Managerialism and the Academic Profession: The Case of England

Trow, Martín

doi:10.1057/hep.1994.13

Cited by 210 publications

(133 citation statements)

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“…They also correspond to the conflict between utilitarian and normative identities that regularly arises in universities (Albert & Whetten, 1985). In higher education institutions, the economic dimension is reflected by the growing use of technical management knowledge to cope with new challenges (Deem & Brehony, 2005;Ferlie, Ashburner, Fitzgerald, & Pettigrew, 1996;Trow, 1994). The search for more relevant management research (Starkey & Madan, 2000) also grants corporations greater influence over research topics and reduces academic autonomy (BennichBjörkman, 2007;Dill, 2003;MacLean, MacIntosh, & Grant, 2002; for a comprehensive discussion of academic-practitioner engagement see Hughes, Bence, Grisoni, O'Regan, & Wornham, 2011).…”

Section: Economic and Social Value Perspectives In Management Academimentioning

confidence: 99%

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

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Section: Economic and Social Value Perspectives In Management Academimentioning

confidence: 99%

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

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“…This judgment is challenged by others who argue that managerialism works against its own intentions of efficient and effective quality improvement (see Bryson 2004;Davies and Thomas 2002;Thornhill et al 1996;Trow 1994b). The latter situation is what we call a 'managerialism contradiction' (Smeenk et al 2006) and the purpose of this paper is to examine its possible existence by testing two lines of reasoning.…”

Section: Introductionmentioning

confidence: 87%

Managerialism, Organizational Commitment, and Quality of Job Performances among European University Employees

et al. 2009

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To achieve efficient and effective quality improvement, European universities have gradually adopted organizational strategies, structures, technologies, management instruments, and values that are commonly found in the private business sector. Whereas some studies have shown that such managerialism is beneficial to the quality of job performances of university employees, others have argued that managerialism is largely counterproductive and that it results in lower performances. The latter situation is called a 'managerialism contradiction'. This paper tests two lines of reasoning underlying a potential contradiction governing the relationship between managerialism and job performances, while using university employee survey data from six European countries (Belgium, Finland, Germany, Netherlands, Sweden, UK). The results tend to support the assumption that managerialism, in these six countries at least, has a positive effect, albeit a modest one, on the quality of performances. The most important conclusion is therefore that there is no managerialism contradiction at work in European universities.

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“…Those institutional whose policies invoke formal disciplinary action, I would argue, exercise what Trow (1994) calls ''hard managerialism'' characterised by more authoritarian language and by systems of rewards and sanctions accorded to staff based on their compliance or non-compliance with policy. Another feature of these policies is the requirement to register social media use with either one's line manager or a central department (marketing, web team or information services) as in the following example from the University of Central Lancashire:…”

Section: Policy Leversmentioning

confidence: 99%

ALT-C 2012 Conference Proceedings - A confrontation with reality

Supplement¹

2012

Research in Learning Technology

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EDITORIAL Editorial for proceedings papersHere are the Proceedings Papers of the 2012 ALT Conference ''A confrontation with reality'', held in Manchester, England. Each paper reports on a piece of research, possibly in its early stages, states a point of view or summarises an area of work, perhaps giving new insights. This supplement contains 18 papers, an increase over previous years.The conference has five themes which are:. Problem solving Á finding effective solutions to technical problems and using learning technology to solve institutional problems. . Openness and sharing Á methods and frameworks for collaboration and sharing of knowledge and resources between practitioners and between providers, and the evidence to justify this. . Entrepreneurialism Á moving resources from where they have low yield for learning and for learners to where their yield is higher. . Mainstreaming Á applying learning technology on a large scale in pioneering ways that enthuse learners and are welcomed by teachers and administrators. . Sustainability Á of technologies, models and approaches.Problem solving is the bread and butter of learning technology practitioners. Two papers look at new solutions to familiar pedagogic problems. Essa and Ayad (2012) discuss how to use predictive and statistical techniques to identify those students most at risk of not completing a learning programme Á in a way that also helps to identify an appropriate intervention to address the learners' difficulties. Taylor (2012) looks at the problem of using video effectively in a physiotherapy context to support learners on placements, rather than relying on occasional face to face visits.The other three papers on problem solving are more focussed on the actual techniques being used. Mor and Craft (2012) report on a workshop looking at all aspects of the evolving use of learning design Á from tools through methods and frameworks. Alsubait, Parsia and Sattler (2012) propose an ontological approach to automatic generation of analogy questions in multiple choice format. Flavin (2012) discusses, in part through survey results, the increasing role of disruptive technologies Á those that were not designed for education but have become widely adopted by learners.The largest number of proceedings papers is in the area of openness and sharing. This area often coincides with the need to confront reality in terms of the limited resources available. McGuigan and Golden (2012) report on the introduction of a standardised online tutoring system for learners gaining a Teaching Qualification in Further Education: the system provides generic email, blog and micro-blog facilities and allows support to be roster-based. Cochrane (2012) reflects on three failed m-learning projects, identifying critical failure factors by comparing them with a larger number of successful ones. A significant cause of failure is not updating pedagogy to match the introduced technology. Two further papers on openness and sharing have a discipline base. Reinhardt and Rosen (2012) report on...

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Managerialism and the Academic Profession: The Case of England

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Cited by 210 publications

References 0 publications

A Model of Management Academics' Intentions to Influence Values

A Model of Management Academics' Intentions to Influence Values

Managerialism, Organizational Commitment, and Quality of Job Performances among European University Employees

ALT-C 2012 Conference Proceedings - A confrontation with reality

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