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Using Canada, Austria, Germany, and Japan as examples, the introduction links reform to reduced state funding and control alongside increased reliance on market mechanisms, private funding sources, and new university governance and management. 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SCHUETZE  \nUniversity of British Columbia  \nWILLIAM BRUNEAU  \nUniversity of British Columbia  \nABSTRACT  \nPolitical, economic, and social explanations of higher education reform, and the very definition of “reform,” are the main departure points of this volume. The introduction uses the examples of Canada, Austria, Germany, and Japan to show that in all these countries, reform has meant reduced state funding and control and increased reliance on market mechanisms, private sources of funding, and new forms of university governance and management.  \nRÉSUMÉ  \nPour expliquer la réforme universitaire, les auteurs adoptent comme points de départ des analyses politique, économique, et sociologique. Seréférant aux cas canadien, autrichien, allemand, et japonais, les recherches présentées démontrent à quel point la réforme dans tous ces pays envisage une subvention publique réduite, avec moins dʼintervention étatique dans  \n2 Hans G. Schuetze & William Bruneau  \nles affaires universitaires, et une dépendance accrue des institutions de 2eet de 3e cycles sur les mécanismes dʼun marché supposément libre, et sur de nouvelles sources privées de financement. En plus, on peut constaterlʼapparition de formes nouvelles de gouvernance et de management.  \nINTRODUCTION  \nTo celebrate change, or to bemoan it, is quite a different thing from explaining it. Petrified Campus: The Crisis in Canadaʼs Universities (Bercuson et al. , 1997), Zero Tolerance: Hot Button Politics in Canadaʼs Universities (Emberley, 1996), Digital Diploma Mills: The Automation of Higher Education (Noble, 1998), Universities for Sale? (Tudiver, 2001) and many more volumes have over the last few years sounded alarms. Nearly all are by university professors: where they offered rational argument, and not merely opinion or ideologically-tainted polemic, these works made use of methods drawn from one or more social sciences, and aimed to understand recent massive changes in higher education. Nearly all fell short of adequate explanation, mainly due to fondness for monocular perspectives, and because their arguments had either a narrow, causal form, or painted pictures in excessively broad, descriptive strokes.  \nThe difficulty may be that the authorsʼ research in some cases relied on historical or sociological or economic or other social-scientific methods, but was too narrowly rooted in just one or two disciplines. We think the question of university reform can be answered with the help of the social sciences—economics, administrative studies, political science, sociology, anthropology, and of course, recent history—but working in multidisciplinary frameworks.  \nTo understand better the Canadian systems of higher education, it is useful to look over the fence. Comparative studies have the advantage that they point to, or even call for, reasonably specific bodies of evidence and argument. They give a sharp edge to studies of single country systems and to changes in them.  \nConsider just two features of higher education systems, finance and access. From the 1980s to the present, the burden of finance in OECD  \nThe Canadian Journal of Higher Education Volume XXXIV, No. 3, 2004  \nLess State, More Market: University Reform in Canada & Abroad 3  \ncountries has moved, however slowly, from the state to the private sector. That movement was visible in the imposition of tuition fees in countries where there had been none, of increased fees elsewhere, of the eager advent of private providers, sometimes for profit at new and unprecedented levels. Meanwhile, demand for university and college places was growing even more quickly than supply increased.  \nOne important way to begin to understand these two developments is to pair them, to see them as the results of causal clusters. For example, if the rise of a ","cbCaio7M0wg1aP9Y","https://ap.wps.com/l/cbCaio7M0wg1aP9Y","pdf",138358,12,"English","# Abstract\n# Introduction\n## Explaining Reform in Higher Education\n## Finance and Access Changes\n## Forces and Factors of Change","[{\"question\":\"What does the introduction say “reform” means in higher education?\",\"answer\":\"In the compared countries, reform has meant reduced state funding and control and greater reliance on market mechanisms and private sources of funding, alongside new governance and management forms.\"},{\"question\":\"Which countries are used to illustrate the reform patterns discussed in the paper?\",\"answer\":\"The introduction uses examples from Canada, Austria, Germany, and Japan to show how reform has played out across different national contexts.\"},{\"question\":\"Why does the paper emphasize multidisciplinary social-science frameworks?\",\"answer\":\"It argues that the question of university reform requires economics, administrative studies, political science, sociology, anthropology, and recent history, applied in multidisciplinary frameworks rather than single-discipline approaches.\"}]","Less State, More Market - University Reform in Canada & Abroad | PDF",1792084669]