Jens Jungblut

University of Oslo
Department of Education

Postboks 1092 Blindern
0317 |  Visit Personal Website

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My work focuses on the role of actors in the policy process and constrains from their institutional environment, with a special emphasis on political parties and their preferences. In my studies I employ comparative approaches based on concepts and theories from both public policy and political science. Thematically I focus on higher education and knowledge policies as well as public sector steering.

Jungblut, Jens, Martina Vukasovic and Bjørn Stensaker. 2015. "Student perspectives on quality in higher education." European Journal of Higher Education 5(2): 157-180.
Abstract: The study provides an insight into student perspectives on quality in higher education, using Harvey and Green conceptualizations as the point of departure, and exploring the linkages between the views on quality, the developments of the Bologna Process and related national reforms, as well as students' motivation for and expectations from higher education. Using the data collected in a survey of the student population in several European countries, the study shows that students have a multifaceted perception of quality in higher education, very homogenous with regards to ‘quality as transformation/added value’ perspective, but rather polarized with regards to ‘quality as value for money’ perspective. Students seem to prefer perspectives that put them in the center of the process, though not necessarily only as active participants and co-creators of the higher education experience, but potentially also as passive consumers. The results show some blurring of the boundaries between the more traditional Humboldtian and the consumerist views on higher education among students.
DOI: 10.1080/21568235.2014.998693
Jungblut, Jens. 2014. "Partisan Politics in Higher Education Policy: How Does the Left-Right Divide of Political Parties Matter in Higher Education Policy in Western Europe?" Gaële Goastellec and France Picard, eds. Higher Education in Societies - A Multi Scale Perspective. (pp. 87 - 112). Rotterdam: Sense Publishers.
Jungblut, Jens. 2014. "Bringing political parties into the picture: a two-dimensional analytical framework for higher education policy." Higher Education 69(5):867-882.
Abstract: This article examines conceptually the role of political parties in higher education policy. It discusses in how far political parties matter for changes in higher education policy, whether they offer different policy positions that might result in differing policy outputs and how one can conceptualize these differences. To do so, it develops a two-dimensional analytical framework consisting of one dimension that captures re-distributive conflicts and one dimension that captures conflicts over the control of the higher education system. To exemplify this, the article presents illustrative higher education systems and develops hypotheses about where different parties would ideally position themselves in relation to the framework. The article expands on these ideal positions by introducing different forms of path dependencies that might limit political parties and thus lead to a situation of constrained partisan preferences. Finally, it proposes a research agenda based on the analytical framework and the hypotheses generated from it. Overall, the article argues that political parties can be expected to favor different higher education systems and thus matter for changes in higher education policy.
DOI: 10.1007/s10734-014-9810-5
Jungblut, Jens and Martina Vukasovic. 2013. "And Now for Something Completely Different? Re-Examining Hybrid Steering Approaches in Higher Education." Higher Education Policy 26(4):447-461.
Abstract: Using the seminal contribution by Gornitzka and Maassen on hybrid steering approaches in higher education as a foundation, this paper offers three main contributions. First of all, an analysis is provided of how the concept of hybrid steering approaches has been used since 2000 in the higher education literature. Second, the paper delivers a theoretical underpinning for the existence of hybrid steering in higher education stemming from institutional theory and policy analysis. Third, the paper deepens and broadens the concept of hybrid steering emphasizing the permanence of hybrids, their potential homogeneity and convergence over time. Furthermore, their relation to multi-level governance arrangements as well as interaction between global scripts and national filters is addressed. In the conclusion, several avenues for future research are offered.
DOI: 10.1057/hep.2013.28

Substantive Focus:
Education Policy PRIMARY
Governance SECONDARY
Science and Technology Policy
Social Policy
Comparative Public Policy

Theoretical Focus:
Policy Process Theory SECONDARY
Agenda-Setting, Adoption, and Implementation PRIMARY
Policy Analysis and Evaluation