Centers and Institutes in the Research University: Issues, Problems, and Prospects

Stahler, Gerald J.; Tash, William R.

doi:10.2307/2943777

Cited by 50 publications

(59 citation statements)

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“…On the one hand, several studies focus on the adverse effects of privatization on the research ethics and practices of faculty (Anderson, 2001;Blumenthal, Campbell, Causino, & Louis, 1996;Campbell & Slaughter, 1999;Louis, Blumenthal, Gluck, & Stoto, 1989), and on resource allocation patterns in research universities (Slaughter, 1998). On the other hand, many scholars champion the desirability and significance of connecting with industry to enhance the economy and the growth of higher education (Clark, 2001;Fairweather, 1988;Geiger, 1990Geiger, , 1993Matkin, 1990;Stahler & Tash, 1994;Tornquist & Kallsen, 1994).…”

Section: Background Of Graduate Employee Unionizationmentioning

confidence: 99%

Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities

Rhoads

Rhoades²

2005

The Journal of Higher Education

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Section: Background Of Graduate Employee Unionizationmentioning

confidence: 99%

Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities

Rhoads

Rhoades²

2005

The Journal of Higher Education

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“…Previous research has demonstrated that, traditionally, centers and institutes have had little role in universitywide decision making. Ikenberry and Friedman (1972), Hays (1991), and Stahler and Tash (1994) all concluded that centers and institutes are not well integrated into university governance. Researchers at centers are not "real" faculty members, lacking traditional faculty prerogatives, such as tenure and (Kruytbosch and Messinger, 1968;Teich, 1982).…”

Section: The Role Of Centers and Institutes In Academic Governancementioning

confidence: 99%

“…In the center, participatory decision making is less common (Friedman and Friedman, 1986). A culture of shared governance is replaced by a culture of authority exercised through the entrepreneurial power of the leader (Stahler and Tash, 1994).…”

Section: The Role Of Centers and Institutes In Academic Governancementioning

confidence: 99%

Disjointed governance in university centers and institutes

Mallon

2004

New Drctns Hghr Edu

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William MallonThe American research university, like the modern metropolis, is sprawling, and the most significant growth is occurring in the suburbs, not the center. Activities such as for-profit curricular ventures, strategic research alliances, distance education, and technology transfer testify to the increasingly far-flung enterprise of higher education. In these congested suburbs of the university, new models of decision making have emerged. Consequently, this is where scholars need to focus investigations of academic governance. Some have already begun to do so. Kennedy (1993), for instance, argued for "new coalitions" of decision makers from both the institutional center and its periphery (p. 113). Bok (2003) called for new decisionmaking models for entrepreneurial ventures. Kezar and Eckel (forthcoming) considered how new kinds of academic workers make "shared" governance more complex and problematic.I want to explore conceptually what others have done anecdotally. Asserting that university governance is disjointed, I argue that certain structures, processes, and participants-in what I am calling the suburbs of the institution-have captured a role in decision making, infringing on how traditional governance works. I will examine the case of research centers and institutes in order to demonstrate how this disjointedness adds to and complicates traditional governance in the research university.

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“…The nature, number and characteristics of URCs vary considerably across universities. In particular, URCs vary enormously across a number of dimensions, some of which include: (1) size of external support and research staff, (2) the proportion of faculty versus professional staff researchers, (3) level of separation from academic departments, (4) level of integration with the university, (5) level of interdisciplinary and multidisciplinary focus, and (6) relative emphasis on applied research (Stahler & Tash, 1994). In addition, URCs are a unique form of university organisation in several respects: (1) they are interdisciplinary, involving faculty members from various academic departments (2) they are boundary spanners, facilitating a flow of information and other resources across the university's boundary, and (3) they are temporary organizations at least compared to university departments, and provide a degree of flexibility in an otherwise stable university structure (Rogers et al, 1999).…”

Section: University Research Centres: An Overviewmentioning

confidence: 99%

Conceptualising Collaborative Processes in University Research Centres

Alexopoulos

Harney²,

Monks

et al. 2009

SSRN Journal

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In the context of a knowledge-based agenda understanding the dynamics of the collaborative process between universities and industry becomes critical. This paper develops an analytical framework for examining the processes underpinning the collaborative capabilities of University Research Centres (URCs). Drawing on the lens of collaborative communities, this multi-level framework provides a useful basis for understanding in more detail the unique motives, relational dynamics and negotiated orders informing and shaping the formation and sustenance of research collaboration in URCs. Implications for the management of scientific and technical (S&T) human capital are discussed.

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Centers and Institutes in the Research University: Issues, Problems, and Prospects

Cited by 50 publications

References 0 publications

Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities

Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities

Disjointed governance in university centers and institutes

Conceptualising Collaborative Processes in University Research Centres

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