2020 Book Technicaluniversities

Higher Education Dynamics 56 Lars Geschwind Anders Broström Katarina Larsen Editors Technical Universities Past, present and future Higher Education Dynamics Volume 56 Series Editors Peter Maassen, Department of Education, Faculty of Educational Science, University of Oslo, Blindern, Oslo, Norway Johan Müller, School of Education, University of Cape Town, Rondebosch, South Africa Editorial Board Alberto Amaral, CIPES and Universidade do Porto, Porto, Portugal Akira Arimoto, Research Institute for Higher Education, Hyogo University Kakogawa, Japan Nico Cloete, CHET, Pretoria, South Africa David Dill, Public Policy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA Jürgen Enders, University of Bath, Bath, UK Patricia Gumport, Research, CERAS, Stanford Institute for Higher Education Stanford, CA, USA Mary Henkel, Brunel University, Uxbridge, UK Glen Jones, Ontario Inst for Studies in Education, University of Toronto Toronto, ON, Canada This series is intended to study adaptation processes and their outcomes in higher education at all relevant levels. In addition it wants to examine the way interactions between these levels affect adaptation processes. It aims at applying general social science concepts and theories as well as testing theories in the field of higher education research. It wants to do so in a manner that is of relevance to all those professionally involved in higher education, be it as ministers, policy-makers, politicians, institutional leaders or administrators, higher education researchers, members of the academic staff of universities and colleges, or students. It will include both mature and developing systems of higher education, covering public as well as private institutions. All volumes published in the Higher Education Dynamics series are peer reviewed. Please contact Astrid Noordermeer at [email protected] if you wish to discuss a book proposal. More information about this series at http://www.springer.com/series/6037 Lars Geschwind • Anders Broström Katarina Larsen Editors Technical Universities Past, present and future Editors Lars Geschwind Anders Broström Department of Learning Department of Industrial Economics in Engineering Sciences KTH Royal Institute of Technology KTH Royal Institute of Technology Stockholm, Sweden Stockholm, Sweden Katarina Larsen Department of Philosophy and History KTH Royal Institute of Technology Stockholm, Sweden ISSN 1571-0378 ISSN 2215-1923 (electronic) Higher Education Dynamics ISBN 978-3-030-50554-7 ISBN 978-3-030-50555-4 (eBook) https://doi.org/10.1007/978-3-030-50555-4 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgements The book editors would like to thank the following institutions and individuals that have played an instrumental role in the process of writing this volume. To Riksbankens Jubileumsfond for a generous grant (Grant No. SGO14-1247:1), project Strategic Action and Response Strategies in a Changing Swedish Higher Education Landscape 1993–2013. This support enabled the book editors to under- take original research and to organise a workshop at KTH Royal Institute of Technology in Stockholm together with all contributors. To the editors of Springer’s Higher Education Dynamics series, as well as two anonymous reviewers, for constructive comments and suggestions. Finally, to the chapter authors for their time and outmost dedication to the book project. Thank you for your patience. Stockholm April 2020, Lars Geschwind, Anders Broström and Katarina Larsen v Contents 1 Organisational Identities, Boundaries, and Change Processes of Technical Universities . 1 Katarina Larsen, Lars Geschwind, and Anders Broström 2 Technical Universities: A Historical Perspective . 15 Lars Geschwind and Anders Broström 3 Are Some Technical Universities Better Than Others? �� 27 Mats Benner 4 The Position of Technical Universities Within Changing Frameworks of Institutional Organisation and Steering: The Case of the Norwegian University of Science and Technology . 45 Agnete Vabø and Liv Langfeldt 5 Understanding the Development of Technical Universities in Poland �� 61 Dominik Antonowicz 6 Formalised Boundaries Between Polytechnics and Technical Universities: Experiences from Portugal and Finland . 79 Teresa Carvalho and Sara Diogo 7 Technical Universities in Germany: On Justification of the Higher Education and Research Markets . 103 Christian Schneijderberg 8 Integrating the Academic and Professional Values in Engineering Education – Ideals and Tensions �� 145 Kristina Edström vii viii Contents 9 Technical Identity in a Merger Process—Between a Rock and a Hard Place �� 165 Tea Vellamo, Elias Pekkola, Taru Siekkinen, and Yuzhuo Cai 10 Engineering Academisation: The Transition of Lower Level Engineering Education from Upper Secondary School Level to Higher Education �� 191 Per Fagrell and Lars Geschwind 11 Double Degree Programmes in Engineering and Education: Two Cases from Swedish Technical Universities . 211 Mikael Cronhjort and Lars Geschwind 12 Concluding Discussion: The Past, Present, and Future of Technical Universities �� 227 Anders Broström, Lars Geschwind, and Katarina Larsen Chapter 1 Organisational Identities, Boundaries, and Change Processes of Technical Universities Katarina Larsen, Lars Geschwind, and Anders Broström 1.1 Technical Universities in Context Historically, polytechnic schools rose to prominence in many national settings dur- ing the second half of the nineteenth century (Fox and Guagnini 2004). Over time, new areas of technology have been developed and incorporated into their repertoire, and waves of academisation have swept over the former polytechnics, transforming some of them into technical universities (Christensen and Ernø-Kjølhede 2011). Their proud traditions and brands tend to prevail. Several technical universities are included among the most prestigious academic institutions of their nations and the training of engineers and engineering research still enjoy a high level of prestige and national priority, for example in the context of innovation and industrial policy (cf. Clark 1998). Many institutions that might be referred to as technical universities are also held in high regard by industry, and embraced as focal points for regional renewal and development (Lehmann and Menter 2016). Despite their often formidable success as higher education institutions (HEIs), higher education research has not concerned itself with the study of technically oriented universities as a (potential) organisational category. By no means do we argue that universities within this category of higher education institutions have been entirely absent in previous research. Technical universities feature in studies K. Larsen (*) Department of Philosophy and History, KTH Royal Institute of Technology, Stockholm, Sweden e-mail: [email protected] L. Geschwind Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden A. Broström Department of Industrial Economics, KTH Royal Institute of Technology, Stockholm, Sweden © The Author(s) 2020 1 L. Geschwind et al. (eds.), Technical Universities, Higher Education Dynamics 56, https://doi.org/10.1007/978-3-030-50555-4_1 2 K. Larsen et al. analysing university-industry interaction in engineering (Perkmann and Walsh 2009) and in historical studies of universities and individual technical universities (Fox and Guagnini 2004). Institutions

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