University Restructuring: The Role of Economic and Political Contexts

Gumport, Patricia J.; Pusser, Brian

doi:10.1007/978-94-011-3955-7_4

Cited by 43 publications

(49 citation statements)

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“…The rapid changes in the higher education context across the globe, driven by economic, social, political, and technological forces, have created an unprecedented set of challenges for financing universities (Gumport & Sporn, 1999;Jongbloed, 2004;Massy, 2003). In today's world, two seemingly contradictory matters/issues dominate the higher education landscape.…”

Section: Background Of the Studymentioning

confidence: 99%

“…University success has always depended on capacity to secure resources to achieve their core missions (Ernste, 2007).While public universities still call for additional financial support from public authorities, they also seek to engage in revenue generation in order to increase and diversify alternative sources of funding. Public authorities seem to be growing more aware of the need for higher education organisations to develop a reasonably diversified funding structure, attracting funding from other sources including the private sector (EUA, 2011;Clark, 1998;Massy 2009;Jacobs, 1974;Gumport & Sporn, 1999).…”

Section: Revenue Generation For Financial Sustainability In Public Unmentioning

confidence: 99%

“…The general economic context is an important driver for revenue generation, as pressures on public budgets lead to reductions in public funding (see Gumport & Sporn, 1999;Court, 1999). Public universities that are deprived of critical resources will seek new resources (Pfeffer & Salancik, 1978).…”

Section: Drivers To Revenue Generation In Public Universitiesmentioning

confidence: 99%

“…They have also reported that unique characteristics of an individual university can influence their revenue generation. The principal features of the environment impacting on universities include social, political, economic, and technological trends that the university faces (see Sporn, 2001;Duczmal, 2006;Gulbrandsen & Smeby, 2005;Trow, 1973;Gumport & Sporn, 1999;Massy, 1996). Political parties and public decisionmaking bodies can influence the role of universities in national development.…”

Section: Factors That Enable or Hinder Revenue Generation In Public Umentioning

confidence: 99%

“…According to Eastman (2007:10), decentralising resource allocation from central administration to faculty or whatever level gives cost centres greater incentives to control costs and engage in revenue generation (Davies, 2001:35). Many authors call for a decentralised organisational management for fostering revenue generation Gumport & Pusser, 1995;Gumport & Sporn, 1999). On the other hand, taking the case of Warwick University, Clark (1998:21) suggests that a centralised structure, which is supported by a set of interrelated and interlocked central committees, can be an important enabler for revenue generation.…”

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Revenue generation strategies in Sub-Saharan African universities

Gebreyes¹

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Section: Background Of the Studymentioning

confidence: 99%

Section: Revenue Generation For Financial Sustainability In Public Unmentioning

confidence: 99%

Section: Drivers To Revenue Generation In Public Universitiesmentioning

confidence: 99%

Section: Factors That Enable or Hinder Revenue Generation In Public Umentioning

confidence: 99%

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Revenue generation strategies in Sub-Saharan African universities

Gebreyes¹

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2001

ASHE‐ERIC High. Edu. Rept.

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Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and ConceptualizationsDistinctive ContributionFocus of the MonographAudienceTo Change or Not to Change?Providing a Common Language for Understanding Organizational ChangeWhat Is Organizational Change?Diffusion, Institutionalization, Adaptation, Innovation, and ReformForces and SourcesDegree of ChangeTiming of ChangeScale of ChangeFocus of ChangeAdaptive/GenerativeIntentionality: Planned Versus Unplanned ChangeResponse Time: Proactive and ReactiveActive and StaticTarget of Change: Change Process and OutcomesSummaryTheories and Models of Organizational ChangeTypology of Organizational Change ModelsEvolutionaryTeleologicalLife CycleDialecticalSocial CognitionCulturalMultiple ModelsSummaryAppendixUnderstanding the Nature of Higher Education Organizations: Key to Successful Organizational ChangeInterdependent OrganizationsRelatively Independent of EnvironmentUnique Organizational Cultures of the AcademyInstitutional StatusValues‐Driven: Complex and ContrastingMultiple Power and Authority StructuresLoosely Coupled StructureOrganized Anarchical Decision MakingProfessional and Administrative ValuesShared Governance SystemEmployee Commitment and TenureGoal AmbiguityImage and SuccessSummaryHigher Education Models of Change: Examination Through the Typology of Six ModelsEvolutionaryTeleologicalLife CycleDialecticalSocial CognitionCulturalMultiple ModelsSummaryResearch‐Based Principles of ChangePromote Organizational Self‐DiscoveryRealize That the Culture of the Institution (and Institutional Type) Affects ChangeBe Aware of PoliticsLay GroundworkFocus on AdaptabilityFacilitate Interaction to Develop New Mental Models and SensemakingStrive to Create Homeostasis and Balance External Forces with the Internal EnvironmentCombine Traditional Teleological Tools, Such As Establishing a Vision, Planning, or Strategy, With Social‐Cognition, Symbolic, and Political StrategiesRealize That Change Is a Disorderly ProcessPromote Shared Governance or Collective Decision MakingArticulate and Maintain Core Characteristics 120Be Aware of ImageConnect the Change Process to Individual and Institutional IdentityCreate a Culture of Risk and Help People to Change Belief SystemsRealize That Various Levels or Aspects of the Organization Will Need Different Change ModelsKnow That Strategies for Change Vary by Change InitiativeConsider Combining Models or Approaches, As Is Demonstrated Within the Multiple ModelsSummaryFuture Research on Organizational ChangeReferences

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2008

ASHE Higher Education Report

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Setting the StageM UCH HAS BEEN SAID over the last two decades about American college and university faculty. For the 1990s in particular, a maelstrom of critique from trustees, legislators, the popular press, faculty unions, and policymakers addressed needs for "reform" in how faculty are recruited, socialized, and rewarded throughout their careers. What has followed has been much quieter, however. Efforts have been made to redefine scholarship in reward systems, to implement post-tenure review systems, and to make the system fairer for women and minority faculty. How faculty go about their work has changed fundamentally with increasing use of technology, and faculty have become more involved in what Boyer (1990), Rice (1996), and have called the scholarships of teaching and community engagement (see also Hutchings and Shulman, 1999). Additionally, the composition of the American faculty has begun to change as more women and faculty of color have joined the professoriate, though many still find glass ceilings hindering career advancement-at times ceilings that appear made of Plexiglas (Terosky, Phifer, and Neumann, 2008). Admittedly, American higher education leaders and policymakers have not done away with the tenure system; that said, dramatic increases in part-time and non-tenure-track appointments has rendered the tenure system as less relevant to increasing numbers of academics (Schuster and Finkelstein, 2006).What is the history of the rhetoric, policy reform, and research on faculty over the last two decades, and what is missing in the dialogue? The purpose of this volume is to review and synthesize the literature on the American higher education faculty over the last fifteen to twenty years. As career-long students Published online in Wiley InterScience (www.interscience.wiley.com) •

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University Restructuring: The Role of Economic and Political Contexts

Cited by 43 publications

References 34 publications

Revenue generation strategies in Sub-Saharan African universities

Revenue generation strategies in Sub-Saharan African universities

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