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1.
Employing the Twenty Statements Test and a framework of self‐motives (self‐esteem, self‐efficacy, authenticity), this paper examines the self‐concept of Ukrainian doctoral students while means–ends decoupling takes place at the state level. The latter implies that the practices of state policies are disconnected from the state’s core goal of creating public welfare. Data are taken from a survey of 125 doctoral students at one Ukrainian university and supplemented with 30 personal interviews within the sample of respondents. The findings reveal that in the Ukrainian case, means–ends decoupling at the state level causes institutional complexity, which results in means–ends decoupling at the organisational level, which in turn leads to cultural complexity. Institutional and cultural complexities experienced by doctoral students trigger them to sustain means–ends decoupling at the individual level. The main decoupling for most Ukrainian PhD students is that doctoral education neither increases their employability nor contributes to the development of science, economy or society. Means–ends decoupling at all levels results not only in a severe diversion of financial and human capital but also has a negative impact on individuals’ well‐being, hindering their personal and professional development and evoking a sense of meaninglessness, alienation and cognitive dissonance. 相似文献
2.
In line with ‘the entrepreneurial university’ discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various disciplines, participating in international networks and representing their disciplines and institutions. These new duties and the traditional roles of academics, as knowledge producer and public intellectual, constitute their intellectual leadership. Given these new circumstances, it is important to investigate the influence of universities’ organizational components to understand how university managers can support academics’ intellectual leadership. This research aims to explore intermediary relations between communication, climate and managerial practice flexibility in universities and academics’ intellectual leadership. Quantitative data were collected from 937 Turkish faculty via an online questionnaire and analysed using Path analyses. Analysis revealed that faculty, by their intellectual leadership behaviours, contribute to the development of their disciplines, institutions and society, and that communication in universities has a strong impact on faculty’s intellectual leadership by mediation of the organizational climate and managerial flexibility regarding scholarly practices. Consequently, university managers should establish functional communication systems in their institutions to generate a positive atmosphere and to maximize the efficiency of institutional practices. 相似文献
3.
From serving students to serving the economy: Changing expectations of faculty role performance 总被引：1，自引：0，他引：1
Sheila Slaughter 《Higher Education》1985,14(1):41-56
In this article, it is argued that academic managers in state bureaucracies and universities are changing their expectations of faculty role. Such changes are generally justified as a necessary response to the fiscal crisis faced in many states. The nature and degree of these changing expectations are assessed through analysis of the goals and objectives addressing teaching, research and service in state, system and university planning documents as these bear on a single university over a ten year period (approximately 1970 to the present). Next, faculty behavior, as indicated by university statistics based on faculty activities reports, is examined to see if it is changing to conform to emerging managerial expectations. Finally, these changing role expectations are looked at in light of shifts in role resources.In the main, it is concluded that managers currently expect faculty to be more productive in specific ways: training students for high tech, high cost, high return jobs; securing more and more research monies; serving the public by linking research to industrial revitalization. However, managerial expectations may be based more on their perceptions of what is the most likely source of increased funding than on a realistic assessment of resource possibilities. Thus, changing managerial role expectations for faculty may simply result in greater managerial control of the university. 相似文献
4.
Vincenza Priola 《Gender and education》2007,19(1):21-40
The paper explores gender relations in academia and discusses how gender is constructed within academic institutions. It is based upon the study of a business school, part of a British university. The construction of gender relations within this institution was of special interest because the majority of managerial roles were occupied by women. All female academic managers (dean, associate deans and heads of department) and a random selection of female and male academics were interviewed. The process of construction of gender relations is investigated through the analysis of the discrepancy between the ‘masculine culture’ of high education institutions and the dominance of women managers within this organization. It is suggested that the numerical dominance of women managers may create tensions between their individual identities as women and their managerial identities, due to the predominance of masculine practices and values within the organization. Additionally, it emerged that the maintenance of masculine ideals and practices is also associated with downplaying women’s achievements. 相似文献
5.
Challenges to the Work Life of Academics: The Experience of a Renowned University in the Chinese Mainland 总被引：1，自引：0，他引：1
Manhong Lai 《Higher Education Quarterly》2010,64(1):89-111
Under the major educational reform movement in the Chinese Mainland, which began in 1985, higher education was considered the most important apparatus for national development. The Ministry of Education initiated 'Project 985' to develop two top national universities into world-class universities. As part of this project to raise educational quality and academic standing, the Ministry of Education carried out a reform of the university personnel system. The reform aimed to launch a new system of employment practices based on performance and contract, with an emphasis on competition and rewards. This research focuses on the severe constraints academics at a sample university in China faced at the state, university and faculty level. First, at the state level, the state directly set the direction of academic research. Second, at the university level, the new employment reform was imposed using a top-down model. Most academics conformed to it but some employed a 'double bookkeeping' strategy. 'Administrative domination' also reflected a centralised approach at the university. Third, at the faculty level, a few academic-administrators held most of the decision making power. Academics urged the university to offer a more supportive environment for conducting genuine scholarship. 相似文献
6.
Commitment in the knowledge‐intensive sectors has today become a key organisational dilemma as well as a serious managerial concern. In the university setting, faculty members’ commitment to various stakeholder bases and the subsequent implications have hitherto been studied only to a limited extent. Through a quantitative survey, this paper studies university professors’ various modes of commitment and investigates the role of university brand in the context of Iranian universities. The findings reveal that university professors with higher level of professional commitment tend to be more organisationally committed. Furthermore, it is shown that university brand can increase the impact of professional commitment on organisational commitment. 相似文献
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8.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
9.
《Journal of Higher Education Policy & Management》2012,34(2):169-174
The scope and nature of the personnel function in Australian universities, and the way in which responsibility is allocated, cannot be separated from the organisational context. Central determinants in a particular context include the way in which the organisation copes with its external environment and the compatibility of the dominant organisational interests with those of its members. In the investigation reported here, managerial perspectives on selected contextual influences on the role of personnel departments were sought from managers at the two South Australian universities. Differences were found between the relative importance managers thought was given to contextual influences, and the importance they thought should be given to these influences. Managers in general, however, thought that their needs should predominate over such contextual influences as trades unions and government legislation. 相似文献
10.
This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers. 相似文献
11.
The article explores the organisational impact of evaluation and control mechanisms on universities from the point of view of accountability. Three case studies are analysed with the aim of understanding the significance of these systems both at corporate governance level and in relation to their influence on the behaviour of the academic staff. Open-ended, in-depth interviews were conducted in three universities from two countries in order to collect the opinions of the top managers and academics with different roles and seniority. The combination of four different but partially overlapping analytical frameworks (new public management, neo-institutional sociology, organisational control theory and sense-making) has supported the analysis and the interpretation of the empirical material collected. The analysis sheds light on a somewhat neglected aspect: the interdependence among various systems and tools that simultaneously operate in an organisation and inevitably combine to influence the behaviour of its employees. On this basis indications are given in order to facilitate the introduction and the management of more appropriate evaluation mechanisms both at the national system and the organisational level. 相似文献
12.
John Daniel Kenny 《高等教育研究与发展》2009,28(6):629-642
The corporate approaches introduced in the late 1980s and now prevalent in universities in Australia have led to irrevocable changes in the way universities are managed and academics work. The management approaches widely applied in Australian universities are largely based on a top‐down corporate management model, with central control over policy and budget driven by the need to meet stringent external accountability requirements. This form of management rewards compliance and predictability. The economic environment over this period has changed drastically, becoming more global and uncertain. The prevailing management processes are not suited to the modern economic environment. A modern university is expected to operate more as an enterprise, but to do so effectively it needs flexible and responsive forms of management that are more inclusive of academics in the decision making process. This paper explores the organisational management literature and links it to the context in which universities operate. It considers the implications for managers and academics, as key stakeholders in a modern university, in this changeable environment. 相似文献
13.
Being aware of the factors that develop a positive organisational climate is especially important in universities, where the academic members of staff are, in large measure, self-motivated. To identify the determinants of organisational climate for university academia, the validity and reliability of the first-order constructs of autonomy, cohesion and pressure were examined. These three constructs were found to have inadequate validity in this environment. The remaining five valid constructs indicated a second-order organisational climate construct organisational climate was influenced by support, followed by trust and fairness, and then by recognition and innovation. The findings of our study will assist university managers to identify areas to focus upon when developing their academic staff in the pursuit of improving the organisational climate. 相似文献
14.
The main aim of this article is to explore similarities and differences in the institutional features of private and state universities in the Italian higher education system and to assess whether graduating from a private university conveys advantages in the labour market. In the first part we use administrative data to describe the main institutional features of the two types of university, looking at organisational aspects, enrolments and graduates, financial resources, tuition fees, and teachers' characteristics. In the second part we develop a theoretical framework looking at sociological and economic theories of education and labour market, from which we derive some hypotheses on the expected results. In the last part, we apply a propensity score matching analysis on data from the Italian University Graduates Survey conducted in 2007 by the Italian National Institute of Statistics, which provides information on more than 40,000 graduates who obtained their degree in 2004. The main results indicate that graduates from private universities are younger, have a higher socio-economic background and a slightly better previous school career than those from state universities. Contrary to a widespread belief, once accounted for self-selection into the type of university using a wide range of variables, graduating from a private university has neither a significant nor a substantial effect on employment probability, hourly wage and occupational level three years after graduation. 相似文献
15.
Perceptions of organisational culture made by three categories of staff playing managerial roles in each of two Portuguese
Universities (one public and the other private) were compared using a questionnaire adapted from the Organisational Culture
Assessment Instrument and translated into Portuguese. The four scales of the questionnaire, designed to measure the Cultures
of Clan, Adhocracy, Hierarchy and Market orientation were found to have adequate internal reliabilities, though a factor analysis
raised doubts about the construct (factor) validity of two of the scales (Clan and Adhocracy). Application of a MANOVA to
scores on the four scales of organisational culture showed, as hypothesised, that the private university was perceived to
have significantly stronger cultures of Market orientation and Hierarchy than the public university. No overall difference
was found between the universities for the cultures of Clan and Adhocracy. However, general managerial staff in both Universities
perceived the cultures of Clan and Adhocracy to be stronger than was the case for technical managerial staff. 相似文献
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Ian Hardy Peter Grootenboer Laurette Bristol 《International journal of qualitative studies in education》2016,29(7):925-945
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally. 相似文献
18.
Exploring transition to postgraduate study: Shifting identities in interaction with communities,practice and participation 总被引：2，自引：0，他引：2
Jane Tobbell Victoria O'donnell Maria Zammit 《British Educational Research Journal》2010,36(2):261-278
There has been relatively little research to date that has explored the transition to postgraduate study. This paper reports findings from a project (funded by the UK's Higher Education Academy) that sought to address this gap. The research project was ethnographic and explored university practice and student participation in five UK universities. A significant emergent feature of the research was that a multiplicity of identities construct student experience and contribute to student transition. This finding provides support for learning theory that argues for inextricable links between learning and wider social identities. Moreover, the process of negotiating an academic identity in light of wider experience and university practices emerged as a key factor in understanding transition together with the imperative for independent study, which was a particularly powerful practice that necessitated complex identity negotiations in order to enable full participation in the university community of practice. 相似文献
19.
Presently, the role and the function of universities in Malaysia have been described as being in a state of change. Several strategies have been adopted to assist in the re-branding of higher institutions of learning. As a consequence, an effective model of leadership practices, particularly at the Malaysian academic departmental level, has to be generated in order to replace the traditional leadership practices in meeting the national aspirations. The purpose of this study was to investigate the relationship between department heads’ leadership behaviour with academics’ organisational commitment. Survey responses from 430 academics from Malaysian public universities were received and analysed. The main finding of this study reveals that the adoption of encouraging leadership behaviour (Kouzes and Posner’s Transformational Leadership) shows a 55% direct positive relationship with academics’ organisational commitment, with demographical factors playing no role as a moderator with either variable. This reinforces the rationalisation for adopting the model within the Malaysian academic setting, where department heads should indeed lead the academic organisation. 相似文献
20.
Angela A. Daddow 《高等教育研究与发展》2017,36(7):1369-1382
Students who have followed routes to Western universities other than the ‘traditional’ one – that is, an uninterrupted path from school to university – face greater challenges to their democratic participation in higher education than their ‘traditional’ counterparts. Until recently, universities have predominantly expected students with diverse entry points to assimilate into existing curricula and academic modes of operating. Such expectation, when combined with reductionist managerial accountability, has largely marginalised non-traditional students. This paper reports on a project which aimed to reverse this marginalisation in an Australian Bachelor of Social Work degree. It is argued that students from diverse linguistic, cultural and educational backgrounds, having greater challenges in negotiating privileged academic and discipline literacies, are better served pedagogically by curriculum design that resonates with their lifeworlds and makes tacit assumptions in university literacies explicit. Using practitioner action research in a partnership between a social work and an academic language and learning academic, pedagogies that utilised students’ literacy practices as assets for learning were enacted over two research cycles. The possibilities and constraints that emerged to support student learning and more equitable participation were examined. The findings suggest that it is possible, even under current preoccupations with measurements and budget constraints, to signal key points of negotiation for pedagogic change to respond more inclusively and equitably to contemporary university students. 相似文献