Jaison Caetano da Silva, Edson Andrade dos Reis, Rosilene Marcon, Jeferson Lana, Cinara Gambirage
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Mergers and acquisitions and educational quality of higher education institutions
As interest increases in the educational quality of higher education institutions (HEIs), less is known about how the mergers and acquisitions (M&As) of these HEIs affect educational quality. In this study, we investigate the association of M&As on the educational quality of HEIs and the role of institutional incentives in this relation. We argue that M&As in HEIs can positively affect the educational quality of these institutions, although this relationship is substantially sensitive and moderated by institutional incentives. Ultimately, M&As can negatively influence educational quality if the incentives do not encourage HEIs to improve and maintain high standards in educational quality continuously. We empirically examine our theoretical framework using a longitudinal dataset on a fixed-effects model from 2007 to 2015 with M&As of Brazilian HEIs, and the results consistently support our arguments.
期刊介绍：
Tertiary Education and Management (TEAM) is an international, interdisciplinary and peer-reviewed journal that welcomes research contributions that reflect upon, study or question main developmental trends and practices, and address current and future challenges in higher education. The thematic focus of TEAM includes management, governance and organisation of higher education; teaching and learning in higher education; the academic profession and academic careers; higher education and the labour market; and institutional research in higher education. TEAM is jointly published by Springer and EAIR – The European Higher Education Society, and is intended to contribute to EAIR’s mission of creating a better linkage of research, policy and practice in higher education.Articles submitted should as a consequence be written for, understood by, and be relevant for a multicultural, multifaceted and international audience, consisting of both the international academic community and the field of practice within higher education. TEAM welcomes articles using a variety of approaches, methods and perspectives given that the article demonstrate the relevance of the research in a broader context whether this be in other higher education institutions, other national settings or in the international arena. Occasionally, the journal also publishes articles where personal viewpoints/experiences or political arguments are made to stimulate discussion and reflection, or to challenge established thinking in the field of higher education. Such pieces are published in a dedicated ''Forum'' section of the journal.
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