Abstract
The emergence of the concept of strategy in higher education can be traced to the late 1970s and 1980s as American universities, at that time, moved from a “managerial revolution” to an “enterprising evolution” (Thelin, 2004, p. 337). Rooted within the planning school of thought (Ansoff, 1965), higher education’s conception of strategy emphasised its use as a rational tool for orderly, systematic management—as a “disciplined effort to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it does it” (Bryson, 1988, p. 74).
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Mahat, M. (2016). Strategic Positioning in Australian Higher Education. In: Sarrico, C., Teixeira, P., Magalhães, A., Veiga, A., Rosa, M.J., Carvalho, T. (eds) Global Challenges, National Initiatives, and Institutional Responses. Higher Education Research in the 21st Century Series. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-675-0_7
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DOI: https://doi.org/10.1007/978-94-6300-675-0_7
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