The care‐less manager: gender, care and new managerialism in higher education

Grummell, Bernie; Devine, Dympna; Lynch, Kathleen

doi:10.1080/09540250802392273

Cited by 154 publications

(136 citation statements)

References 42 publications

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“…The impact of neoliberal reform on equality in higher education has been explored with regard to gender and leadership in Irish higher education (Grummell et al 2009). The introduction of marketization into all levels of education and public policy in Ireland has led to a shift from democratic accountability to a market model of education with profound implications for gender.…”

Section: Assumption Three: Marketization Can Improve Regulationmentioning

confidence: 99%

The paradox of diversity in leadership and leadership for diversity

Bebbington¹,

Özbilgin

2013

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The paradox of diversity is that successful diversity interventions require leadership support when diversity in leadership positions is so evidently lacking. In order to explore this paradox in the UK, we examine progress towards demographic diversity in leadership roles in the higher education sector, a sector in which there is much espoused support for diversity. Through a critical and comprehensive review of the literature, we illustrate the persistent nature of inequalities that hinder diversity and inclusion in leadership. We examine studies on salient forms of inequality in higher education leadership including research on gender, ethnicity, class, sexual orientation and disability. We show that leadership diversity remains a significant challenge for the higher education sector. Drawing on the example of this sector, we demonstrate that leadership occupies a contradictory space in terms of demographic diversity, both as the focus of criticism due to its homogeneous profile and counter-intuitively as an essential force for progress towards greater equality. We investigate the paradox of the relative homogeneity of higher education leadership set against its role for championing and promoting equality and identify ways in which demographic diversity as well as the progressive potential of higher education leadership may be fostered.Le paradoxe de la diversité est tel que les interventions réussies en matière de diversité nécessitent le soutien du leadership alors même que la diversité dans le leadership fait défaut. Afin d’explorer ce paradoxe au Royaume-Uni, nous examinons les progrès dans la diversité des rôles de leadership dans l’enseignement supérieur, secteur dans lequel il existe beaucoup de soutien à la diversité.Grâce à un examen critique et exhaustif de la littérature, nous illustrons la persistance des inégalités qui entravent la diversité et l’inclusion dans le leadership. Nous étudions les formes saillantes de l’inégalité en matière de leadership dans l’enseignement supérieur, y compris la recherche sur le genre, l’origine ethnique, la classe sociale, l’orientation sexuelle ainsi que le handicap. Nous démontrons que la diversité dans le leadership demeure un défi important dans l’enseignement supérieur. A travers cet exemple, nous démontrons que le leadership occupe un espace contradictoire en termes de diversité démographique, à la fois en tant qu’objet de critiques en raison de son profil homogène mais également en tant que force essentielle pour progresser vers une plus grande égalité. Nous étudions le paradoxe de la relative homogénéité du leadership dans l’enseignement supérieur contre ses rôles de champion et de promoteur de l’égalité. Il s’agit d’identifier les moyens par lesquels la diversité démographique ainsi que le potentiel du leadership dans l’enseignement supérieur peuvent être encouragés.La paradoja de la diversidad trata de que las intervenciones exitosas de la diversidad requieren apoyo de la direccion cuando la diversidad en las posiciones de liderato està obviamente faltando...

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Section: Assumption Three: Marketization Can Improve Regulationmentioning

confidence: 99%

The paradox of diversity in leadership and leadership for diversity

Bebbington¹,

Özbilgin

2013

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“…Feminist scholars such as Grummell et al (2009) have demonstrated how the new managerialism which is increasingly at the heart of higher education builds on the "long history of gendered liberal political thinking that underestimates the role of dependency and interdependency in human relations" (2009, p. 195). The alpha male who is represented in these celebratory pieces in Anatolia therefore serves to reinforce gendered understandings of academic achievement which often bracket out the role of "informal care and love relations" (Grummell et al, 2009, p. 196) that make significant contributions to these achievements but which do not fit within the context of heteronormative representations of (tourism) academic success.…”

Section: About the Papersmentioning

confidence: 99%

Interrogating gender and the tourism academy through epistemological lens

et al. 2017

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“…Managerial approaches such as strategic planning, management by objectives, performance appraisals, decentralised budgeting, fewer levels of decision-making, flatter administrative structures, executive dashboards, and outsourcing have been introduced into universities (Barnett, 2005;du Toit, 2000;Rinne, 2009). As a result, universities have seen an increasing emphasis on accountability, performance management, productivity, commitment, risk management, quality assurance, and professional standards (Baird, 2010;Grummell, Devine, & Lynch, 2009;Ntshoe, Higgs, Higgs, & Wolhute, 2008). Managerialism changed universities from 'communities of scholars' into 'workplaces', and many academics feel that universities have lost their unique culture (Deem, Hillyard, & Reed, 2007).…”

Section: Birth Datesmentioning

confidence: 99%

A Guide to Educating Different Generations in South Africa

Johnston

2013

IISIT

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The majority of academics teaching Information Systems today were born somewhere between 1943 and 1981 (Baby Boomers or Generation X), while the majority of students were born after 1982 (Net Generation or iGeneration). One generation is always tasked with educating another generation, which has different likes and dislikes. This paper reviews papers written on educating the two different generations in South Africa, what academics (Baby Boomers and Generation X) need to know to better educate students (Net Generation and iGeneration).Six South African papers on learning preferences, and use of Information and Communication Technology (ICT) were reviewed. Over 1500 university students in 7 South African Universities, plus 122 IS academics were involved. Gaps in perceptions and usage were identified between generations, and recommendations made as how to treat the gaps to better facilitate the education of the Net and iGenerations.Vodcasting (video on demand) was introduced to a first year class of 605 students in 2011 at the University of Cape Town, South Africa as a learning supplement. At the end of the course, students were surveyed on amongst other issues, the benefits of vodcasting.The study revealed that the students favoured the use of interactive, practical and visual learning styles. The academics underestimated the students' affinity for interactive and online learning, and failed to grasp the effects of the use of mobile phones and social networking on students learning styles.

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The care‐less manager: gender, care and new managerialism in higher education

Cited by 154 publications

References 42 publications

The paradox of diversity in leadership and leadership for diversity

The paradox of diversity in leadership and leadership for diversity

Interrogating gender and the tourism academy through epistemological lens

A Guide to Educating Different Generations in South Africa

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