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1.
The higher education sector is a dynamic environment where universities compete on a global basis for resources, students, and high-quality staff. The impending retirement of the baby boomer generation will create increased competition for research leaders. One way to address this is to develop research leaders from existing researchers. However, little is known about what it takes to transition from a leading researcher to a research leader, so there is much to be learned from the experiences of those who have successfully navigated those transitions. To explore the transition from early career researcher to leading researcher to research leader, we undertook a mixed methods study involving 30 senior research leaders and administrators from a range of organisations across Australia. In this paper, we describe how the career paths of these research leaders developed in a highly competitive research environment and discuss how universities can attract, retain, develop, and promote their researchers.  相似文献   

2.
Strategic planning was introduced to Australian universities as part of the Commonwealth Government higher education reforms of 1988. The ‘Dawkins Reforms’ implemented extensive structural reform, changed executive leadership roles and responsibilities, commenced the ‘managerialisation’ of the Australian university sector, introduced the Higher Education Contribution Scheme and facilitated the transformation of Australian universities from collegial academies to modern, ‘enterprise’ universities.

There is an abundance of published marketing material celebrating ‘effective’ strategic planning outcomes in the myriad of strategic plans published by Australian universities. Yet, a recent study indicates that strategic planning remains a contested internal leadership function in Australian universities almost 30 years after traditional academic planning was replaced with commercially-focused strategic planning. This paper will review the effectiveness of strategic planning practices in Australian universities guided by the rhetorical question: ‘how good are we and how do we know?’  相似文献   

3.
随着高校扩招与文凭贬值,农村学生越来越需要考上好大学才能改变命运。但"寒门难出贵子"现象已经引起了学界的很多关注。本文借助布迪厄的文化资本理论,审视了农村高中教学与当前高考改革之间的脱节。本文主要基于2013-2014年对河南省云雀高中高三文科班开展的一项跟踪调查。本文发现,当前的高考越来越强调学生采用灵活多样的学习方式,诸如精选的课外阅读、娱乐活动和休闲旅行等。但云雀高中的教学仍然过度依赖死记硬背和题海战术,表面上的应试教育已经偏离了高考的要求。要改善其农村学生的升学困境,云雀高中需要适当调整教学方式,以贴近高考改革提出的新要求。  相似文献   

4.
This article explores the perspectives of three senior managers in higher education institutions in England regarding their mathematics and statistics support provision. It does so by means of a qualitative case study that draws upon the writing of Ronald Barnett about the identity of an ‘ecological’ university, along with metaphors associated with the notion of organisations as living ‘organisms’, suggested by Gareth Morgan. Using these ideas as a heuristic sheds light upon the view that whilst outwardly universities appear to represent a uniform landscape, mathematics and statistics support alternatively, can be seen as different ‘species’ within the higher education system. The study illustrates how three universities occupying contrasting ecological ‘niches’ are responding to the challenges they face by providing and planning different forms of learning support for mathematics and statistics. In conclusion, it is recommended that senior managers reflect upon the possibilities offered by the idea of ‘ecological’ identities in order to explore how they might respond strategically to a rapidly changing environment. This includes adapting various solutions and the further development of innovative ways of supporting students’ transitions throughout the academic lifecycle. In addition, an ecological approach could also aid the formation of the co-creational relationships and networks required for the future success of those developments.  相似文献   

5.
This paper investigates how university leaders in Finland implement quality management in their respective institutions. The study uses a modified model of the European Foundation for Quality Management (EFQM) Excellence Model as a theoretical base in eliciting information on quality management strategies from the senior academic leaders in these universities. The main objective of the study is to explore the different management approaches in quality improvement in university management as perceived by the leaders. The study has made use of administration questionnaires and interviews as methods of data collection. Although the findings show many approaches to quality improvement in university management, one of the conclusions emerging from the study is that Finnish responses to their management styles may serve as inspiration for other universities especially with regard to quality control and leadership styles.  相似文献   

6.
This paper reports on research conducted to understand key factors impacting the recruitment and selection of senior academic leaders in Australian universities. A key finding emerging from this research was an increasing reliance on executive search firms when recruiting senior academic leaders. This reliance is driven by a range of factors including an ageing and contracting pool of potential academic leaders, growing competition domestically and internationally and the declining attractiveness of academia as a sustainable career in the context of increased casualisation of the academic workforce. Concurrently, workforce planning and succession planning have not been a high priority for many universities. As a result, Australian universities are finding it increasingly difficult to recruit senior academic leaders without the use of executive search firms. These findings have significant implications for the higher education sector in Australia and warrant further research.  相似文献   

7.
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   

8.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated universities in these Asian states has been given more discretion to decide how to operate their universities, most of the front line academics that we interviewed have not experienced major differences in university governance after the reforms took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually transformed university management and academic life style in Singapore and Malaysia.  相似文献   

9.
大众化背景下大学使命的重新审视   总被引：10，自引：0，他引：10  
我国高等教育大众化过程需要解决四方面的问题:理解高等教育规模扩张的本原,加强人文素质教育,平衡优秀与平等的关系,协调大学与政府、市场间的关系。所有这些都要以明析高等教育的根本使命和目标如何定位的问题为前提。在任何社会形态里,没有只有一种类型的大学、大学只有惟一使命的情况。现代大学的根本使命依然是把传统的智慧和时代的思想传递给未来的一代,而领导人训练、创造新知识、高层次专业训练、特定社会高雅文化的培养、社会既定道德的传承以及社会的改造等都应该只是成为大学的“附加功能”。一定要使学生和公众理解大学不是提供获利的计谋和就业单位的场所,而现代大学最终和最基本的使命应该是要激发他们理性的光辉和力量,培养他们坚持长远地、全面地看待个人、社会与历史的发展所需要的能力。  相似文献   

10.
One of the characteristics in Japan's system of higher education is its large private higher education sector. However, recent financing reforms have targetedmainly national universities since the largestproportion of government support to highereducation goes to these institutions. Recentreforms have been changing the structure and natureof national university finance. These changeswere also influenced by a large private sector. Private universities also compete with nationaluniversities in order to increase financialresources. Therefore, there is a need toreconsider resource allocation and thedistribution of functions among whole universities.  相似文献   

11.
Similar to other European countries, the introduction of non-academic, especially managerial, criteria in higher education has shaped and altered Austrian universities since over a decade. This paper presents the results of a frame analysis of Austrian higher education debates from 1993 until 2010. It outlines how reforms in higher education were prepared and enhanced by a new policy discourse, with a special focus on the way gender equality is framed in reform debates. Our article describes three core frames: ‘from local to global’, ‘from ivory tower to business’ and ‘from civil servant to excellence’. We cluster these three frames around imaginations of space that are embedded in the normative foundations of academia, and discuss how this links up with arguments for gender equality. We furthermore propose to analytically separate two conceptions of the university: the ‘entrepreneurial’ and the ‘managerial’ university.  相似文献   

12.
In this article, we discuss how ‘managerialist’ and ‘leaderist’ discourses (O’Reilly and Reed Public Administration 88:960–978, 2010; Organization Studies 32:1079–1101, 2011) are drawn upon in the context of the deregulation of Swedish higher education. As of 2011, there has been new legislation that frames Swedish universities as ‘autonomous’ and transfers most of the regulative responsibilities from the government level to university vice-chancellors. The aim of this article is to inquire into how tensions within and between managerialist and leaderist discourse are handled in the promotion of New Public Management reforms and the consequences thereof in terms of how leadership in the higher education sector is constructed. We analyse how these discourses are employed in the core documents leading up to the 2010 Riksdag decision to enact most of the proposed deregulations, and the subsequent evaluation undertaken by the social democratic government that took over in 2014. Based in this analysis, we suggest that the texts indeed draw upon notions of leadership and leaders as necessary for Swedish universities to survive and thrive in the future, but that the envisaged practise of this ‘strong leadership’ can either be characterised as a discursive void or described in terms of de-personalised, instrumental managerial surveillance and control.  相似文献   

13.
This article highlights the multifaceted character of the Swedish higher education sector and investigates senior academic management positions from a gender perspective using theories about an academic prestige economy and academic capitalism. The focus is on an aspect often overseen in research on Swedish academia: the distinction between universities and university colleges. The analysis draws on interviews with 22 women in senior management positions in Swedish higher education and a quantitative mapping of the Vice-Chancellor and Pro-Vice-Chancellor positions in universities and university colleges between 1990 and 2015. The results illustrate that the academic prestige economy is interwoven with both gender and academic capitalism and produce different working conditions and requirements for senior managers at universities and university colleges.  相似文献   

14.
UK higher education is undergoing a period of significant change that generates a series of tensions and difficulties for universities and university leaders. This paper explores these tensions through analysis of findings from a study comprising 152 semi‐structured face‐to‐face interviews in 12 UK universities. Building on from theories of ‘distributed leadership’ in schools, five main constituent elements of leadership practice in higher education are identified (personal, social, structural, contextual and developmental) and explored to show how they shape perceptions and experiences of leadership. The paper concludes with a refined model that teases apart the multilayered nature of higher education leadership at individual, group and organisational levels. In particular, it is argued that ‘social capital’ and ‘social identity’ act as important bridges between individual agency and organisational structure and that although widely distributed, higher education leadership may be best regarded as ‘hybrid’.  相似文献   

15.
For many UK higher education business schools, the continued recruitment of UK, EU and international students is crucial for financial stability, viability and independence. Due to increasingly competitive funding models across the sector, many institutional leaders and administrators are making decisions typical of highly marketised consumer environments. Thus, this paper explores academics’ perceptions of the impact of consumerisation in UK higher education business schools. To achieve this, 22 business school academics were interviewed within three UK higher education institutions (HEIs) in the North of England. Participants had a minimum of three years teaching experience. Data was analysed using template analysis taking an interpretive approach. The findings indicate that academics perceived the introduction of tuition fees to have been the catalyst for students increasing demonstration of customer-like behaviour: viewing the education process as transactional, with the HEI providing a ‘paid for’ service. It is argued that these changes in UK higher education have created tensions between university leaders and academics, creating genuine dilemmas for those with decision-making responsibilities who must balance academic integrity and long-term institutional financial viability.  相似文献   

16.
In the last 30 years, different economic, political and social changes have taken place in the university sector and this has led to an extensive reform to meet the new societal challenges that these institutions are facing today. This emphasises the social dimension of universities and their important role in society as educators of future leaders and policy makers. This reveals the need to integrate social responsibility principles into the mainstream functions of universities. In view of these comments, this paper offers a review of the literature about university social responsibility during the period from 2000 to 2015. The objectives of the review are to: explore patterns in publication outlets; collect, scrutinise and critically analyse the current literature on this field; to identify gaps in the literature and make recommendations for further research in this field. To accomplish this task, data were collected from 15 specialist academic journals that focus on higher education.  相似文献   

17.
The context of higher education across the world currently presents evidence of university failures. These failures are evident in areas such as governance, financial and risk management, conduct of senior leaders and quality assurance issues surrounding international education. Having this in mind, the present paper argues the need to add a new definition (to what is already known) of quality. The conceptual approach proposed by the authors takes into account ethics and morals as key virtues of the higher education sector. The literature shows that it is still difficult to find agreement on a single definition of the concept. University leaders and quality assurance professionals define quality in many different ways. However, despite the ethical challenges in the current higher education landscape, little has been discussed on the connection between quality, ethics and moral values. Therefore, the authors provide the unexplored relationship between these concepts.  相似文献   

18.
Abstract

Since devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also from policy in Wales and Northern Ireland. In this paper we review the roots and trajectory of the English education reforms over the past two decades. Our focus is the schools sector, though we also touch on adjoining reforms to early years and further and higher education. In so doing, we engage with various themes, including marketisation, institutional autonomy and accountability. Changes in governance arrangements for schools have been a defining feature of education reforms since devolution. This has been set against an evolution in national performance indicators that has put government priorities into ever sharper relief. In theorising the changes, we pay particular attention to the suggestion that the English education system now epitomises the concept of ‘network governance’, which has also been applied to education in a global context. We question the extent to which policies have in practice moved beyond the well-established mechanisms of ‘steering at a distance’ and undermined the very notion of an education system in England. We conclude by considering possible futures for education policy and how they may position England in relation to other parts of the UK and the wider world.  相似文献   

19.
As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The purpose of this study was to explore how for-credit Leisure Skills classes at a mid-sized southeastern university may build engagement. The results indicate that leisure education provides a uniquely positioned environment for building students’ sense of engagement with their institution through an enhanced sense of community, enhanced sense of self, and active learning.  相似文献   

20.
The introduction of spaces that encouraged the participation of Aboriginal and Torres Strait Islander peoples in higher education became a reality in the early 1980s. Since then, Aboriginal and Torres Strait Islander educators and leaders have worked tirelessly to find their ‘fit’ within the Western academy, which continues to impose a colonial, Western educative framework onto Aboriginal and Torres Strait Islander peoples. More recently, universities are attempting to move towards a ‘whole of university’ approach to Aboriginal and Torres Strait Islander higher education. To achieve such a major shift across the academy, Indigenous values, perspectives and knowledges need to be acknowledged as a strong contributor to the environments of universities in all core areas: student engagement, learning and teaching, research and workforce. In a move to achieving a ‘whole of university’ approach which revolves around Aboriginal culture and knowledges, the Wollotuka Institute at the University of Newcastle developed a set of cultural standards, as part of an international accreditation process, to guide a culturally affirming environment for Aboriginal and Torres Strait Islander students and staff. This environment acknowledges the unique cultural values and perspectives of Aboriginal and Torres Strait Islander peoples. In this paper, the authors explore, from an Indigenous Standpoint, the creation of a university environment that privileges Aboriginal values, principles, knowledges and perspectives. The paper exposes how traditional Aboriginal Songlines, particularly in Aboriginal education, were disrupted, and how the creation and emergence of a contemporary environment of Aboriginal educational and cultural affirmation works towards the re-emergence of Songlines within higher education.  相似文献   

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