Higher Education Governance in Bangladesh

Does good governance ensure quality higher
education? What happens when a higher education
institution fails to govern its internal and
external domains effectively? How does the state
maintain appropriate balance between autonomy and
accountability? What role politics play in the
governance of universities? These are some of the
questions that this book aims to address in
understanding, exploring and delineating the
governance aspects of higher education in Bangladesh
against the backdrop of deteriorating quality of
education in general and higher education in
particular. To answer the above questions, a
combination of qualitative and quantitative
approaches has been adopted. The analytical
framework formulated in the book helps us understand
when the governance practices can be outlined
as good and when as weak or poor . This book is
an absolute necessity for higher education
administrators and anyone interested in
understanding and researching the governance of
higher education in developing countries.

Autorentext

Mohammad Ehsan, M.Phil (Bergen), MA (Carleton), is an Assistant Professor of Public Administration at the University of Dhaka, Bangladesh. Focusing on ethics and corruption, he is currently pursuing his doctoral studies at the Department of Political Science, Dalhousie University, Canada. He can be reached at ehsan_carleton@yahoo.ca

Klappentext

Does good governance ensure quality higher education? What happens when a higher education institution fails to govern its internal and external domains effectively? How does the state maintain appropriate balance between autonomy and accountability? What role politics play in the governance of universities? These are some of the questions that this book aims to address in understanding, exploring and delineating the governance aspects of higher education in Bangladesh against the backdrop of deteriorating quality of education in general and higher education in particular. To answer the above questions, a combination of qualitative and quantitative approaches has been adopted. The analytical framework formulated in the book helps us understand when the governance practices can be outlined as 'good' and when as 'weak' or 'poor'. This book is an absolute necessity for higher education administrators and anyone interested in understanding and researching the governance of higher education in developing countries.