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1.
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
2.
Maria Tsouroufli 《Gender and education》2018,30(1):45-58
Feminist scholarship has considered how pedagogical identities and emotions are implicated in the gender politics of belonging and othering in higher education. This paper examines how gendered and embodied pedagogy is mobilised in Greek medical schools to construct notions of the ideal academic and assert women’s position women in Academic Medicine. I employ thematic analysis to illustrate that formations of pedagogy and academic professionalism are bound up with emotions and embodied practices of relating, connecting, creating learning communities and promoting virtuous academic citizenship. Women’s gendered accounts of pedagogy and their boundary practices of identification demonstrate agency, intentionality and operate as highly political actions of legitimacy and resistance within the patriarchal realm of Greek higher education. I argue that gendered discourses of pedagogy in Greek medical schools become resources for resisting neo-liberal notions of academic work, individualism and women’s exclusion in the highly prestigious discipline of academic medicine in Greece. 相似文献
3.
研究与男女两性形成职业经理人的有关问题,包括组织中管理身份的改变以及男女两性在工作、生活和家庭中身份的改变。研究基于对来自4个IT企业的15位男女经理的深度访谈,并以此探究他们在管理身份、职业和工作——生活关系上的观念变化,特别强调从性别角色出发进行分析,以揭示职业概念上的性别差异。 相似文献
4.
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
5.
John Kenny 《Higher Education》2018,75(2):365-380
Neo-liberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. The paper proposes that while managerialism in modern universities is now the norm, corporate approaches have disempowered academics in their institutions and reduced productivity because they ignore the nature of academic work. Using Foucault’s conception of power relations in institutions, policies that directly affect academic work such as workload allocation and performance management are identified as key ways in which power is exercised in universities. The paper reports on a case study in one university which explored the relationship between the academic workload allocation and performance management policies and concludes that a more balanced power relationship is needed in which academics can have more influence over these key processes which control their work so they preserve the self-managed aspects of academic work and the intrinsic motivations driving their careers. 相似文献
6.
Reinforcing hegemonic masculinities through sexual harassment: issues of identity,power and popularity in secondary schools 总被引：3，自引：0，他引：3
Kerry H. Robinson 《Gender and education》2005,17(1):19-37
This paper, based on the perspectives of young men, explores the relationship between dominant constructions of masculinities and the sexual harassment of young women in Australian secondary schools, within a feminist poststructuralist theoretical framework. Of particular importance in this process are the ways in which sexual harassment is integral to the construction of hegemonic heterosexual masculine identities; the importance of popularity, acceptance and young men's fears within male peer group cultures; and the utilization of sexual harassment as a means through which to maintain and regulate hierarchical power relationships, not just in relation to gender, but how it intersects with other sites of power such as ‘race’ and class. It is highlighted that sexual harassment is considered a legitimate and expected means through which to express and reconfirm the public and private positions of ‘hegemonic masculinity’ within a heterosexualized, racialized and classed gender order. 相似文献
7.
ABSTRACT In 1995 a research team interviewed a cross-section of academics and senior managers in an Australian public university about their perception of the attributes of success. A number of different views emerged. Respondents who felt the system was reasonable saw the successful academic as someone who was productive, hard-working, strategic and able to adopt a university-wide perspective. Those who saw the system as flawed, identified success in negative terms, speaking of 'careerism' and selfishness. This group also spoke of institutional discrimination. These responses were differently articulated by senior managers, and by male and female, and senior and junior, academics. The article discusses these responses. It concludes with an analysis of the way gender constructs patterns of academic and managerial success within universities, and argues that in a profoundly gendered fashion production is privileged over reproduction and output over process. 相似文献
8.
There is a rich, albeit chequered, history around single-sex schooling providing an educational option for nurturing the particular educational interests and needs of boys. While all-boys’ schools continue to position themselves at the forefront of contemporary masculine endeavour, they are simultaneously forced to fend off accusations that they are proverbial hot beds for the reproduction of gendered hegemony. Whereas some boys’ schools appear content with their ‘masculine’ profile, others appear more eager to present themselves as projecting tolerant and inclusive environments wherein respectful gender relations are actively encouraged. Situated within a wider case study, this paper examines how one all-boys’ school sought to foster gender inclusivity through a strategic initiative to increase the number of female teaching staff and the appointment of a female deputy principal. The data presented here focus on qualitative research interviews undertaken with key members of staff around 5 years after the initiative was introduced to the school. Our interpretation of the data draws largely on selected works of Michel Foucault to explore the discourse-power relations that sustain enduring hypermasculine and heteronormative values within the school. This lens provides a framework to interrogate how gendered constructions of professional identity are framed within such a context, and the spaces that exist for them to be challenged. 相似文献
9.
This paper analyses how middle managers perform and experience their role in enacting policy in Scottish higher education institutions. The policy focus is the quality enhancement framework (QEF) for learning and teaching in higher education, which was launched in 2003. The data-set was collected between 2008 and 2010, during the evaluation of the QEF by means of focus groups with middle managers at nine Scottish institutions. The metaphor of a policy implementation staircase helps to situate middle managers’ position in enactment, and analyse their experience of the role. Despite the values of collegiality and ownership upheld by the QEF, middle managers’ accounts of their practices reveal that their position at the interface between university management and core academic activities continues to be a delicate one, marked by contradictory allegiances to institutional strategies and the concerns of academic colleagues. While emphasising middle managers’ pivotal role in the implementation of the QEF policy, the data paradoxically suggest that the systemic positioning of middle managers is more influential in shaping their role of mediation than the values of collegiality and ownership promoted by this enhancement approach to quality specific to Scotland. 相似文献
10.
This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n = 90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the wider sociocultural context, affect women’s careers identities, choices and trajectories. The longitudinal design, characteristics of the cohort and the theoretical framework of possible selves contribute to the originality of this empirical research. In this paper, we show how female graduates gradually adapted their occupational aspirations and career identities to fit with socio-cultural expectations and how they struggled to construct viable ‘engineering’ selves in the vital career identity development phase of their first years of employment when most female STEM graduates change careers. 相似文献
11.
Managing spaces: (re)working relations of strategy and spatiality in vocational education and training 总被引：1，自引：1，他引：0
Dianne Mulcahy 《Studies in Continuing Education》2013,35(2):143-162
The adoption of a more ‘open’ national training market in vocational education and training (VET) in Australia has led to considerable changes in VET organizations and considerable challenges for VET managers. Recent research has established the critical role that ‘strategy’ plays in leading and managing these organizations and the significance of strategic management as a field of managerial practice within VET. In this article, I further examine the role of strategy in the management of VET organizations by giving attention to issues of space and spatiality. Deploying concepts from actor-network theory and drawing on case data collected from VET organizations, I address strategy as a spatializing project. The argument is made that strategy is an accomplishment of a network of relations rather than an individual manager or an individual organization and can take radically different forms (‘Big S’ strategy; ‘small s’ strategy) and produce radically different effects (economic, educational). More specifically, spatial relations play a constitutive role in strategy formation in VET. Relations of spatiality and strategy are created and sustained together, and where this complex relationship is understood space can serve as a ground for critique. The paper promotes a theoretical and empirical imperative to look keenly to the spaces filled by frontline managers. Essentially interrogatory, these spaces open up the possibility of the negotiation of managerial and organizational identities across differences of strategic management and operational management and, more broadly, of enterprise and education. 相似文献
12.
Richard Mora 《Gender and education》2013,25(3):340-356
Employing social constructivist theories and the concept of abjection from gender studies, this article examines how and why a group of low-income, USA-born Dominican and Puerto Rican middle-school boys constructed masculine identities by invoking and repudiating homosexuality. Ethnographic data from a 2.5-year study indicate that the abjection of homosexuality was a place of performativity wherein the boys utilised their bodies, cultural referents, and bilingualism to delineate masculinity, reiterate heteronormativity, and distance themselves from homosexuals, who they perceived as a threat to their sexuality, personal safety, and physical dominance. At school, the boys enacted a hypermasculine, heteronormative variant of their ethno-racial identities. As a result, their gender construction was heavily influenced by dominant gender practices present in their neighbourhoods and in segments of the broader US, Dominican, and Puerto Rican cultures. Together, these cultural influences shaped the gender regime within the boys' school peer group. This article concludes with a call for additional research examining the intersection of ethno-racial identity, sexuality, gender, and class. 相似文献
13.
Drawing on the model of managerial responses to multiple organisational identities (integration, aggregation, compartmentalisation, deletion and multivocality), this article explores managerial responses in Ukrainian research universities whilst means-ends decoupling takes place at the state level. The latter term implies that practices of state policies are disconnected from the state’s core goal of enhancing public welfare. Data is taken from recent interviews with 11 top managers from three Ukrainian research universities. Our findings reveal that the greater the institutional complexity experienced by the university and the more the top managers maintain confidence in practices and organisational identities that deviate from the global model of the research university, the greater the means-ends decoupling at the organisational level. The university that sustains the least degree of means-ends decoupling at the organisational level shows aggregation as the managerial response, while the university with the highest degree of means-ends decoupling is characterised by multivocality with underdeveloped identities of research at the international level and knowledge transfer. As a higher degree of means-ends decoupling at the organisational level implies a larger efficiency gap and significant diversion of both human and financial resources, a managerial response that lacks synergy, in our case multivocality, also leads to the above-mentioned negative consequences. 相似文献
14.
Edith W. King 《课程研究杂志》2013,45(3):331-338
Through an analysis of policy documents, archival material, interviews and journal articles, this paper attempts to map those discourses which have become an important part of the meanings and practices that make up the physical education curriculum in New South Wales, Australia, from 1880 to 1980. It uses a feminist perspective to argue that the dominance of a masculine agenda, built around organized sport and the human movement sciences, has marginalized other pedagogies and other forms of physical activity, such as gymnastics and dance, which are more likely to be associated with women. Physical education possesses characteristics which make it a particularly potent site within education for discourses about the body. When organized sports dominate the curriculum, the valuing of individual achievement through aggressive competition, within a context of male dominance, becomes the normative standard. This typically works against women's and girls’ participation in physical education and physical activity; it also contributes to the (re)production of notions of women being ‘weaker’ and ‘lacking’ in relation to male superior strength and skill. There has been a marked and continuing absence of oppositional discourses in Australian physical education to contest the dominance of the masculine tradition. Contestation has been framed primarily within liberal feminist or ‘equal opportunity’ discourses which rarely challenge the dominant forms of physical education. Further analyses using feminist perspectives are required to challenge existing curricula. 相似文献
15.
Finnborg S. Steinþórsdóttir Þorgerður Einarsdóttir Gyða M. Pétursdóttir Susan Himmelweit 《高等教育研究与发展》2020,39(2):362-375
ABSTRACTResearch grant funding influences the organisation of academic work and academic careers. We problematise general approaches to gender bias in research grant funding and argue that it fails to include the wider structures of inequality and the unequal gendered power relations in academia. Approaching the subject with gender budgeting we challenge assumed gender-neutral practices. The objective is to illuminate how the gendered funding system and (the previous and subsequent) gendered structures of academia are maintained. The whole grants scheme is assessed, drawing on statistical data collected on the whole population of a medium-size, comprehensive research and educational institution in Iceland, and two types of competitive grants. The data is measured against the pool of applicants and comparisons within and between fields and ranks are made. By including the structures of inequality and the gendered power relations, the results show how the funding system is biased not only in favour of men, but towards the male-dominated and culturally masculine positions and fields. This approach illustrates the need to address the whole academic system in order to challenge the norms that maintain and reproduce gender inequalities. 相似文献
16.
17.
Brazilian higher education institutions face a complex and challenging environment as the national market in education is becoming more competitive. International investment, a decrease in the population of potential students, and the proliferation of innumerable small institutions add to this complexity. Organizations are becoming flatter and the key managers within them are deans. Although deans are required to act as managerial experts, they are usually selected from the teaching body of the institution. In this paper, a group of deans from a large private institution gave their self‐assessment of their academic and managerial skills. The results revealed that they tend to have a high perception of their managerial skills, even though they have no previous managerial experience or formal training. This underlines that senior academic administrators cannot simply assume that deans, by the nature of their work environment, are proficient in managerial skills; neither that they can easily identify inadequacies nor have them self‐corrected. To accomplish the necessary institutional changes to face the complexities of the current globalized education market, a new assessment culture has to be implemented in the academic environment. 相似文献
18.
Brazilian higher education institutions face a complex and challenging environment as the national market in education is becoming more competitive. International investment, a decrease in the population of potential students, and the proliferation of innumerable small institutions add to this complexity. Organizations are becoming flatter and the key managers within them are deans. Although deans are required to act as managerial experts, they are usually selected from the teaching body of the institution. In this paper, a group of deans from a large private institution gave their self-assessment of their academic and managerial skills. The results revealed that they tend to have a high perception of their managerial skills, even though they have no previous managerial experience or formal training. This underlines that senior academic administrators cannot simply assume that deans, by the nature of their work environment, are proficient in managerial skills; neither that they can easily identify inadequacies nor have them self-corrected. To accomplish the necessary institutional changes to face the complexities of the current globalized education market, a new assessment culture has to be implemented in the academic environment.
相似文献19.
Carole Leathwood 《Gender and education》2005,17(4):387-409
This article draws on case study research in two further education (FE) colleges to explore the ways in which women administrators, lecturers and managers negotiate and construct their (gendered, racialized and classed) identities in the workplace. The context is that of the restructuring of education, the ‘feminization’ of educational management, and debates about the de‐ or re‐professionalization of lecturers. The article illustrates how discourses of femininity are drawn upon in the construction of professional identities, and are used to both perform and resist new worker identities and gendered power relations. Despite optimistic discourses about a ‘female future’, the restructuring of further education does not, as yet, appear to have resulted in any notable challenge to the gendered, racialized and classed FE labour market. 相似文献
20.
STEPHEN WHITEHEAD 《Gender and education》1998,10(2):199-215
ABSTRACT This article draws on recently completed research undertaken within the UK further education (FE) sector. Theoretically located within (pro)feminist methodological perspectives, the research was concerned with critically investigating the interrelationship between men managers' sense of being male and masculine and the new managerialist discourses of contemporary education. Drawing on three of the research interviews, this article considers the ambiguities within, and points of disruption to, dominant managerial discourse. It is argued that this disruption not only underlines the fragility and multiplicity of (gendered) identity, but also suggests possibilities of subjective resistance by men/managers, to their identification with the dominant masculine/managerial discourse of performativity. Within this examination, attention will be drawn to the particular discursive characteristics of the new work culture in FE, together with the contradictions and tensions which constitute the (managerial) subject at work in the organisational arena. 相似文献