3.1.11. Analysis and conclusion PDF Print E-mail
 

Of the four universities investigated and portrayed in this research, the LSE has produced and continues to produce the most successful graduates. The list of 14 Nobel Laureates and 34 heads of state does not leave room for doubt that LSE is one of the top global players in the field of higher education. What are the forces that create this outstanding academic climate?

From the interviews and observations made, it is concluded that the following factors are particularly influential in creating the environment necessary:

There is a good balance between measuring and controlling performance, and leaving enough Spielraum (leeway) to think and decide for the individual to allow identification with the challenge. In fact the LSE’s governance system is set up in a way that most strategic decisions are decided upon by consensus in a multi-stakeholder forum while the practical implementation of the strategy is left to the individual role. This results in a good equilibrium between planned (strategic) opportunity pursuit and ad hoc opportunistic action, because the organization and the individual have a generally defined ‘master plan.’ It is expected that the individual identifies with the challenge and thus thinks and reflects about opportunities for new solutions. This might sound obvious, but it happens regularly that an organization passes responsibility without leaving room to think and decide about solutions autonomously.

Furthermore, the LSE has well developed sensors for change as well as opportunities - particularly in the national - political context because of its research is focused on the understanding of the political system. This immanent interest paired with LSE’s direct impact on politics through the participation in expert committees and personal advice results in an organization that can consciously “decide to change” (LSE management 1), because it is experienced in and understands the long-term effects of political change.

Another substantial advantage of the LSE as an Anglo-Saxon university is that they have much greater liberty to decide on the salary of the professors. This makes the LSE attractive to researchers from countries where professors have to be paid according to national standards. Also because of this advantage, LSE manages to succeed in the constant search and recruitment of the best researchers in a given field. The top notch intellectuals not only attract many (paying foreign) students, but also serve as role models for the younger researchers, who can learn from them in an apprenticeship-like manner.

To summarize the points above, the LSE has an enabling organizational structure, which serves like scaffolding (Gestell; (Ciborra & Hanseth, 1998; Heidegger, 1978, , 1994)) on which individuals can orient themselves in their personal intellectual development.

It is also clear, that once such a high level has been reached, a positive spiral effect occurs (Gates, Myhrvold, & Rinearson, 1996) – wherein the best institutions attract the best students. However, as Gates points out, nothing guarantees the continuation of the positive spiral but the constant initiation of new trends. Hence the question remains how does the LSE manage to stay at the top for over 110 years?

The IT governance structure has a reasonable division of labour amongst departments, except the existence of two separate research orientated teams.
In some cases the rapid technological development has led to historical legacies or portfolio distortions due to ad hoc opportunistic behaviour intending to expand the departments responsibilities or simply ad hoc service provision.

Regarding the integration of internet-based opportunities to improve knowledge practices, the School’s Librarian and Director of IT Services correctly summarized that, given the School’s focus on social science, it is not their mission to push technological innovation but to be attentive and implement beneficial solutions as soon as they are market ready. Based on this claim, the transparent and holistic strategy formulation process as well as the user centred service provision is being evaluated as excellent.

Given the LSE’s research strength and focus, one would expect to find an institution as strong and developed for e-research support as for e-learning.

While the strategy process in general is assessed as quite positive, the recent content shift towards “academic excellence” is believed to be less positive. In line with Birnbaum (1988, p.184) who states regarding the idea: “Although people agree on the goal, no one understands the full range of behaviors that would be required to implement it,” hence, while it sounds like a good visionary goal, it is not deemed suitable as strategic objective, because it is too complex, and thus it is very difficult to measure adequately.


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