Abstract
Organizational fields, in theory, are held to become increasingly isomorphic and standardized over time. At first sight, Sweden's system of higher education is an illustrative case. In its major post-war event, the radical 1977 reform, a variety of means was introduced to pave the way for goal-driven planning and management. The intentions were overall homogeneity and rationality. This is quite in accordance with the theory of organizational fields. Yet, despite intentions, homogeneity remained a rather thin veneer, unable to prevent various forms of disparity from breaking through. Reality, therefore, was more on par with Trow's and others' theses of differentiation in mass higher education; isomorphism taking the place of a formal, inconvenient façade. Effects of four principal reform aspects are discussed in the present article: admission, instruction, institutional classification, and organizational framework. In the analysis of the last-mentioned aspect, a theory of ‘planning cultures’ is introduced. Further changes in the wake of the reform are also touched upon. The results are discussed in a final section, where alternative re-reform measures and outlines for further research are put forth. Intended and unintended consequences, including dysfunctional ones, are subjects of attention throughout the article.
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Sköldberg, K. Strategic change in Swedish higher education. High Educ 21, 551–572 (1991). https://doi.org/10.1007/BF00134988
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DOI: https://doi.org/10.1007/BF00134988