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This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together. 相似文献
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The inclusion of students who type to communicate has been researched and strategies to accommodate such students have been recommended, but little information has been gathered about the students’ perspectives and daily school lives. This study utilises classroom observations and qualitative interviewing to explore the experiences of three high school students who type to communicate and the systems in place to support them. The study privileges and focuses on the ways that their school personnel honour the voices of those students as contributors to the construction of the spaces they enter and ways in which their active participation is supported. 相似文献
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There is a widely recognised national trend for girls to outperform boys at all levels of compulsory schooling. With few exceptions, however, most recent research has reported that, in relation to academic performance at university, men are proportionately over‐represented at the First Class level. A number of general hypotheses have been put forward to explain this phenomenon, including those that assume gender‐linked differences in cognitive and/or personality traits. A smaller proportion of research has given explanatory primacy to the broad subject area studied. More specifically, it has been alleged that the over‐representation of men within the First bracket is largely a function of a ‘compositional effect’ whereby men achieve proportionately more Firsts as there are more of them within the First‐rich Sciences. Based upon analysis of 1,707,408 students graduating between 1995 and 2002, this paper seeks to provide the most comprehensive exploration, to date, of this effect. It confirms that a substantial proportion of the ‘gender gap’ can be explained with reference to the male propensity to take degrees in first‐rich disciplines. 相似文献
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Tertiary Education and Management - Set in a context of increasing competition and changing dimensions of internationalisation, the paper offers an analysis of one institution’s approach to... 相似文献
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Undergraduate students who are required to withdraw from university: The role of ethnicity 
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下载免费PDF全文 Ruth Woodfield 《British Educational Research Journal》2017,43(2):230-252
A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education. 相似文献
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Higher education institutions (HEIs) worldwide have been undergoing significant levels of structural change for a number of years, ranging from minor re-alignments of roles and responsibilities to radical changes such as the creation of new roles and new models of operating. This article discusses some initial findings from a recent UK-focused research project that investigated the challenges and changes associated with the composition of “top management team” (TMT) structures in HEIs. Using the key findings from desk research and empirical investigation in a sample of UK institutions, the article identifies some of the key changes in the roles and responsibilities of the TMT, and identifies examples of good “practice” or “process’ within institutions.
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Ruth Woodfield 《Gender and education》2019,31(1):15-32
The landscape of UK higher education (HE) has changed significantly over the past decades. Key shifts relate to the changing gender balance of the undergraduate student body and to emergent gender gaps in retention and attainment. Men are now less likely to access HE, complete their degrees or achieve ‘Upper’ degrees. There has been minimal empirical exploration of men’s perceptions of the current gender patterning of HE, and none focusing on the extent to which they identify as a minority, or experience minority disadvantage, within this context. This study explores these questions via analysis of quantitative and qualitative data from 333 male and female survey respondents. The findings suggest that men do not recognise themselves as comprising a disadvantaged minority within HE, and that both men and women perceive that women face greater challenges because of their gender, both during their studies and in relation to post-degree life chances. 相似文献
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Set in a context of increasing competition and changing dimensions of internationalisation, the paper offers an analysis of one institution’s approach to changing its strategy and practice in the light of both the external context and the internal drivers to internationalise. The research methodology was based on OECD/IMHE’s Internationalisation Quality Review tool (1999). The findings provide insights into strategy development and internationalisation and how both are experienced by students and staff. While the detail is drawn from one UK institution, comparisons at a more general level are made with institutional approaches to internationalisation in other UK institutions. 相似文献
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Mutuality,Metaphor and Micropolitics in Collaborative Governance: a Joint Venture in UK Higher Education 下载免费PDF全文
下载免费PDF全文 As market‐led higher education systems become the ‘new normal’, a wider variety of organisational forms is likely to emerge. This paper reports on the findings of a qualitative and historical study that aimed to explore the meaning of collaborative governance in a unique and long‐standing higher education joint venture in England. Semi‐structured interviews were conducted with senior‐level stakeholders from both participating institutions: architects of the joint venture, institutional leaders and faculty managers. Interviewees frequently referred to the metaphor of marriage and described the institutions as partners who don't live together but have responsibility for the children! The paper offers reflective insights on governance, leadership and management and highlights the tensions of balancing mutual interests, the use of metaphor to make sense of critical incidents and the role of micropolitics of enacting leadership at multiple levels. The paper contributes to conceptual understanding and knowledge of collaborative governance in higher education. 相似文献