Carnegie Basic Classification: stakeholder perspectives

ABSTRACT

Globalisation, changes in technology and transportation, and isomorphic trends in the sector emphasise the need to identify the diversity of higher education institutions. As a response, classification mechanisms emerged in higher education in recent decades. While many studies on classification focus on the types and methodology, the examination of the utility of classifications is limited. Thus, this paper examines the perspectives of 14 people in critical positions on the Carnegie Basic Classification of Higher Education and is triangulated by institutional documents. The results revealed some important implications for policymakers and researchers. While the Carnegie Basic Classification seems to remain one of the significant sources in higher education, the availability of big data, along with varying new methodologies, began to threaten the usability of the classification system. Moreover, contrary to the role assigned to it earlier, Carnegie Basic Classification seems to contribute more to homogeneity in the system.

KEYWORDS:

• Carnegie Basic Classification
• diversity
• homogeneity
• convergence
• higher education
• isomorphism

Acknowledgements

I would like to thank Alexander C. McCormick and Victor M. H. Borden for their support throughout the study.

Disclosure statement

No potential conflict of interest was reported by the author.

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/1360080X.2023.2299152.

Additional information

Funding

This work was supported by the The Scientific and Technological Research Institution of Turkey [1059B192000009].