How does collegiality survive managerially led universities? Evidence from a European Survey

Marini, Giulio; Reale, Emanuela

doi:10.1080/21568235.2015.1070676

Cited by 18 publications

(9 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The hierarchical development of universities is probably fated to become stronger than in the past, 4 but the internal organization of the university will not necessarily assume a truly 'vertical' configuration in the form of the assumption of further levels of power at the upper levels of internal government. These results are consistent with the observations that in more managerial universities, collegial cul-ture increases above all when middle managers believe that evaluation has positive impacts (Marini and Reale 2015).…”

Section: Correlationssupporting

confidence: 91%

The Transformative Power of Evaluation on University Governance

Reale

Marini²

2017

Palgrave Studies in Global Higher Education

Self Cite

View full text Add to dashboard Cite

This chapter investigates how external evaluation affects university governance. The two research questions are: What makes evaluation a powerful instrument affecting the governance of universities? Do different evaluation instruments have different strengths in affecting governance? We assume that evaluation has several areas of potential effect on universities related to transformation of: hierarchical relationships between actors; the academic profession; management and performance. The chapter surveys relevant literature, followed by an outline of the conceptual framework, a presentation of the data used and the tests developed, and data analysis. We attempt to identify homogenous clusters of higher education institutions (HEIs) in terms of the extent to which evaluation influences their governance, before our concluding discussion of the analytical results and the conclusions. introduction The aim of this chapter is to investigate how external evaluation contributes to the transformation of universities through effects on their internal governance. The inquiry is driven by two research questions: What makes evaluation a powerful instrument affecting the governance of uni-versities? Do different evaluation instruments (evaluation of research, evaluation of teaching, quality assurance) have different strengths in affecting governance?

show abstract

Section: Correlationssupporting

confidence: 91%

The Transformative Power of Evaluation on University Governance

Reale

Marini²

2017

Palgrave Studies in Global Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…This finding supports the conclusion that empowered members will support organisational change (Lamm and Gordon, 2010). EL, particularly amongst middle managers (Marini and Reale, 2015), encourages capabilities and competencies to allow members to act with skill (Amundsen and Martinsen, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…This research employed EL at a higher level of analysis than the individual level (Cheong et al, 2019), and there is a downward effect on behavioural support for change (Park and Hassan, 2018). Furthermore, this paper emphasises the role of middle managers (Deans) in leading change initiatives (Faupel, 2020;Marini and Reale, 2015). Existing studies on EL have been conducted both in Western and non-Western countries (Li et al, 2016;Sharma and Kirkman, 2015).…”

Section: Introductionmentioning

confidence: 99%

Empowering leadership and behavioural support for change: the moderating role of a diverse climate

Sukoco

Choirunnisa

Mudzakkir

et al. 2022

IJEM

View full text Add to dashboard Cite

PurposeMembers' behaviour to support change is a critical factor in organisational change. Building on social cognitive theory, this research investigates how empowering leadership (EL) contributes to behavioural support for change in higher education. The paper argues that the relationship between EL and behavioural support for change is moderated by diversity climate.Design/methodology/approachTo test the hypotheses, 107 colleges from the highest-ranking 11 universities in Indonesia, consisting of 1,634 faculties, participated in this study.FindingsMembers would experience higher support for change with EL. Furthermore, the positive relationship between EL and behavioural support for change was stronger in members who perceived a more diverse climate.Originality/valueThis study empirically tested how behaviour to support change was determined by leaders' empowering behaviour based on social cognitive theory in a high-power distance culture. In terms of its methodological contributions, this study used a multi-level analysis in order to test EL. Finally, the research on behavioural support for change has been expanded upon through a unit-level analysis.

show abstract

“…Secondly, the competition among senior academics (or groups of senior academics) does not nullify academic hierarchies. On the contrary, the locus of power (authority) changes position as justification and legitimation change, highlighting a dynamic that escapes a mere logic of homeostatic power between formal hierarchical levels (Marini & Reale 2016).…”

Section: Discussion: Reforms As Reconfiguration Of Authoritymentioning

confidence: 99%

Coercive and mimetic isomorphism as outcomes of authority reconfigurations in French and Spanish academic career systems

Marini¹

2020

Policy Reviews in Higher Education

Self Cite

View full text Add to dashboard Cite

Reforms in higher education have been passed in many European countries in the last decades, mostly trying to adapt national systems to new European and global challenges. This study examines some consequences of such major reforms in France and Spain. Specifically, these reforms introduced new agencies whose remit was inter alia to provide evaluation of research and to make such assessments pivotal for academic career progression. The paper investigates empirically whether, and to what extent, these new forms of authority have been capable of engendering the expected change to the system of academic career evaluation. The respective policy approaches and policy implementation in France and Spain reveal that these reforms triggered a reconfiguration of powers at various levels of academic lifeaffecting strategies for successful career development. Policy-making implications are relevant when these two countries are compared, suggesting that more radical policy approaches (coercive isomorphism, the French case) do not result in more change to academic evaluation practices than mimetic ones (the Spanish case). It is also important to note that coercive isomorphism encountered more frictions in its implementation.

show abstract

How does collegiality survive managerially led universities? Evidence from a European Survey

Cited by 18 publications

References 51 publications

The Transformative Power of Evaluation on University Governance

The Transformative Power of Evaluation on University Governance

Empowering leadership and behavioural support for change: the moderating role of a diverse climate

Coercive and mimetic isomorphism as outcomes of authority reconfigurations in French and Spanish academic career systems

Contact Info

Product

Resources

About