‘Inspired and assisted’, or ‘berated and destroyed’? Research leadership, management and performativity in troubled times

Saltmarsh, Sue; Sutherland‐Smith, Wendy; Randell‐Moon, Holly

doi:10.1080/17449642.2011.632722

Cited by 25 publications

(14 citation statements)

References 21 publications

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“…The 42 papers represented the following disciplines: medical education ( n = 4, 10%); education ( n = 18, 43%), and medicine ( n = 20, 48%) . There were 26 (62%) qualitative studies, 11 (26%) quantitative studies and five (12%) mixed‐methods studies (Table ).…”

Section: Resultsmentioning

confidence: 99%

“…Within universities (C), poor communication (M), competitive cultures (M), and limited opportunities for collaboration (M), lead to isolation, alienation and low self‐esteem (M), and poorer long‐term relationships (M) resulting in decreased research engagement and productivity (O)…”

Section: Resultsmentioning

confidence: 99%

“…Identities were also referenced in relation to early, mid‐career or senior researchers. Academic staff working in academic institutions needed to develop a sense of researcher identity, belongingness, self‐efficacy for research and autonomy to increase their satisfaction, competence and research activity . For first‐career practitioners (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…Supportive leadership as a particular form of relationship was an important mechanism in promoting a successful research environment. Supportive leaders needed to monitor workloads, set the vision, raise awareness of the value of research, and provide positive role‐modelling, thereby leading to increased productivity, promoting researcher identities and creating thriving research environments (Table , quote 3) . Research leadership, however, could be influenced negatively by the context of compliance and counting in current university cultures damaging relationships, creating a loss of motivation, and raising feelings of devalue.…”

Section: Resultsmentioning

confidence: 99%

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What really matters for successful research environments? A realist synthesis

2018

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ContextResearch environments, or cultures, are thought to be the most influential predictors of research productivity. Although several narrative and systematic reviews have begun to identify the characteristics of research‐favourable environments, these reviews have ignored the contextual complexities and multiplicity of environmental characteristics.ObjectivesThe current synthesis adopts a realist approach to explore what interventions work for whom and under what circumstances.MethodsWe conducted a realist synthesis of the international literature in medical education, education and medicine from 1992 to 2016, following five stages: (i) clarifying the scope; (ii) searching for evidence; (iii) assessing quality; (iv) extracting data, and (v) synthesising data.ResultsWe identified numerous interventions relating to research strategy, people, income, infrastructure and facilities (IIF), and collaboration. These interventions resulted in positive or negative outcomes depending on the context and mechanisms fired. We identified diverse contexts at the individual and institutional levels, but found that disciplinary contexts were less influential. There were a multiplicity of positive and negative mechanisms, along with three cross‐cutting mechanisms that regularly intersected: time; identity, and relationships. Outcomes varied widely and included both positive and negative outcomes across subjective (e.g. researcher identity) and objective (e.g. research quantity and quality) domains.ConclusionsThe interplay among mechanisms and contexts is central to understanding the outcomes of specific interventions, bringing novel insights to the literature. Researchers, research leaders and research organisations should prioritise the protection of time for research, enculturate researcher identities, and develop collaborative relationships to better foster successful research environments. Future research should further explore the interplay among time, identity and relationships.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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What really matters for successful research environments? A realist synthesis

2018

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“…Let us take the university as an example: to make this claim would be to suggest that there has been a shift—subtle, though significant—in the positioning of key stakeholders. Perhaps we can see something of this in the following examples: in the pressure for research productivity in a culture of instrumentalism and performativity (see Saltmarsh et al ., ); in the drive to balance finances by recruiting large numbers of international students under the guise of an ‘internationalisation agenda’ (McClelland and Gandy, ) and in the silencing of dissenting voices in the name of protecting the institution…”

Section: Buber: Responsibility and The ‘Life Of Dialogue’mentioning

confidence: 99%

Higher Education, Collaboration and a New Economics

Fulford¹

2015

Journal of Philosophy of Education

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In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the 'collaborative commons'. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as 'pro-sumers'. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking how education is situated in relation to the collaborative commons, I consider the growth in technology-driven, cost-negative services as a response to the current market in higher education. This raises the issue of what we mean by 'collaboration' in the university, and how this might be different from, for example, cooperation or teamwork. In seeking to provide a richer conception of collaboration in higher education, I look to Martin Buber's concept of the relational act and the life of dialogue, and to some of the seminal work of Ronald Barnett on the philosophy and economics of higher education. The article suggests that these concepts afford a new perspective on collaboration that amount to a new economics for education. Such economics require a radical shift in how we perceive the role of responsibility, reciprocity and the educative possibilities of conversation.

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Normative drift and self‐correction in scholarly book publishing: The case of Makerere University

Schalkwyk

2020

Learned Publishing

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University academics face multiple pressures to publish. These pressures emanate from contexts with different, often competing, social norms, which result in academics publishing for reasons that may run counter to accepted scientific practice. This paper asks what decisions are being taken by academics when it comes to their choice of scholarly book publisher. An analysis of books selected from more than 2,500 self-reported scholarly publications produced by academics at Makerere University in Uganda from 2011 to 2017 shows that 31 scholarly books were published. Of these books, more than half (54%) were published by publishers that do not follow accepted scholarly publishing practice. Findings also show that there was a sharp decline in books published with suspect publishers in the second half of the 7-year period. The article discusses possible reasons for the selection of suspect publishers and considers four factors that may account for the observable decline: (1) a cyclical downturn, (2) improved research management and reporting, (3) explication of the norms of science, and (4) self-correction.

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‘Inspired and assisted’, or ‘berated and destroyed’? Research leadership, management and performativity in troubled times

Cited by 25 publications

References 21 publications

What really matters for successful research environments? A realist synthesis

What really matters for successful research environments? A realist synthesis

Higher Education, Collaboration and a New Economics

Normative drift and self‐correction in scholarly book publishing: The case of Makerere University

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