Unbundling the Faculty Role in Higher Education: Utilizing Historical, Theoretical, and Empirical Frameworks to Inform Future Research

Gehrke, Sean; Kezar, Adrianna

doi:10.1007/978-3-319-12835-1_3

Cited by 30 publications

(27 citation statements)

References 98 publications

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“…The managerial oversight that comes with universities turning entrepreneurial and to academic capitalism calls for greater accountability from academics and higher productivity (Capano, 2008;Gehrke & Kezar, 2015;Santiago et al, 2006). This market driven orientation puts emphasis on research and makes the research environment more competitive.…”

Section: Discussionmentioning

confidence: 99%

“…External agencies mainly fund research activity and less of teaching thus institutions may find it hard to devote equal resources for both. Accountability demands by government and other funding agencies bring into force greater managerial oversight with strict performance management mechanisms (Gehrke & Kezar, 2015;Santiago, Carvalho, Amaral & Meek, 2006). In this context academics are required to engage more in research.…”

Section: Institutional Autonomy Teaching and Researchmentioning

confidence: 99%

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Institutional Autonomy: Implications for Teaching and Research in Public Universities in Uganda

Etomaru¹,

Ujeyo²,

Luhamya³

et al. 2016

IRHE

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This paper focused on examining the implications of institutional autonomy for teaching and research in public universities in Uganda. What constitutes university autonomy and what are its likely effects on establishing a balance between teaching and research in public universities in Uganda is the pertinent question raised in this paper. The paper argues that the university as an autonomous institution at the heart of societies produces, examines, appraises and hands down culture by research and teaching. Thus, research and teaching must be morally and intellectually independent of all political and economic interference. Literature reviewed through a constructivist epistemological lens revealed that much as official government documents pronounced institutional autonomy for public universities in Uganda, teaching and research seem to be influenced by external forces to a greater extent. Based on resource dependence theory, we conclude that pseudo autonomy constrains faculty independence in both teaching and research. We recommend that public universities in Uganda ought to revisit the professional work of the academics in the wake of increasing demands in order to balance between research and teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Institutional Autonomy Teaching and Researchmentioning

confidence: 99%

Institutional Autonomy: Implications for Teaching and Research in Public Universities in Uganda

Etomaru¹,

Ujeyo²,

Luhamya³

et al. 2016

IRHE

View full text Add to dashboard Cite

show abstract

“…In universities, research conduction and production is largely a means for hierarchal promotions and financial benefits with a limited concern for providing solutions to problems faced by societies and businesses. The real impact of universities' research on society is an issue that universities must address through promoting a culture of problem-based research [107] and teaching faculty must remain involved in advancing their knowledge through research involvement [108]. Universities facing challenges to motivate and engage faculty in the process of conducting research effectively must devise strategies to eliminate research reluctance and resistance.…”

Section: Research Culturementioning

confidence: 99%

Imperatives of Sustainable University Excellence: A Conceptual Framework

et al. 2019

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This study envisions the architecture of a modern era university with sustainable standards of excellence. Sustainable University Excellence is herein defined as the ability of a university to excel in the core areas of knowledge creation and dissemination via the mobilization of human, social, intellectual, and financial capital to serve on socioeconomic and environmental fronts ethically, efficiently, and effectively to secure a sustainable future. Seven core performance domains of a university are explored: Teaching quality, research culture, technological capability building, accessibility, community engagement, internationalization, and environment, which should be prioritize in order to continuously advance along a sustainable excellence continuum. This study provides a self-assessment methodology that universities can employ to compare their performance relative to the aforementioned domains, thus enabling the identification of performance gaps, the knowledge of which is crucial to the formulation of more targeted strategy. This approach allows decision makers to form a more coherent vision for sustainability within institutional and broader contexts. The approach proposed herein incorporates the three aspects of sustainability that form the so-called Triple Bottom Line (TBL).

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“…The concept of unbundling as applied to higher education has a history that dates back some decades (Gehrke and Kezar 2015), with our specific interest being on unbundling in relation to educational provision. Scholars and practitioners have variously provided useful understandings of the term in this context.…”

Section: Introductionmentioning

confidence: 99%

“…Staton (2012) refers to unbundling as 'Disaggregating the components of a college degree ' and MacFarlane (2010, 464) claims that ' … academic work is being subdivided into specialist functions'. The increasing prevalence of the term in higher education literaturewhether defined at an institutional services level or at a faculty roles levelis leading to greater interest in empirical research into the impacts of unbundling (Gehrke and Kezar 2015).…”

Section: Introductionmentioning

confidence: 99%

Unbundling and higher education curriculum: a Cultural-Historical Activity Theory view of process

Cliff

Walji

Mogliacci

et al. 2020

Teaching in Higher Education

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The focus of this paper is on the contestations and dilemmas emergent in the higher education curriculum in a context of increasing processes of unbundling, digitisation and marketisation. The paper explores the notion of contestation through the theoretical lens of Cultural-Historical Activity Theory. It points to illustrative examples of this contestation from empirical data drawn from stakeholder research in South African higher education. The paper grapples with understandings of the concept of curriculum and argues how these have been shaped byand are shapingemergent meanings of the curriculum in an unbundling context. The argument is that these emergent meanings are a function of different explicit and tacit understandings of curriculum and what higher education offers to students. These understandings are deepened or modified by processes of unbundling. Empirical data from the research study show these understandings to be forming against the backdrop of powerful cultural and agentic forces and players.

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Unbundling the Faculty Role in Higher Education: Utilizing Historical, Theoretical, and Empirical Frameworks to Inform Future Research

Cited by 30 publications

References 98 publications

Institutional Autonomy: Implications for Teaching and Research in Public Universities in Uganda

Institutional Autonomy: Implications for Teaching and Research in Public Universities in Uganda

Imperatives of Sustainable University Excellence: A Conceptual Framework

Unbundling and higher education curriculum: a Cultural-Historical Activity Theory view of process

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