Multi-Level Governance in Universities: Strategy, Structure, Control

Frost, Jetta; Hattke, Fabian; Reihlen, Markus

doi:10.1007/978-3-319-32678-8_1

Cited by 9 publications

(11 citation statements)

References 94 publications

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“…We agree that understanding leadership, governance, and management of HE requires a multilevel perspective (e.g. Bolden et al, 2008;Frost et al, 2016;Uljens & Elo, 2020). However, we find it troublesome how this multilevel character of HEL is conceptualised, which we explain below.…”

Section: Difficulties With Approaching Multilevel Helmentioning

confidence: 83%

Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach

Elo

Uljens

2022

High Educ

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Today, multilevel analytics on educational governance, management, and leadership are common in educational leadership research, drawing on a variety of approaches and academic disciplines. This article develops a threefold critique of the state of the art. First, this article argues that research on higher education leadership often represents an unreflected position regarding the societal role of higher education—decontextualising leadership from external practices and disregarding its internal object. Second, the approaches applied in leadership as a multilevel phenomenon can be problematic. On one end of the spectrum, we find particularist approaches focusing on individual levels representing disparate and often incompatible theoretical perspectives. As these positions rarely communicate, they have difficulties producing a coherent representation of higher education leadership. Universalist approaches, in turn, study leadership on several levels but offer identical conceptual tools for any societal practice, thereby losing the sensibility of the societal, cultural, and economic tasks of higher-education institutions, and for their specific character as institutions for research and teaching. Thirdly, research on educational leadership mostly fail to provide adequate theory of pedagogical interaction and influence. This is a twofold challenge. On the one hand, research lacks a theory of the object of educational leadership, namely teaching and studying. On the other, although research often defines leadership as a process of influence aimed at supporting learning, it lacks a theory able to explain what constitutes this influence. This article elaborates the possibilities for non-affirmative theory of education to provide a theory and language to overcome these challenges.

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Section: Difficulties With Approaching Multilevel Helmentioning

confidence: 83%

Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach

Elo

Uljens

2022

High Educ

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“…This chapter focuses on what a strategy is and how is it defined, paying particular attention to the multi-level approach of organisational design (Frost et al 2016). Thus, we first look at strategy from the point of view of the structure, whereby the meaning of the strategy is a constructive organisational form.…”

Section: Perspectives On Strategymentioning

confidence: 99%

Strategy as Dialogue and Engagement

Aarrevaara

Pinheiro

Söderlind

2019

Reforms, Organizational Change and Performance in Higher Education

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Interest in organisational strategy spans more than half a century and is a central topic in the business management and organisational literature (Miles et al. 1978; Chandler 2003). Within the organisational field of higher education, particularly in Northern Europe, strategic planning has only emerged in the last two decades or so, as a result of governmental reforms inspired by 'new public management' (Mouwen 2000; Rip 2004; Salminen 2003), leading to the rise of strategic science regimes. Strategy could be broadly defined as pertaining to 'a deliberate conscious set of guidelines that determines decisions into the future' (Mintzberg 1978,

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“…, 37 Other examinations were concerned with how these changes affect the practices of governance, i.e. strategies, structures and controls, and consequently extended the literature to the organizational level 38 . In general, governance is concerned with the delineation and implementation of strategies and structures for achieving organizational goals.…”

Section: Governing a Portfolio Of University Commonsmentioning

confidence: 99%

“…In general, governance is concerned with the delineation and implementation of strategies and structures for achieving organizational goals. It is about how managers coordinate and control actors and how these influencers reconcile and prioritize competing claims of organizational stakeholders 39 . Taking organizational governance as a reference, this article centres on modes that frame decision-making processes for coordinating interdependencies between economic activities of different organization members and units: the collegial and managerial modes.…”

Section: Governing a Portfolio Of University Commonsmentioning

confidence: 99%

“…On the one hand, these boards set up rules and thus use authority to transmit preconditions for decision-making. On the other hand, they enforce strategic goals by allocating resources and budgets according to aggregated performance metrics and negotiated objectives 39 . Managerial governance aims to make universities more responsive to rating and ranking results by increasing individual and institutional accountability.…”

Section: Governing a Portfolio Of University Commonsmentioning

confidence: 99%

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Governing Collective Action – The Impetus for University Commons

Frost

Hattke

2018

European Review

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Academic research and education are, more than ever, a collective endeavour. This article discusses how different modes of governance facilitate or obstruct collective action in universities. Based on theories of public goods and the resource-based perspective, we develop the concept of university commons in order to analyse the challenges arising from the governance of collective action. We examine how to effectively balance collegial and managerial governance to create a sustainable portfolio of university commons.

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Multi-Level Governance in Universities: Strategy, Structure, Control

Cited by 9 publications

References 94 publications

Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach

Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach

Strategy as Dialogue and Engagement

Governing Collective Action – The Impetus for University Commons

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