‘New Public Management’ and the Academic Profession: Reflections on the German Situation

Schimank, Uwe

doi:10.1007/s11024-005-2472-9

Cited by 212 publications

(117 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It may be because of the possibility that market culture and academics possess different values (Schimank, 2005). It is also consistent with the study of Kurzdorfer (2016), who investigated the impact of organizational culture on public service motivation and indicated that only market culture was emerged as a dominant culture in universities.…”

Section: Discussionsupporting

confidence: 84%

The Moderating Effects of Organizational Culture on the Relationship between Work Motivation and Work Commitment of University Academic Staff

Irfan

Marzuki²

2018

IJLD

View full text Add to dashboard Cite

The link between the work motivation and work commitment is well established in a variety of work settings. However, the role of organizational culture is not explored in depth, especially as a moderator between work motivation and work commitment. The present study undertakes an examination of the above explained model. The sample consisted of 351 academics from nine public universities in the state of Punjab, Pakistan. Cross-sectional survey design was employed to collect the data. The statistical analyses were performed with Partial Least Squares technique using the Smart PLS 3.0. The findings revealed that adhocracy culture moderates the link between non-self-determined work motivation and work commitment among university academic staff. The study has implications for authorities to capitalize on organizational culture to boost work motivation that will ultimately improve work commitment among academics.

show abstract

Section: Discussionsupporting

confidence: 84%

The Moderating Effects of Organizational Culture on the Relationship between Work Motivation and Work Commitment of University Academic Staff

Irfan

Marzuki²

2018

IJLD

View full text Add to dashboard Cite

show abstract

“…We have argued that this is an important debate because it will lead to higher levels of selfreflection in this increasingly more complex and vast field of research and practice. It is an important debate also because today universities are under strong pressure to become more competitive, to be more capable of achieving tangible economic results, and to have improved capacity to deliver effective teaching (Parker and Jary, 1995;Schimank, 2005;Whitley and Glaser, 2007). Academic curricula might end up being designed in an environment excessively influenced by such managerial circumstances, and not by careful academic reflection.…”

Section: Conclusion and Future Researchmentioning

confidence: 99%

What Curriculum for Mobility and Transport Studies? A Critical Exploration

2013

View full text Add to dashboard Cite

To understand the complex meanings of mobility and to engage in transport planning and management processes a variety of disciplines, skills, and tools are potentially useful. Universities have a limited amount of time and resources to train future professionals though. This poses a problem: where the teaching priorities should be? By means of a web-survey this study has asked to academics based at a number of universities what are the disciplines, skills, and tools that -according to their personal viewpoints -are the most relevant for practitioners in the mobility and transport sector. The respondents generally support curricula that facilitate a holistic, non-specialised, understanding of mobility and transport issues.

show abstract

“…The next major reform came in 1993, when a centre-right government made an effort of renewal and streamlining, with the goals of decentralizing decision making and increase institutional autonomy, regionalize and redistribute resources to thinly populated areas, and create new governance and steering procedures based on managerialism and economic incentives including resource allocation schemes based on performance and throughput (Bauer et al 1999, 254;Engwall and Nybom 2007). Partly echoing international developments (Deem, Hillyard, and Reed 2007;Schimank 2005), these reforms cohered with the intensified restructuring of the role of higher education and research in society in Europe and North America, which had its origins in governance reforms induced by policymaking but also a redirection of priorities inside the sciences that brought an import of quasi-market logics and an orientation towards problem-solving and closer relationships between universities and industry (Nowotny, Scott, and Gibbons 2001;Lam 2010). This shift in norms has been shown to resonate well with the build-up of research activities in newcomers where researchers with anchoring in local and regional industrial clusters and alternative scholarly identities found new ways of combining their interests with the opportunities opened by the expansion of HESs into areas previously occupied by vocational schools (Boyer 1990;Hallonsten 2012;Hazelkorn 2004).…”

Section: The Swedish Higher Education System 1977-2012mentioning

confidence: 99%

Policy reform and academic drift: research mission and institutional legitimacy in the development of the Swedish higher education system 1977–2012

Holmberg¹,

Hallonsten

2015

European Journal of Higher Education

View full text Add to dashboard Cite

181-196. DOI: 10.1080181-196. DOI: 10. /21568235.2014 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Abstract 20th century massification of higher education and academic research led to mission diversification and structural diversification of national higher education systems, but also a tendency of non-university colleges to seek to develop into full-scale universities by the emulation of practices of established academic organizations, a tendency that has been called academic drift. The drift as such can have multiple causes, and in this article, we relate academic drift to the concepts of institutional logics and isomorphism from neoinstitutional organization theory, delineating policymaking, norm shifts and organizational action in response to uncertainty as three component processes of academic drift. Using the case of the organizational field of the Swedish higher education system and its recent 35-year history, we draw both empirical and theoretical conclusions, and demonstrate the weight of the research mission in the building of institutional legitimacy for university colleges.

show abstract

‘New Public Management’ and the Academic Profession: Reflections on the German Situation

Cited by 212 publications

References 0 publications

The Moderating Effects of Organizational Culture on the Relationship between Work Motivation and Work Commitment of University Academic Staff

The Moderating Effects of Organizational Culture on the Relationship between Work Motivation and Work Commitment of University Academic Staff

What Curriculum for Mobility and Transport Studies? A Critical Exploration

Policy reform and academic drift: research mission and institutional legitimacy in the development of the Swedish higher education system 1977–2012

Contact Info

Product

Resources

About