Governance defines decision-making for coordinating and controlling interdependence among activities, processes, and actors in order to reconcile and prioritize fragmented claims of multiple interest groups and stakeholders that pursue different objectives (see ► Governance). It is concerned with the design and implementation of policies, structures, and practices for achieving goals at multiple levels (see ► Multi-level Governance). This multi-level approach is distinctive for higher education institutions because they are pluralistic organizations (Denis et al. 2001), characterized by loosely coupled structures that allow great degrees of individual autonomy (Weick 1976). In order to cope with the complexity of teaching and learning, scholars also need to engage in collaborative activities which have to be coordinated by different modes of governance, “tightening up” loosely coupled structures by shared rules and regulations, forms of peer control, and joint decision-making (March et al. 2000). When it comes to governance of higher education, teaching constitutes an input target which is located at the beginning of the educational performance process. Teaching essentially depends on the curriculum, the provided programs and courses, as well as on the quantity and quality of instructors. Learning, in turn, is an output target in the governance of higher education and is located at the end of the educational performance process. It is based on the development of learning environments, technologies, and experiences, and unfolds in students and alumni of certain qualities and quantities.