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While institutional logics theory has increasingly been applied in higher education research, especially in the past five years, agreement is lacking on how to approach institutional logics analysis. This results in proliferating institutional logics in higher education studies and often confuses newcomers to the field as to how to use institutional logics in their empirical research. As a response to this situation, our study outlines the state-of-the-art application of institutional logics in higher education studies through scrutinising 59 articles that apply institutional logics in organisation studies in the field of higher education. Specifically, we ask the following research questions: What approaches to institutional logics analysis are used in higher education studies? What institutional logics are identified/applied in higher education studies? What challenges are evident in applying institutional logics in higher education studies? How does the use of institutional logics in higher education research contribute to institutional logics theory? The most profound outcomes of our literature analysis are: First, we construct a novel typology of approaches to institutional logics analysis that is positioned on two-dimensions: the reasoning applied (deductive vs. inductive), and the level at which the logic is examined (societal vs. field/local); Second, we create an exhaustive list of institutional logics (over 50) applied and identified in these studies; Third, we discover major challenges in using institutional logics in higher education research. Finally, we clearly define societal-level and field-level logics and suggest a rationalisation of institutional logics approaches in order to fully utilise the explanatory power of institutional logics.

While institutional logics theory has increasingly been applied in higher education research, especially in the past five years, agreement is lacking on how to approach institutional logics analysis. This results in proliferating institutional logics in higher education studies and often confuses newcomers to the field as to how to use institutional logics in their empirical research. As a response to this situation, our study outlines the state-of-the-art application of institutional logics in higher education studies through scrutinising 59 articles that apply institutional logics in organisation studies in the field of higher education. Specifically, we ask the following research questions: What approaches to institutional logics analysis are used in higher education studies? What institutional logics are identified/applied in higher education studies? What challenges are evident in applying institutional logics in higher education studies? How does the use of institutional logics in higher education research contribute to institutional logics theory? The most profound outcomes of our literature analysis are: First, we construct a novel typology of approaches to institutional logics analysis that is positioned on two-dimensions: the reasoning applied (deductive vs. inductive), and the level at which the logic is examined (societal vs. field/local); Second, we create an exhaustive list of institutional logics (over 50) applied and identified in these studies; Third, we discover major challenges in using institutional logics in higher education research. Finally, we clearly define societal-level and field-level logics and suggest a rationalisation of institutional logics approaches in order to fully utilise the explanatory power of institutional logics.

This article presents a novel application of a two-phase Data Envelopment Analysis (DEA) for evaluating the efficiency of innovation systems based on the Triple Helix neo-evolutionary model. The authors identify a niche to measure Triple Helix-based efficiency of innovation systems scrutinizing different methodologies for measuring Triple Helix performance and indicating different perspectives on policy implications. The paper presents a new Triple Helix-based index that engages a comprehensive dataset and helps provide useful feedback to policymakers. It is based on a set of 19 indicators collected from the official reports of 34 OECD countries and applied in a two-phase DEA model: the indicators are aggregated into pillars according to the Assurance Region Global and DEA super-efficiency model; pillar scores are aggregated according to the Benefit-of-the-Doubt based DEA model. The results provide a rank of 34 countries outlining strengths and weaknesses of each observed innovation system. The research implies a variable set of weights to be a major advantage of DEA allowing less developed countries to excel in evaluating innovation systems efficiency. The results of Triple Helix efficiency index measurement presented in this paper help better account for the European Innovation Paradox.

This paper develops a framework for analysing the role of innovation policy in regional innovation system (RIS) development. It specifically focuses on the influence of policy on a set of enabling conditions for RIS that have not been taken fully into account in previous innovation policy studies. Drawing on relevant literature on innovation systems, such as innovation policy, triple helix and policy mix etc., the enabling conditions for RIS development identified include both tangible and intangible dimensions of regional contexts, hinging around a range of wider institutional backdrops. The framework proposed provides an effective analytical tool for innovation policy evaluation and for designing innovation policies.

This paper tries to develop a conceptual framework for a comprehensive understanding of the merger process, which is regarded as a matter of institutionalization of organizational innovation. In the framework, a number of factors affecting merger process or institutionalization of merger are identified, such as those related to environmental issues, economic benefits, institutional compatibility and human agency. The framework hopefully narrows our knowledge gap on theorizing innovation process, in general, and university merger, in particular. It also has a potential to better assist decision-makers and managers in planning and implementing university mergers., QC 20161031