Higher education and human vulnerability: global failures of corporate design

Oleksiyenko, Anatoly; Tierney, William G.

doi:10.1080/13583883.2018.1439094

Cited by 10 publications

(12 citation statements)

References 22 publications

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“…Performativity and its associated indicators become frameworks of judgement that measure the efficiency and productivity of academic labour (Hammarfelt and Rushforth, 2017;Ball, 2012). In this model, academics become exposed to nebulous and sometimes unrealistic corporate-minded priorities, and to shifting goalposts and whims that place them in positions of vulnerability, thus reducing their agency, autonomy and freedom (Oleksiyenko and Tierney, 2018).…”

Section: Organisation Of Contemporary Academic Research: New Public Mmentioning

confidence: 99%

“…The organisational settings of contemporary universities suggest that this autonomy is being reduced, and replaced by compliance with the new rules of the game (i.e., the regulated autonomy). This is associated with performativity and the escalating competition for more funding to publish more papers and present the case for greater impact (Oleksiyenko and Tierney, 2018;Leathwood and Read, 2013).…”

Section: Academic Research Organisation and The Potential Influence Omentioning

confidence: 99%

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Organisational factors and academic research agendas: an analysis of academics in the social sciences

Horta

Santos

2019

Studies in Higher Education

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Organisational factors and academic research agendas: an analysis of academics in the social sciences Academic research demands placed on contemporary universities are strongly related to the production of breakthrough research. Both governments and university management strive to make the production of academic research more cost-efficient and have implemented measures to ensure this. Top-down policies influenced by new public management and managerialism have been introduced, pushing for competitiveness and performativity in academic research setups. These policies and guidelines have been criticised by academics as having eroded collegiality and autonomy, which are considered necessary to achieve quality research. The focus of this study is on social sciences and aligns with this critique, demonstrating that autonomy and collegiality are the key organisational features in fostering multidisciplinary, collaborative and riskier research agendas leading to breakthroughs. Academics with high levels of organisational commitment are more likely to create research agendas that assume more conservative, discipline bound and risk-averse traits, having less potential to derive the intended research.

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Section: Organisation Of Contemporary Academic Research: New Public Mmentioning

confidence: 99%

Section: Academic Research Organisation and The Potential Influence Omentioning

confidence: 99%

Organisational factors and academic research agendas: an analysis of academics in the social sciences

Horta

Santos

2019

Studies in Higher Education

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“…The agenda of the market‐oriented university leaves little space for critical inquiry, blue‐sky research, disinterested open debates or organised scepticism (Harris, ; Macfarlane & Cheng, ; Merton, ). While science, technology, engineering and mathematics (STEM) scholars seem to benefit from the global knowledge economy, albeit inequitably (Kwiek, ; Parker & Welch, ), humanities and social sciences are increasingly curtailed by the agendas of competitiveness, performativity and calculable impact (Oleksiyenko & Tierney, ). Opportunities for leadership by non‐traditional powerbrokers, such as women or minority scholars, are viewed through the prism of command and control in the sales‐driven hierarchies of prestige, credentials and power (Aiston, ; Blackmore, ).…”

Section: Introductionmentioning

confidence: 99%

“…Inundated by utilitarian analysis of intelligences, ethics, emotions and even personality traits, the literature holds little space for intellectual leadership to be considered as a cardinal leverage for the transformation of university campuses. Instead, flawed corporate designs proliferate (Giroux, ; Oleksiyenko & Tierney, ), nurturing leaderism and soldierism in academe (Oleksiyenko, ).…”

Section: Introductionmentioning

confidence: 99%

Intellectual leadership and academic communities: Issues for discussion and research

Oleksiyenko

Ruan

2019

Higher Education Quarterly

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This paper re‐examines intellectual leadership in Higher Education by asking the following questions: What is intellectual leadership? Does intellectual leadership imply a position of formal authority and power? What patterns can be observed in the career paths of intellectual leaders? Does cumulative advantage in science automatically pave the way for intellectual leadership? What hinders women and minority scholars from taking on intellectual leadership in their epistemic communities? Drawing on discussions in the literature of the previous decade, the inquiry aims to re‐energise dialogue that is essential for resistance to anti‐intellectualism and proletarianisation in academe.

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“…Obviously, I have spoken at and attended conferences abroad as well, but I know that these extended periods of leave have framed how I do my work. Aside from my older colleague's observation that staying in town lets people intrude on your time in ways that being half a world away does not allow, international work has helped me think how what I write fits within a broader framework (Oleksiyenko and Tierney 2018;Pathania and Tierney 2018;Tierney 1995;Tierney and McInnis 2001;Sabharwal 2017, 2018;Tierney and Sirat 2008).…”

Section: University Of Southern Californiamentioning

confidence: 99%

Forward March: Living an Academic Life

Tierney

2020

Higher Education: Handbook of Theory and Research

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The text has two parts. In the first part, the author offers a portrait of how he came to be an academic. He offers a reference point for others that hopefully enables critical reflection about how one might best think about academic life. Part one has five sections: the preparation of (1) the individual, (2) their academic self, and (3) their intellectual self; the author then turns to the development of (4) his academic self and (5) concludes part one by raising four questions that academics should ask themselves with regard to academic work. Part two discusses four notions that have been central to his work: (1) organizations and culture; (2) equity; (3) theory, methodology, and writing; and (4) colleges and universities

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Higher education and human vulnerability: global failures of corporate design

Cited by 10 publications

References 22 publications

Organisational factors and academic research agendas: an analysis of academics in the social sciences

Organisational factors and academic research agendas: an analysis of academics in the social sciences

Intellectual leadership and academic communities: Issues for discussion and research

Forward March: Living an Academic Life

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