Just How Managed is the McUniversity? Craig Prichard, Hugh Willmott

Abstract

This paper seeks to illuminate ways in which the introduction and use of management knowledges and practices in U.K. universities overlaps, intersects and confronts established knowledge and practice in these sites. While broadly supportive of the general directionality of work in this field by other authors (Parker and Jary 1995; Winter 1995; Miller 1995) who argue that U.K. universities are becoming increasingly corporately managed around a 'Fordist' mass production arrangement, the paper offers an empirically based exploration of some of the contradictions and struggles that make this broad shift unstable, partial and by no means inevitable. In particular the paper critiques and extends points made by Parker and Jary's discussion (1995) of the changing character of U.K. universities. To do this, the paper begins by reviewing a range of conceptual resources that can be brought to bear on this issue. Following a brief discussion of Bourdieu and Giddens, we suggest that a framework outlined by Fiske (1993) offers a potentially illuminating resource for addressing the changing character of universities in the U.K. This conceptual resource is used to interpret empirical materials drawn from discussions with nearly 40 senior post-holders in two pre-1992 and two post-1992 universities. In the analysis of this material, we argue for the relevance and value of foregrounding the way that management knowledge is at work in processes of change that are underway. We conclude that management knowledge and practice, which provides resources through which the life of the university is thought and done in new ways, at best only partially reconstitutes and displaces existing knowledge and practice.

The effects of HRM practices and antecedents on organizational commitment among university employees

“…The historical inheritance of these institutions, in which collegiality, academic freedom and autonomy are upheld as cherished values, does not easily mix with the new tasks that go with the concept of managerialism and the new societal demands for public accountability, efficiency and competitiveness (Salter and Tapper, 2002;Townley, 1997). A vast amount of studies suggest that the conflict in universities between hegemonist organization values and professional employee values leads to unintended behaviour of the individual employees, such as lower organizational commitment (Bryson, 2004;Deem, 1998;Prichard and Willmott, 1997). For example, Henkel and Kogan (1996) argue that academics do not really respond warmly to attempts to erode their collegiality and academic autonomy.…”

Charity and finance in the university

“…Complementing studies of the dominance of management in the contemporary university (e.g. Parker and Jary, 1995;Prichard and Willmott, 1997), this paper interrogates the dominance of management in the university today as one consequence of financialisation, and specifies the concrete form this dominance of management takes through the changed nature of financial accounting in the university, e.g. in its extended use of cost-and profit-centres (Alexander, 2000).…”

Η Εφαρμογη Της Νεας Δημοσιας Διοικησης Στα Πανεπιστημια: Απο Την Επαγγελματικη Γραφειοκρατια Προς Νεες Οργανωσιακες Μορφες

“…επίσης, Exworthy, Haiford, 1999, που είχε ως συνέπεια τη δημιουργία ενός «διευθυντικοΰ-διαχειριστικοΰ κράτους», σε αντίθεση με εναλλακτικές μορφές οργανωσιακών προτύπων επαγγελματικής γραφειοκρατίας (Clarke, Newman, 1997). Στα πανεπιστήμια ο νέος διευθυντισμός εκδη λώθηκε μέσω της εφαρμογής μιας σειράς θεσμικών αλλαγών και ανα-http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 01/04/2019 23:40:21 | διαρθρώσεων, που συμβάλλουν στην εμπορευματοποίηση της τριτοβάθ μιας εκπαίδευσης, στον μετασχηματισμό των οργανωτικών δομών των πανεπιστημίων, καθώς και στην αλλαγή της εργασιακής διαδικασίας των πανεπιστημιακών (Miller, 1995* Parker, Jary, 1995* Prichard, Willmott, 1997* Deem, 2004* Ogbonna, Harris, 2004. Οι εκπαιδευτικές μεταρρυθ μίσεις συντελούνται λοιπόν στο πλαίσιο ευρύτερων κοινωνικοοικονομι κών αλλαγών που στοχεύουν να θέσουν τις οργανώσεις του δημόσιου τομέα στην «πειθαρχία της αγοράς».…”

“…Η εφαρμογή των εξωγενώς επιβληθέντων θεσμικών και οργανωσιακών αλλαγών έχει επίσης σημαντικές συνέπειες για το κΰρος και την ταυτό τητα του ακαδημαϊκού επαγγέλματος (Halsey, 1992* Parker, Jary, 1995* Prichard, Willmott, 1997, καθώς θεωρείται ότι οδηγεί όχι μόνο σε μία εντατικοποίηση της ακαδημαϊκής εργασίας (Wilson, 1991* Willmott, 1995* Ogbonna, Harris, 2004, αλλά και στη σταδιακή αποεπαγγελματο-ποίηση των πανεπιστημιακών. Βεβαίως, η διαδικασία της αποεπαγγελ-ματοποίησης δεν είναι η ίδια για όλους τους εργαζόμενους στον ακαδη μαϊκό χώρο, καθώς συμφωνά με τον Dearlove (1997, σ.…”