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Poole, David

doi:10.1023/a:1012226930654

Cited by 42 publications

(3 citation statements)

References 5 publications

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“…Another study emphasizes the global research environment and national competitive and comparative measures as crucial drivers for strategic partnerships (Alexiadou and Rönnberg, 2022). The next speaks of financial imperatives or rationales to become “world class” (Poole, 2001). In two other studies, transnational partnerships are seen as long-term strategic vehicles to build capacity in certain countries, such as in Portugal (Horta and Patricio, 2016; Pfotenhauer et al, 2013) and Singapore (Sidhu et al, 2011).…”

Section: Findings and Discussionmentioning

confidence: 99%

A Systematic Literature Review of Transnational Alliances in Higher Education: The Gaps in Strategic Perspectives

Fehrenbach

Huisman

2022

Journal of Studies in International Education

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Higher education institutions actively pursue transnational strategic alliances at the organizational level, but what are the rationales, pathways and benefits behind this pursuit? A systematic literature review in the Web of Science and Scopus reveals the majority of studies touching on this topic are descriptive, lacking definitions and theoretical underpinnings, with the word ‘strategy’ used in a generic, redundant or implicit manner. None of the 72 studies identified in this research takes a combined approach to considering the “why”, the “how” and the benefits derived from pursuing such alliances. This is necessary to explore the rationales and interconnected mechanisms that lead to strategic pathways, and to address the interplay between approaches taken and benefits derived. In addition to identifying a research agenda, this literature review points to the need for more comprehensive and theoretically grounded studies to support this emerging research area and evidence-based decision-making by policy-makers and senior leadership.

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Section: Findings and Discussionmentioning

confidence: 99%

A Systematic Literature Review of Transnational Alliances in Higher Education: The Gaps in Strategic Perspectives

Fehrenbach

Huisman

2022

Journal of Studies in International Education

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“…Managerialism usually carves its path by characterizing existing styles of governance as anachronistic and in need of abrupt replacement (Kornberger & Carter, 2010; Mueller & Carter, 2007), including education organizations (Connell, 2013; Saltman, 2009). Starting with early speculations of whether corporate strategy may well be applied to the domain of education (Easterby‐Smith, 1987), “strategic management” and “strategic managers” have increasingly become components of the reformation of HE (Agasisti et al., 2008; Degn, 2015), along with strategic change (Carter & Whittle, 2018), internationalization (Poole, 2001; Warwick, 2014), and quality management (Rhoades & Sporn, 2002). Similarly, an emerging body of literature shows that strategic management has begun to spread to different levels of public education organizations, evidenced by emphases on strategic leadership of large‐scale reforms (Leithwood et al., 2004) and management of human resources (Odden, 2011).…”

Section: New Public Management (Npm) Managerialism and Higher Educationmentioning

confidence: 99%

Management as ideology: “New” managerialism and the corporate university in the period of Covid‐19

2023

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In this paper, we examine how Covid‐19 was utilized by the management of a university as a catalyst for ideological change, with the objective of transforming the ethos of a university management school and the role(s) of the academics employed within. Through new modes of working that maintained corporeal distance between university staff, market‐based ideology was mobilized to institute radical and lasting change within the roles of academics and operations of the institution. We focus on a singular case study: “Blue Management School” (BMS, pseudonym), based within an English mid‐tier research university which has historically embraced corporatization more readily than most of its peers. We conducted a qualitative analysis of management email communications and from interviews with nine academics (both current and former employees) who were working at BMS during the time concerned (March 2020 onward). We observe that Covid‐19 posed significant challenges to corporatized universities, and that university managers at BMS sought to address these challenges by undertaking further steps toward corporatization and mobilizing organizational change legitimized by the need to manage the Covid‐19 situation. This included hierarchical forms of accountability, with academics answering for module content to teaching convenors and the management team (“manager academics”). We draw attention to how management communications carried profound effects for the mobilization of ideological change within the institution, during this period. In addition, academic identity was affected, moving away from traditional research and teaching scholars toward revenue‐generating customer service workers, facilitating a power shift away from academics and further toward managers.

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“…Transnational higher education is observed to have grown significantly in various forms, including offshore and branch campus in other countries and collaborative degree programs with universities and business enterprises abroad. Arguably, the UK and Australia are the two countries that have moved to exploit the international demand for educational service through the pursuit of a variety of strategies for program delivery (Poole, 2001).…”

Section: Table 1 Productization Of Higher Educationmentioning

confidence: 99%

Service Science in Higher Education

Chen

Hsiao

2014

International Journal of Service Science, Management, Engineering, and Technology

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One of the forms in service innovation for universities in Taiwan is to develop transnational education such as offshore programs where the existent programs were re-innovated by providing new service processes including improved delivery or distribution methods. This study examined how the universities adopted this form of innovation and examined how they productize their offshore programs, corresponding to the four productization practices: specifying, tangibilizing, systemizing and standardizing, in terms of program design, curriculum design, teaching and learning, assessment, and administration. By these productization practices, students and partner universities can have a clearer picture and better understanding of the programs, and the host universities can cut down the administration cost and achieve better efficiency and cost-benefit. This study can be seen as a pioneering study which applies the service science philosophy to redefine higher education and reformulate the process of the service innovation such as offshore program implementation by the productization practices.

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Untitled

Cited by 42 publications

References 5 publications

A Systematic Literature Review of Transnational Alliances in Higher Education: The Gaps in Strategic Perspectives

A Systematic Literature Review of Transnational Alliances in Higher Education: The Gaps in Strategic Perspectives

Management as ideology: “New” managerialism and the corporate university in the period of Covid‐19

Service Science in Higher Education

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