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1.
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   

2.
Changes within the higher education sector have had significant effects on the identity of the individual academic. As institutions transform in response to government‐driven policy and funding directives, there is a subsequent impact upon the roles and responsibilities of those employed as educational professionals. Academic practices are changing as multiple roles emerge from the reshaping of academic work. Institutional pressures to produce specific research outputs at the same time as teaching and undertaking managerial/administrative responsibilities are creating tension between what academics perceive as their professional identity and that prescribed by their employing organisation. Reconciling this disconnect is part of the challenge for academics, who are now seeking to understand and manage their changing identity. Narratives obtained from research in a university with a polytechnic background and an institute of technology (aspiring to be a university), provide some subjective reflections for examining this issue.  相似文献   

3.
Internationalisation, competition and performance orientation are nowadays essential in the managing and financing of universities. This pattern has intensified with the austerity measures and fiscal consolidation that followed the financial crisis in 2008. This article examines the academic labour process and career making of academics from a gender perspective. Based on findings deriving from an Icelandic University, we argue that the austerity measures and increased focus on becoming one of the top universities in the world has changed the official responsibilities of academics. We show how ‘academic housework’ affects academic capital and how the amount of academic housework is unequally distributed between senior academics and newcomers. While the majority of academics conform to this contemporary academic system, marginalised groups put up some resistance but with limited success.  相似文献   

4.
Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed.  相似文献   

5.
This paper examines perceptions by academics of their work in the Australian state of Victoria, and places such perceptions within the context of international and Australian debates on the academic profession. A 2010 survey conducted by the National Tertiary Education Union in Victoria was analysed in light of the literature on academic work satisfaction and on corporatised managerial practice (“managerialism”). The analysis is also placed in the context of neo-liberalism, defined as a more marketised provision combined with increased pro-market state regulation. Factor analysis was used to reduce 18 items we hypothesised as drivers of work satisfaction to four factors: managerial culture, workloads, work status and self-perceived productivity. Regression models show the relative effects of these factors on two items measuring work satisfaction. This analysis is complemented by discursive analysis of open-ended responses. We found that satisfaction among academics was low and decreasing compared to a previous survey, and that management culture was the most important driver. Concern with workloads also drove dissatisfaction, although academics seem happy to be more productive if they have control over their work and develop in their jobs. Work status had little effect. In the open-ended responses the more dissatisfied academics tended to contrast a marketised present to a collegial past. While respondents seem to conflate all recent managerial change with marketisation, we pose a crucial question: whether the need for more professional management needs to be congruent with marketising policy directions.  相似文献   

6.
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   

7.
This research pioneered the investigation of the predictive power of organisational commitments for academics’ teaching styles. Participants were 370 faculty members from 15 higher educational institutions in Beijing, the People’s Republic of China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory statistically significantly predicted their teaching styles as assessed by the Thinking Styles in Teaching Inventory over and above their gender, age, taught academic discipline and academic rank. Practical implications of the findings are proposed for academics and for university senior managers.  相似文献   

8.
ABSTRACT

Academic labour markets around the world are increasingly globalised and tied to transnational circuits of neoliberal capital. Universities in New Zealand are closely aligned with these trends and an academic labour force has developed over time that reflects these economic flows and currents. This labour force is characterised by an exceptionally high number of multinational academic staff, many of whom contribute to research and inquiry aimed at maintaining and broadening the influence of their institutions abroad. Pacific faculty, however, experience the micro-geographies of New Zealand universities in different ways from other migrant scholars, especially those who hail from the global North. They are rarely included in academic ‘prestige economies’ or elite scholarly networks and are often isolated in their academic departments. This paper draws on a study about the experiences of senior Pacific academics in Aotearoa New Zealand and explores how they formulate pan-Pacific solidarities within the neoliberal and settler-colonial milieu of higher education. We focus on the often fraught dynamics of encounters between Pacific scholars, white academic elites and indigenous Māori colleagues as they map academic identities on to institutional space.  相似文献   

9.
ABSTRACT

This paper explores relationships between knowledge production and academic publication and shows that the current political economy of mainstream academic publishing has resulted from a complex interplay between large academic publishers, academics, and hacker-activists. The process of publishing is a form of ‘social production’ that takes place across the economy, politics and culture, all of which are in turn accommodating both old and new technology in our postdigital age. Technologies such as software cannot be separated from human labour, academic centres cannot be looked at in isolation from their margins, and the necessity of transdisciplinary approaches does not imply the disappearance of traditional disciplines. In the postdigital age, the concept of the margins has not disappeared, but it has become somewhat marginal in its own right. We need to develop a new language of describing what we mean by ‘marginal voices’ in the social relations between knowledge production and academic publication. Universities require new strategies for cohabitation of, and collaboration between, various socio-technological actors, and new postdigital politics and practice of knowledge production and academic publishing.  相似文献   

10.
This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal domain of the academy as an institution as well as within the discourse(s) of educational administration in faculties of education. In doing so, we discuss the ways in which these women's entry into academia transformed identity possibilities for themselves and others. We conclude that these women share a commitment to rigorous scholarship and to the values of equity and social justice. The way in which they engage with those values in their work and lives has been taken up in the particular institutional and personal circumstances of their academic lives and has been shaped by the effects of normative discourses of gender. The result, individually and cumulatively, has been transformative on the individuals, within the institutions in which they have worked, and on the scholarship of Canadian educational administration.  相似文献   

11.
Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees commence their educational careers as specialists or experts within their profession, rather than as professional educators. New educators may have limited access to professional development when orientating to their new role. The available professional development focuses on technological and presentation aspects, rather than pedagogy in practice, increasing workloads and adding complexity without the understanding. This study argues that academics become empowered to better understand and manage their workloads through the implementation of targeted professional development, as well as the use of clear institutional frameworks for instructional design. A framework for course design (LATARE) is presented as part of this study.  相似文献   

12.
Neoliberal 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. This paper critically examines these developments in institutions and draws on evidence from universities across the sector and a detailed case study in one university to identify the impacts of these changes on academic work. Given its ubiquity and the link of academic productivity to institutional experience, the paper argues that assumptions underpinning academic performance management need to be rethought to recognise the fundamentally intrinsic motivational nature of academic work. The paper explores the effects of performance management on individual academics as a case study in one institution and proposes a re-design of academic performance management to improve productivity based on the evidence.  相似文献   

13.
In this paper, we argue that the power structure that lies within the UK elite universities dictates a division of labour through which the inflows of overseas academics into the UK academic labour markets are skewed towards these elite academic institutions where they are employed primarily in research-only posts. These posts, are less valued and are difficult to fill by UK academics. This explains the over-concentration non-UK academics within these posts and suggests that it is not a coincidence, but a result of a division of labour in which they are ‘used’ as a replacement labour.  相似文献   

14.
In this paper we seek to dispel some of the myths and to address some of the real managerial issues which we believe may have deterred academics from involving commercial and industrial partners as customers in students' software project work. We contend that students know when a project is phoney, when requirements are dreamt up by academics and when the deliverables are of no practical use once a project mark has been assigned. The involvement of an external customer materially affects students' motivation, the quality of work that they produce and their sense of achievement. Put simply, authenticity is the key to a rich, challenging and meaningful educational project experience.  相似文献   

15.
ABSTRACT

In an increasingly competitive environment that positions students as consumers, universities have become ever more marketised, responding to policy contexts that foreground value for money, consumer choice and competition. The intensity of marketisation is argued to have profoundly affected the nature of academic work and scholars themselves, recreating academics as commodities to be weighed and measured, becoming corporatised, alienated and inauthentic in their practice. Yet with the majority of accounts of the commodification of higher education focusing on students, the actual process of how academics become consumed is under-theorised. This article therefore begins with a discussion of the historical context, providing evidence of the familiar indices of marketisation such as rampant self-promotion, the scramble for external funding and intense competition. It argues that this commodified DNA of the university provides the context for the seduction of the modern academic within the consumer society, a movement from the gratification of needs to the perpetual frustration of desires through the ‘Diderot Effect’ of policy shifts. It concludes with an examination of how contemporary academic work can be viewed through the lens of consumerism and how academics themselves have become consumers.  相似文献   

16.
In an attempt to raise China’s international competitiveness, the Chinese government has instituted a series of sweeping reforms in recent years, all with the aim of rapidly expanding the number of higher education places within tertiary institutions. However, this rapid rate of expansion has led to a new set of problems, most notably a scarcity of resources, a drop in educational quality, and a weak international academic standing. In recent years, the Ministry of Education has attempted to alleviate these problems by initiating a series of employment reforms. However, the new reforms have posed a new set of challenges for university academics. Based on the data reported in this study, we can see an increased implementation of managerial measures into the university employment system. The new employment system was viewed by university academics with a great deal of scepticism and disagreement. Ultimately, after serious consideration, the academics we interviewed chose to sacrifice their standards of living in order to maintain a focus on producing serious academic work. However, they also urged the state and university to offer a more agreeable environment in which professors could concentrate on authentic academic endeavors without having to sacrifice work stability.  相似文献   

17.
Academic capitalism is an outcome of the interplay between neoliberalism, globalisation, markets and universities. Universities have embraced the commercialisation of knowledge, technology transfer and research funding as well as introducing performance and audit practices. Academic capitalism has become internalised as a regulatory mechanism by academics who attempt to accumulate academic capital. Universities are traditionally gendered organisations, reflecting the societal gender order. Despite fears regarding the feminisation of the academy, the embrace of academic capitalism is contributing to its re-masculinisation and exercises an incidental gender effect. Practicing is the means by which the gender order is constituted at work. Three practices in which academics engage are examined as exemplars of the way academics increase their academic capital stock in Science, Technology, Engineering and Maths (STEM) faculties in four European universities, in Bulgaria, Denmark, Ireland and Turkey. These practices tend to be more achievable and likely to be engaged in by men, thus, career practices are the mechanism through which the gender effect of academic capitalism is achieved, academic capitalism perpetuated and the gender order maintained in STEM in academia.  相似文献   

18.
Abstract

This paper stems from conversations between the authors who recently came to work together in staff and educational development. Having pursued different academic careers in Higher Education (HE), we questioned whether we had a common understanding of our academic community. In particular, we discussed two aspects. First, the extent to which our different disciplinary backgrounds influenced our perspectives on academic practice and our attitudes and approaches to staff and educational development. If we held different views on academic practice, how many other variations were we likely to encounter? Second, we felt it important to be sensitive to the needs of our colleagues in terms of their practices. The research that emanated from our discussions began with an empirical study, reported in this paper. We explore tensions between the various work activities performed by academics at the University of Sheffield. Eighty staff maintained a diary over a specified week early in the academic year 1997‐98. They recorded time spent on the activities of research, teaching, administration, external work, and professional development. Biographical data, including staff grade, length of service in HE, and length of service at the University were collected via a questionnaire attached to the diary. It would appear that the majority of academics surveyed support a role in both teaching and research, with a preference to spend more time on research at the expense of administration but not at the expense of teaching. These empirical data help us to understand more about the role of academics in changing times, and how we, as staff and educational developers, might become more effective and efficient.  相似文献   

19.
The UK Government is calling upon higher education students to see their learning as an investment that will give them direct benefits in the labour market. At the same time, the relationship between educational credentials and their returns in labour market has been changing in recent times. Based on a qualitative study with 53 final‐year undergraduate students in a pre‐1992 university, this article examines the way higher education students understand the role of their educational credentials in relation to their future employability. It shows that students perceive their academic qualifications as having a declining role in shaping their employment outcomes in what is perceived to be a congested and competitive graduate labour market. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market.  相似文献   

20.
Academic mobility has existed since ancient times. Recently, however, academic mobility—the crossing of international borders by academics who then work ‘overseas’—has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge production. This article reflects on the relations between academic mobility and knowledge and identity capital and their mutual entanglement as academics move, internationally. It argues that the contemporary movement of academics takes place within old hierarchies among nation states, but such old hierarchies intersect with new academic stratifications which will be described and analysed. These analytical themes in the article are supplemented by excerpts from interviews of mobile academics in the UK, USA, New Zealand, Korea and Hong Kong as selected examples of different locales of academic capitalism.  相似文献   

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