Strategies in Universities: Tensions Between Macro Intentions and Micro Actions

Abstract

In the university setting, strategies take on a different configuration due to a permanent dispute between top administration and the academic sector. This triggers a conflict between macro intentions and micro actions at the academic level. In this study, we examined to what extent academic strategic actions are impacted by tensions triggered by the macro intentions of top management and micro actions in the academic management. This research is based on a comparative study involving three Brazilian universities. We identified key sources of tension between top managers and academic managers, such as organizational complexity, the political context, a loosely coupled structure and professional autonomy. The outcome revealed a difficult alignment between intentions and actions while relevant strategies were practiced in the academic sector. We concluded that managerial business models imported from the market led to dubious and controversial benefits in university management. Most strategies were represented by micro actions in the academic area derived from spontaneous initiatives, insights, hunches and non-intentional actions of academic managers and professors that had a considerable impact on the universities' academic performance.

Interrelation of practices and strategic routines in the performance of university research

“…These institutions, as complex and plural organizations, have particularities that differ them from other organizations (Denis et al, 2007), and which are interesting for the strategic practice investigation. They are shaped by multiple strategies (Jarzabkowski, 2005), executed from the bottom up, present a complex set of interactive routines, ambiguity in objectives, processes and behaviors (Meyer, Pascucci, & Meyer, 2018;Tate et al, 2018), and are characterized by permanent interactions between actors aiming at building a common understanding (Takahashi & Sarsur, 2012).…”

“…The strategic process in Brazilian universities manifests itself in different ways and is carried out at different institutional levels (Meyer et al, 2018). Studies developed in Brazilian institutions have shown that strategies are due to both formal planning and individual and group initiatives (Meyer, Pascucci, & Mangolin, 2012).…”

Missão, visão e valores organizacionais dos Institutos Federais De Educação, Ciência e Tecnologia do Brasil

“…A gestão estratégica tem sido uma ferramenta de gestão importante no desenvolvimento das instituições de ensino, que enfrentam atualmente vários desafios, oportunidades e riscos (Yureva et al 2016), tornando seu ambiente mais competitivo e forçando-as a melhorar seus desempenhos, buscando eficiência e qualidade em sua gestão (Meyer et al, 2018).…”

Pós-Nova Gestão Pública No Planejamento Estratégico Da Educação Profissional Brasileira

“…A literatura tem sugerido resultados pouco satisfatórios quanto ao PDI de organizações acadêmicas. Evidências apontam o PDI como: um instrumento cumpridor de requisitos legais, burocráticos e de uso não gerencial (MIZAEL et al, 2013); um documento descritivo de imposição legal para legitimidade entre os atores, cujas missões são vagas e intangíveis (LIMA et al, 2020); um instrumento de controle e de poder de poucos grupos (ALMEIDA; GIROGI, 2013); gerador de conflitos e tensões, que provoca ausência de sintonia entre o planejado e o executado (FALQUETO et al, 2019;MEYER JUNIOR;PASCUCI;MEYER, 2018); pouco transparente (DAL MAGRO; RAUSCH, 2012); e pouco democrático (FERREIRA; COELHO, 2020;MIZAEL et al, 2012;SILVA;VIEIRA;SILVA, 2017).…”

“…MEYER, 2018); pouco democrático na composição dos participantes internos e externos à organização (FERREIRA;COELHO, 2020;MIZAEL et al, 2012; SILVA; VIEIRA; SILVA, 2017); um PÓS-NOVA GESTÃO PÚBLICA NO PLANEJAMENTO ESTRATÉGICO DA EDUCAÇÃO PROFISSIONAL BRASILEIRA José Roberto Abreu de Carvalho Junior -Marco Aurélio Marques Ferreira 176 Revista Eletrônica de Estratégia & Negócios, Florianópolis, v.14, n. 1, jan./abr. 2021. instrumento A partir dessa seleção, buscou-se o estado com o menor Índice de Desenvolvimento Humano (IDH) 1 observando o primeiro critério de seleção e observando separadamente cada região do Brasil.…”