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This national case study is part of a book that provides analyses of the implementation of higher education policies in several countries. The case studies discuss a broad range of situations in terms of duration of implementation, legal objectives, theories underlying the reforms, financial resourcing, and commitment from key participants in the process. Austria underwent a series of higher education reforms between 1960 and 2002 and these fall within two reform cycles differentiated by their underlying policy paradigms. In this chapter, the author characterises these two cycles in general terms, then highlights aspects such as the student experience, structures of governance, and the working conditions of academics. Concluding remarks examine the significant differences and commonalities of the two reform cycles.

The book from which this chapter is taken is indexed at TD/TNC 98.570. Selected individual chapters are indexed from TD/TNC 98.571 to TD/TNC 98.585. Show less

This article considers the counter-intuitive observation that some of the wealthiest nations can feature low tertiary graduation rates (e.g. Austria, Germany, and Switzerland). It also considers the observation that many countries with high tertiary graduation rates show low levels of social equity, while many countries with low tertiary graduation rates show high levels of social equity. These observations are considered through the lenses of institutional perspectives, and specifically welfare and production regime theories. The analysis elaborates on educational attainment, patterns and key aspects of economic functioning and development, and educational attainment patterns and their relationship to social inequality.

Published abstract reprinted by permission of the copyright owner. Show less