a mouse model, as does genetic loss of Pdcd10, but not Krit1, in gut epithelial cells. Loss of gut epithelial Pdcd10 results in disruption of the colonic mucosal barrier. Accordingly, loss of Mucin-2 or exposure to dietary emulsifiers that reduce the mucus barrier increases CCM burden analogous to loss of Pdcd10 in the gut epithelium. Last, we show that treatment with dexamethasone potently inhibits CCM formation in mice because of the combined effect of action at both brain endothelial cells and gut epithelial cells. These studies define a gut-brain disease axis in an experimental model of CCM in which a single gene is required for two critical components: gut epithelial function and brain endothelial signaling. Y1 - 2019 U6 - https://doi.org/10.1126/scitranslmed.aaw3521 SN - 1946-6234 SN - 1946-6242 VL - 11 IS - 520 PB - American Assoc. for the Advancement of Science CY - Washington ER - TY - JOUR A1 - Seyfried, Markus T1 - Evaluation von Verwaltungsreformen JF - Handbuch zur Verwaltungsreform Y1 - 2019 SN - 978-3-658-21562-0 SP - 729 EP - 738 PB - Springer CY - Wiesbaden ET - 5., vollständig überarb. Aufl. ER - TY - JOUR A1 - Seyfried, Markus A1 - Ansmann, Moritz T1 - Unfreezing higher education institutions? BT - understanding the introduction of quality management in teaching and learning in Germany JF - Higher Education N2 - 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. KW - Quality management KW - Organizational change KW - Higher education KW - Mixed methods Y1 - 2018 U6 - https://doi.org/10.1007/s10734-017-0185-2 SN - 0018-1560 SN - 1573-174X VL - 75 IS - 6 SP - 1061 EP - 1076 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Reith, Florian A1 - Seyfried, Markus T1 - Balancing the Moods BT - Quality Managers’ Perceptions and Actions Against Resistance JF - Higher education policy N2 - Quality management (QM) has spread around the world and reached higher education in Europe in the early 1990s (Mendel, 2006, 137; Kernegger and Vettori, 2013, 1). However, researchers were rather more interested in national quality assurance policies (macro-level) and accreditation systems (meso-level) than in intra-organizational perspectives about the day-to-day implementation of quality assurance policies by various actors (micro-level). Undoubtedly, organizational change is a challenging endeavor for all kinds of groups. On the one hand, it provides the opportunity of further development and innovation, but on the other hand, it exposes organizations and actors to the risk of losing established structures and accepted routines. Like in many other organizations, actors may not necessarily perceive change as a promoter of innovation and development. Instead, they may consider change as a threat to the existing status quo or, as March points out, as an “interplay between rationality and foolishness” (March, 1981, 563). Consequently, change provokes either affective or behavioral actions (Armenakis and Bedeian, 1999, 308–310), such as, for example, resistance. Anderson (2006, 2008) and Lucas (2014) have shown, for example, that academic resistance is an important issue. However, Piderit characterizes resistance as a multidimensional construct (Piderit, 2000, 786–787) subject to a wide variety of issues related to quality and QM. Although QM has been described as a “fashion” (Stensaker, 2007, 101) in the higher education sector that provokes many different reactions, its implementation in higher education institutions (HEIs) is still a rather unexplored field. Thus, the evidence provided by Anderson (2006, 2008) and others (Newton, 2000, 2002; McInnis et al., 1995; Fredman and Doughney, 2012; Lucas, 2014; etc.) needs to be expanded, because they only consider the perspective of academia. In particular, the view of other actors during the implementation of quality assurance policies is a missing piece in this empirical puzzle. Nearly nothing is known about how quality managers deal with reactions to organizational change like resistance and obstruction. Until now, only a few studies have focused on intra-organizational dynamics (see, for example: Csizmadia et al., 2008; Lipnicka, 2016). Besides the lack of research on the implementation of quality assurance policies in HEIs, quality managers seem to be an interesting subject for further investigations because they are “endogenous” to institutional processes. On the one hand, quality managers are the result of quality assurance policies, and on the other hand, they influence the implementation of quality assurance policies, which affect other actors (like academics, administrative staff, etc.). Here, quality managers, as members of an emerging higher education profession, are involved in various conflict lines between QM, HEI management and departments, which need further research (Seyfried and Pohlenz, 2018, 9). Therefore, the aim of our paper is twofold: firstly, to answer the question of how quality managers perceive resistance, and secondly, which measures they take in situations of perceived resistance. We offer a new research perspective and argue that resistance is not merely provoked by organizational change; it also provokes counter-reactions by actors who are confronted with resistance. Thus, resistance seems to be rather endogenous. To theorize our argument, we apply parts of the work of Christine Oliver (1991), which provides theoretical insights into strategic responses to institutional processes, ranging from acquiescence to manipulation (Oliver, 1991, 152). We, therefore, investigate the introduction of QM in teaching and learning, and the emergence of quality managers as higher education professionals as one of the results of quality assurance policies. Consequently, the introduction of QM may be considered as an institutional process provoking reactions and counter-reactions of various organizational units within HEIs. These circumstances are constitutive for how quality managers deal with resistance and other reactions toward organizational change. We use this theoretical framework to analyze the German higher education sector, because this particular case can be considered as a latecomer in New Public Management reforms (Schimank, 2005, 369) and Germany is a country where academic self-governance plays a very important role, and strongly influences academics’ behavior when it comes to organizational change (Wolter, 2004). Our empirical results are based on a mixed-methods research design and integrate half-structured interviews and a nationwide survey at the central level in German HEIs, which excludes faculty members of QM (decentral level). They reveal that quality managers take different types of action when resistance occurs during the implementation of quality assurance policies. Furthermore, quality managers mainly react with different tactics. These tactics seem to be relevant for convincing academics and for the enhancement of their commitment to improve the quality of teaching and learning, instead of provoking further resistance or avoidance practices. This article proceeds as follows: the next sections describe the context and explain our main theoretical concepts referring to the work of Oliver (1991) and others. After that, we present our case selection and the methodological framework, including the data sources and the operationalization of selected variables. Finally, we provide our empirical results about quality managers’ perceptions on resistance and we draw conclusions. KW - higher education KW - quality management KW - institutional processes KW - resistance KW - balancing Y1 - 2018 U6 - https://doi.org/10.1057/s41307-018-0124-6 SN - 0952-8733 SN - 1740-3863 VL - 32 IS - 1 SP - 71 EP - 91 PB - Palgrave Macmillan CY - Basingstoke ER - TY - GEN A1 - Seyfried, Markus A1 - Pohlenz, Philipp T1 - Assessing quality assurance in higher education BT - quality managers’ perceptions of effectiveness T2 - European Journal of Higher Education N2 - The present article offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions. We collected survey data from German higher education institutions to analyse the degree to which quality managers perceive their approaches to quality assurance as effective. Based on this data, we develop an ordinary least squares regression model which explains perceived effectiveness through structural variables and certain quality assurance-related activities of quality managers. The results show that support by higher education institutions’ higher management and cooperation with other education institutions are relevant preconditions for larger perceived degrees of quality assurance effectiveness. Moreover, quality managers’ role as promoters of quality assurance exhibits significant correlations with perceived effectiveness. In contrast, sanctions and the perception of quality assurance as another administrative burden reveal negative correlations. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 94 KW - higher education KW - perceived effectiveness of quality management KW - quality assurance Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-413052 ER -