On maladministration in higher education: towards a multi-level theoretical framework for understanding its emergence and persistence in an era of neoliberal, managerial and corporatist reforms

Leading international schools: The questions of cultural and social justice

“…Kreber (2009) has criticized the globalized and neoliberal approaches in international education and suggested focusing on academic, socio-cultural, and ethical factors instead. Milley and Dulude (2020) have gone farther to discuss "maladministration behaviours" (p. 2) if internationalisation is not embedded in leading and managing practice. They suggest that "governance, hegemonic discourses encourage maladministration" (p. 18), and that leaders need not only an understanding of education internationally, but also locally.…”

Une démarche pour faciliter l’accès des chercheur.euse.s à l’expérience et à la réflexion stratégique des directions d’école

“…Puis, la prise en compte de leur marge de manoeuvre dans la gestion des ressources qui permettrait de faire appel à leur créativité lorsqu'il est temps de déployer des stratégies au regard de leurs relations avec le personnel et les parties prenantes. Bien que les notions d'intention et de stratégies d'acquisition ou de maintien du pouvoir puissent être attribuées à des côtés obscurs de l'administration tels que des comportements opportunistes, manipulateurs ou machiavéliques (Milley et Dulude, 2020), celles-ci semblent devenir essentielles pour faire face aux enjeux de pression et de performance auxquels les DÉ sont confrontées. De plus, les DÉ interrogées ne semblent pas avoir perdu de vue les valeurs humaines et professionnelles qui mettent au coeur de leurs pratiques les élèves et leur réussite.…”

Solidarity as Resistance: Feminist Administrators in U.S. Academia

“…Lacking public support, traditional universities have adopted a corporate model of governance that views education as a consumer product and students as consumers (Lucal 2015). This managerial university favors centralized decision making over shared governance (Milley and Dulude 2021), promotes profit-making departments that generate majors, and underfunds programs that focus on critical work and social justice (Maldonado and Guenther 2019). For university faculty, these changes have weakened job security, eroded academic freedom and professional autonomy, and hastened academic adjunctification (Lucal 2015).…”

“…Studies of feminist academic leaders’ strategic efforts to forge solidarity and equity in academic institutions have been largely absent from the gender and leadership literature. The omission is particularly glaring at this time of growing corporatization and instilling of business practices into higher education where people-centered practices are often overwhelmed by performance measures and efficiency concerns (Milley and Dulude 2021). Our study addresses this paucity and contributes to the literature by showcasing how feminist administrators’ leadership advances more equitable academic environments.…”

“…The neoliberal turn 1 in academia involves both a range of policies and practices as well as cultures that are imbued with logics of efficiency, scarcity, and competition. These are, in part, a result of the past 30 years of gradual but definitive public divestment from higher education in the U.S. (Acker and Wagner 2019; Milley and Dulude 2021; Nelson and Zippel 2021; Spitzer-Hanks 2016). Lacking public support, traditional universities have adopted a corporate model of governance that views education as a consumer product and students as consumers (Lucal 2015).…”