No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Academic Management in Chilean Universities: An Analysis From Academics' Perspective
Abstract and Figures
This article analyses academics' perceptions of work management and their job satisfaction in Chilean universities, using a multi-level approach (macro, meso and micro) to study changes in the academic environment. It is based on the survey ‘The Academic Profession in the Knowledge-Based Society’ (APIKS) with data from 11 universities and 1258 valid responses. Three groups of academics are identified according to whether they are engaged in research, teaching or a balance of both. The results of the study show that, at the university level, resource allocation favours teaching, while individual recognition tends to favour research. Institutionally, teaching is prioritised because of its economic impact, but individually, research is more highly valued. This picture reflects a hybrid management model, with tendencies towards de-professionalisation in teaching and entrepreneurialisation in research. Despite these pressures, academics report high levels of job satisfaction, an aspect that requires further research.
Access to article: https://onlinelibrary.wiley.com/share/author/TAUBFXJDXIUJYKP68TS4?target=10.1111/ejed.12798
Figures - uploaded by Mario Alarcón
Author content
All figure content in this area was uploaded by Mario Alarcón
Content may be subject to copyright.
ResearchGate has not been able to resolve any citations for this publication.
La proliferación de instrumentos de medición que datifican el desempeño es expresión de la relevancia de la cultura de evaluación meritocrática en las organizaciones contemporáneas. En las universidades, las/os investigadoras/es están sujetas/os a evaluaciones constantes de su desempeño y se les recompensa en coherencia. En esta investigación buscamos comprender cómo interactúan las/os académicas/os con los instrumentos de datificación del desempeño en el contexto de un régimen meritocrático. Para ello, realizamos sesenta entrevistas a académicas/os de alto rendimiento en Chile. Mediante el análisis de repertorios interpretativos, identificamos cuatro categorías: 1) La evaluación devuelve una imagen personal donde el desempeño se explica por voluntarismo mágico, 2) La evaluación construye un límite de prestigio que indica quién merece reconocimiento, 3) Se genera distancia crítica respecto al uso de datos que miden desempeño y 4) Se establece una relación lúdica con los instrumentos de evaluación que permite usarlos con fines personales. La conclusión apunta a la emergencia de un sujeto académico que resuelve las contradicciones de estos repertorios apostando por el mérito como mejor dato de su lugar en la academia respecto a sus pares.
This article examines recent changes in the governance of national higher education systems in Chile and Ecuador. It focuses on the changes associated with the different roles of the State/Government as a coordinating mechanism. An analytical model is proposed that distinguishes between five roles of the State/Government: system designer , principal, regulator , evaluator and funder. Recent reforms introduced in the sector by both countries are analysed and their impact on the state/government profile is compared. The results show that the roles of system regulator, designer and evaluator are changing in opposite directions because of the respective reforms. On the contrary, the results show that both countries are moving in the direction of strengthening the state/government roles as funder.
El estudio del profesorado universitario en América Latina revela una profesión académica heterogénea en sus perfiles y funciones, segmentada en sus ámbitos de ejercicio, y estratificada en cuanto a su posición social. La investigación que aquí se reporta, basada en estudios de caso de doce universidades chilenas –con un primer levantamiento de datos en 2001-2002, y un segundo trabajo de terreno en las mismas universidades en 2007-2008– complementa este análisis poniendo de relieve la influencia modeladora del académico investigador sobre el conjunto de la profesión. No obstante su condición de minoría en las universidades chilenas, el perfil del profesor investigador domina tanto en el plano de los ideales, el discurso y los valores, como en la configuración de las políticas y regulaciones que rigen el trabajo académico.
The aim of this research is to contribute to the academic discussion on the problem universities face regarding their capacity to function as integrated organisations. This study analyses the universities’ capacity to coordinate different internal interests based on common aims. Three Chilean institutions were considered: a state university, a traditional private university and a private university. The evidence demonstrates different scenarios for internal strategic alignment are mainly influenced by the power balance produced between the three institutional governance components: the upper-level managerial body, the central administration and the faculties. This balance is conditioned by three factors: first, the governance arrangements that regulate the power balance between the three internal governance components and their capacity to promote coherence and alignment. The second element is associated with the individual capacities of those who exercise high-up or mid-level managerial positions, whether individuals or collegiate. The results show that personal skills and proficiency can either boost or weaken the role of the authorities and their degree of influence in decision-making. The third factor is linked to the individual interests that motivate the behaviour and preferences of those who form part of the three institutional governance components.
El capítulo tercero, del investigador colombiano Pedro Pineda, “Capitalismo académico, oligarquía académica y los ‘profesores taxi’ en Chile, Colombia, Alemania y Estados Unidos”, examina en perspectiva comparada las consecuencias del capitalismo académico sobre el empleo de investigadores universitarios en diferentes países de América Latina, Europa occidental y Norte América. Para este efecto utiliza elementos de la teoría neoinstitucionalista y el enfoque del capitalismo académico, cruce que le permite identificar la existencia de procesos convergentes de precarización del trabajo académico asociados a la expansión de la educación superior y a la implementación de nuevas doctrinas de gestión.
A partir del análisis de las regulaciones del trabajo académico en los casos de los países estudiados, el autor indica que la creación de empleos inestables es una tendencia mayoritaria a nivel universitario, exacerbando la marginalización social característica de los regímenes capitalistas e impulsando la creación de un nuevo grupo social, el precariado académico.
De hecho, se observa que la creación o crecimiento de la proporción de puestos inestables se ha institucionalizado en tres de los cuatro países estudiados —Alemania, Chile y Colombia— pasando a constituir hoy la mayor parte de los académicos que trabajan en las universidades. A la vez, las universidades continúan creciendo en número de estudiantes y tamaño de la administración, en proporciones distintas al trabajo estable para sus académicos, único que disminuiría en los últimos años (excepto en Chile durante los últimos años). Si acaso existe una relación entre incremento de la administración y tendencia hacia el capitalismo académico, concluye el autor, entonces sería posible respaldar también la tesis sobre la relación entre capitalismo académico, mantenimiento de las oligarquías académicas y creación del estamento llamado de profesores taxi (o su equivalente dentro de los países estudiados).
The third chapter, by Colombian researcher Pedro Pineda, "Academic capitalism, academic oligarchy and the 'taxi professors' in Chile, Colombia, Germany and the United States", examines in comparative perspective the consequences of academic capitalism on the employment of university researchers in different countries in Latin America, Western Europe and North America. To this end, he uses elements of neo-institutionalist theory and the academic capitalism approach, a crossover that allows him to identify the existence of convergent processes of precariousness of academic work associated with the expansion of higher education and the implementation of new management doctrines.
Based on the analysis of academic work regulations in the cases of the countries studied, the author indicates that the creation of unstable jobs is a majority trend at the university level, exacerbating the social marginalisation characteristic of capitalist regimes and driving the creation of a new social group, the academic precariat.
In fact, the creation or growth in the proportion of unstable positions has become institutionalised in three of the four countries studied - Germany, Chile and Colombia - and now constitutes the majority of academics working in universities. At the same time, universities continue to grow in terms of the number of students and the size of the administration, in proportion to the number of students and the size of the administration, in proportions other than stable work for their academics, the only one that has been decreasing in recent years (except in Chile in recent years). If there is a relationship between the increase in administration and the trend towards academic capitalism, the author concludes, then it would also be possible to support the thesis on the relationship between academic capitalism, the maintenance of academic oligarchies and the creation of the so-called taxi professors (or their equivalent in the countries studied).
Este artículo presenta los primeros resultados para Chile de la encuesta internacional de la profesión académica APIKS (Academic Profession in the Knowledge-Based Society), aplicada a los académicos de 11 universidades entre fines de 2018 y principios de 2019. Las universidades participantes incluyen los tres tipos principales de universidades en Chile: estatales, privadas con aporte estatal (conocidas también como G9) y privadas sin aporte estatal. Respondieron la encuesta, de manera completa, 1.258 académicos y académicas. Se presentan aquí, descriptivamente, los resultados de los siguientes módulos de la encuesta: distribución del tiempo de los académicos en las diversas funciones universitarias, características de la labor de docencia, características del trabajo de investigación y perfil de las actividades de vinculación con el medio. También se informan los resultados de la experiencia de los académicos en etapas formativas de sus carreras: profesores instructores y asistentes. Los principales resultados sugieren que la docencia de pregrado sigue siendo la labor central de los académicos en todos los tipos de universidades, que una cuarta parte del tiempo se dedica a la gestión, que los modos de producción de conocimiento, con altos niveles de colaboración nacional e internacional, enfatizan la publicación de artículos en revistas por sobre otras formas de comunicación científica, y que los vínculos con el medio privilegian, como socios, a otras universidades, al gobierno y a las ONG, en desmedro de la empresa privada. También aparece que los apoyos de las universidades a sus académicos, en etapas formativas, son aún incipientes.
In a context of university policies guided by neo-liberal models, the University has been strongly challenged by the increase in accountability and performance-based financing mechanisms. These policies challenge the work of the University and its workers: academics. This study explores, from the position of academics, how the accountability policies implemented from the central level are deployed in the local space, challenging academic work and its workers. A total of 36 interviews were analyzed. Findings showed that certain themes emerged as the most relevant concerning daily work. Among these, curricular assessment systems acquire a leading role in establishing which actions count and which do not. The interviews also allowed an understanding of how participants experience these policies. The intensification of work emerges as the most relevant process accounting for a work that goes beyond its limits occupying personal, family, rest, and social spaces. This also occurs within a context of an increasing questioning of the meanings and values of academic work that are being installed by university policies of high accountability.
In this chapter, we will discuss the development of the literature on the sociology of professions. The sociology of professions is a wide research area. Sometimes called the theory of professions, it has a well-known and universally accepted corpus of literature that is often referenced by the scholarly community. Because professions are defined in their context and by their corresponding researchers, the literature and its interpretations have varied over time. In addition, the overall developments of the social sciences and related fields are well observable in the research on professions.
European academics have been at the centre of ongoing higher education reforms, as changes in university governance and funding have led to changes in academic work and life. Discussing the academic profession, and most importantly, its increasing stratification across Europe, Changing European Academics explores the drivers of these changes as well as their current and expected results.
This comparative study of social stratification, work patterns and research productivity:
* Examines eleven national, higher education systems across Europe (Austria, Finland, Germany, Ireland, Italy, The Netherlands, Norway, Poland, Portugal, Switzerland and the United Kingdom)
* Provides a panoramic view of the European academic profession
* Confronts misconceptions of academic work and life with compelling results and detailed analyses
* Discusses new dilemmas inherent to the changing social and economic environments of higher education
A thoughtful and comprehensive study of the changing academic profession in Europe, this book will be of interest to higher education practitioners, managers and policy makers, both in Europe and globally. Changing European Academics will benefit anyone whose work relates to changing academic institutions and changing academic careers. ................................................................
https://www.routledge.com/Changing-European-Academics-A-Comparative-Study-of-Social-Stratification/Kwiek/p/book/9780815396482
By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.
La educación superior en chile y la compleja transición desde el régimen de autofinanciamiento hacia el régimen de gratuidad Higher education in Chile and the complex transition from the self financing regime to the free education regime El propósito del artículo es analizar el proceso de implementación de la gratuidad en la educación superior en Chile en el marco de un avance gradual del rol del Estado benefactor en desmedro del Estado subsidiario. El documento, basado principalmente en fuentes primarias, aborda, en primer lugar, diferentes modelos de Estado y la responsabilidad que asume este agente en el financiamiento de la educación terciaria. Posteriormente, se presentan diferentes formas de implementar la gratuidad en la educación superior tomando en consideración variadas experiencias a nivel mundial. A continuación, se analiza el régimen de financiamiento imperante en la educación superior chilena donde ha primado el modelo del Estado subsidiario con un fuerte sesgo privatizante. Bajo este esquema todos los estudiantes de entidades públicas y privadas pagaban sus estudios. A posteriori se revisa lo que ha ocurrido con la implementación de la gratuidad en Chile, dentro de un proceso de reforma general de la educación terciaria. Se constata que los cambios que está intro-duciendo el gobierno de Michelle Bachelet en el régimen de financiamiento junto con enfrentar la férrea oposición de las fuerzas más conservadoras del país, dejan en evidencia el alto nivel de improvisación que ha caracterizado a la gestión del gobierno. El cambio gradual en la modalidad de financiamiento de los estudios de pregrado representa un cambio radical que socava parcialmente los cimientos del modelo neo liberal vigente en Chile desde el año 1981. Palabras claves: Chile – educación superior – gratuidad – equidad – rol del Estado Abstract The purpose of this paper is to analyze the process of implementation of free higher education in Chile within the framework of the role of the welfare state at the expense of the subsidiary State. The document, based mainly on primary sources, addresses different models of the state and the responsibility assumed by the state in the financing of tertiary education. Then, different ways to implement free higher education are discussed, taking into account several experiences worldwide. We analyze the higher education financing regime in Chile that prevailed until recently. This scheme, characterized by a strong privatizing bias, required all students, whether enrolled in public or in private entities, to pay for their studies. Chile is now engaged in a process of general reform of tertiary education including elimination of fees. The changes being introduced by the government of Michelle Bachelet in the higher education funding regime have faced a strong opposition from the more conservative forces in the country. But also the changes made demonstrate the high level of improvisation that characterizes the management of the government. We conclude that the gradual change in the mode of financing undergraduate studies represents a radical change that partially undermines the foundations of the neoliberal model set up in Chile since 1981.
r e S u m e n Las transformaciones del espacio universitario a partir de los años ochen-ta, en Chile, revelan el ascenso de formas managerialistas de organizar la universidad y el trabajo académico. El nuevo managment, orientado por lógicas de eficiencia y mercado, promueve una cultura laboral de rendición de cuentas y, en consecuencia, una reconfiguración de las identidades aca-démicas llamadas a adscribirse a este nuevo modelo de universidad. Este artículo presenta una investigación cualitativa realizada en Chile con veinte académicos de planta en torno a su identidad laboral. A partir del análisis de contenido —discursivamente orientado— de veinte entrevistas, se presen-tan como resultado dos ejes en torno a los cuales se organizan las narrativas identitarias de los académicos, mostrando los efectos para la autodefinición de este grupo y la ética del trabajo académico. Palabras clave trabajo académico; capitalismo académico; identidades académicas a b S t r a C t The transformations of the university space from the eighties reveals the rise of managerialist ways to organize the university and its workforce, fostering a culture of accountability and plurality of tasks such as research, guided by the logic of efficiency and market movements. Such claims therefore imply the existence of reconfigurations in academic work identity. Drawing on focused interviews with 20 academics, the article shows two axes around which the narrative identities of academics are organized and what are its effects on self-definition of the group and the ethics of academic work.
The current investigation aims to explore the manner in which Chilean universities articulate their
teaching and research activities. This is relevant as it has been shown that these activities do not
always coexist harmonically, which can generate difficulties and tensions within the institutional
organization. To approach this, a qualitative exploratory study was implemented, consisting of indepth
semi-structured interviews of relevant institutional officials from diverse universities, belonging
to different disciplines of knowledge. With the gathered information, a preliminary characterization of
Chilean universities was constructed in reference to research and teaching. Among the main results,
it can be observed that there are differences in regards to the following dimensions related to research
and teaching: distribution of activities; promotion criteria; evaluation formats and incentives. In this
sense, the more complex universities tend to present more rigid standards for the aforementioned
dimensions. In addition, it has been concluded that the Chilean higher education system, in general,
has a tendency to hold research in higher esteem, as occurs in industrialized countries.
The relationship between teaching and research is a touchstone in thinking about higher education. However, the last 40 years has seen the 'dislocation' of these core academic activities as a result of policy and operational decisions to distinguish the way they are funded, managed,
assessed and rewarded. The activities of 'teaching' and 'research' are also disintegrating and the roles fragmenting, which, paradoxically, is allowing their reintegration in novel and innovative ways. However, this process cannot, ultimately, be successful without the fundamental reconfiguration
of academic work to meet the needs of a different student cohort and a changing society and economy.
This article investigates the form of European universities to determine the extent to which they resemble the characteristics of complete organizations and whether the forms are associated with modernization policy pressure, national institutional frames and organizational characteristics. An original data set of twenty-six universities from eight countries was used. Specialist universities have a stronger identity, whereas the level of hierarchy and rationality is clearly associated with the intensity of modernization policies. At the same time, evidence suggests limitations for universities to become complete, as mechanisms allowing the development of some dimensions seemingly constrain the capability to develop others.
This study provides a descriptive overview of the composition of Chilean university faculty in terms of fulltime
or part-time status, gender, number of institutions in which they work and level of training and regional
distribution. It also explores the academic salaries of Chilean full time faculty in different hierarchies of the
academic career compared with academic salaries in a sample of countries. The study shows that Chilean
full time academics can double their salaries during their career path. Salaries of full time public university
academics are high in the Latin American and other middle-income countries context, but compared with
high-income countries, salaries of academics in Chile represent an intermediate level.
Proponents of the concept of the audit culture in UK higher education argue that from the late 1990s onward audit functioned as a form of power control and had a profound effect on academics and their work. Such arguments continued to be made into the early 2000s. Since then, however, the level of external scrutiny surrounding UK academics' teaching has decreased. This paper presents a case study of academics at a pre-1992 university to examine how they perceived the audit culture and audit-related quality assurance mechanisms. This paper reveals that nearly two-thirds of those interviewed considered audit and quality assurance mechanisms as a bureaucratic practice that had little impact on their work. Only about one-third found the audit useful for improving undergraduate classroom teaching practice, particularly increasing academics' awareness of the importance of good teaching.
This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.
Despite the tendency to create a European Higher Education and Research area, academic systems are still quite different across Europe. We selected five countries (Finland, Germany, Italy, Norway and the UK) to investigate how the differences have an impact on a number of aspects of the working conditions of academic staff. One crucial aspect is the growing diversification of professional activity: reduction of tenured and tenure tracked position, the growing number of fixed-term contracts for both teaching and research, including the growing recruitment of academic staff from external professional fields. These changes are connected with the changing functions of higher education systems and signal the growing openness of higher education institutions to their outside social and economic environment. To understand these trends one has to take into consideration the different degree in which systems distinguish between teaching and research functions. A second aspect has to do with career paths, their regulation, their length and speed. Here, the history of recruitment and career mechanisms in different countries are of particular importance because the different systems went through different periods of change and stability. Also connected to career is the willingness and the opportunity to move from one position to another, both within and outside the academic world. A third aspect deserving attention that is connected to mobility is the professional satisfaction among academic staff in the five systems considered.
This paper outlines the main changes that have effected a transformation in the nature of academic work: on the one hand, the increasing diversification and specialisation of academic tasks, and on the other, new forms of control over academic work. An analysis of these trends leads to a discussion of the relationships between the evolution of academic work and non-academic work.
In recent years, the Australian university sector has undergone large-scale organizational change, including restructuring, downsizing and government funding cuts. At the same time, research from across the globe reports an alarming increase in the occupational stress experienced by university staff. We report on the first phase of a longitudinal investigation of occupational stress. A total of 22 focus groups were conducted with a representative sample of 178 academic and general staff from 15 Australian universities. The groups focused on understanding staff's experience of occupational stress, and perceptions of the sources, consequences and moderators of stress. Both general and academic staff reported a dramatic increase in stress during the previous 5 years. As a group, academic staff reported higher levels of stress than general staff. Five major sources of stress were identified including: insufficient funding and resources; work overload; poor management practice; job insecurity; and insufficient recognition and reward. The majority of groups reported that job-related stress was having a deleterious impact on their professional work and personal welfare. Aspects of the work environment (support from co-workers and management, recognition and achievement, high morale, flexible working conditions), and personal coping strategies (stress management techniques, work/non-work balance, tight role boundaries and lowering standards), were reported to help staff cope with stress. The findings provide a timely insight into the experience of stress within universities. Copyright: 2001 Taylor & Francis Ltd
This article introduces the agency theory to the field of higher education research. By applying agency theory to the inter-organisational relationship between government and higher education institutions, it is possible to illustrate general problems facing control and governance in a more theoretical and analytical way. The conceptual arsenal provided by the agency theory may benefit various research settings that are related to government-higher education institution relationships. In addition to its descriptive elements, agency theory also provides theoretical explanations for e.g. the establishment of quality assurance systems and performance-based funding procedures.
This book provides an overview on the major findings of a questionnaire survey of academic profession in international perspective. More than 25,000 professors and junior staff at universities and other institutions of higher education at almost 20 countries from all over the world provide information on their working situation, their views and activities. The study “The Changing Academic Profession” is the second major study of its kind, and changes of views and activities are presented through a comparison of the findings with those of the earlier study undertaken in the early 1990s. Major themes are the academics’ perception of their societal and institutional environments, the views on the major tasks of teaching, research and services, their professional preferences and actual activities, their career, their perceived influence and their overall job satisfaction. Emphasis is placed on the influence of recent changes in higher education: the internationalisation and globalisation, the increasing expectation to provide evidence of the relevance of academic work, and finally the growing power of management at higher education institutions. Overall, the academics surveyed show that worldwide discourses and trends in higher education put their mark on the academic profession, but differences by country continue to be noteworthy. Academics consider themselves to be more strongly exposed to mechanism of regulations, incentives and sanctions as well as various assessments than in the past; yet their own freedom, and responsibilities and influence shape their identity more strongly and are reflected in widespread professional satisfaction.
Until the last quarter of the 20th century, many European universities had been primarily governed by academics, and the state acted as a buffer protecting higher education institutions and academics from the interference of external interests (Neave, 2012) and held ruling power over non-academic matters. From a normative stance, less than half a century ago, Moodie and Eustace still considered that in universities, ‘the supreme authority … must … continue to rest with the academics’ (Moodie and Eustace, 1974, p. 233), and Burton Clark (1983) argued that the adoption of models based on the metaphor of organized anarchy would be more appropriate for allowing individuals and research teams to liberate their inventive capacity and to produce innovative ideas.
This book is the first of several with the results of a collaborative European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). It provides a short description of the ESF EUROHESC programme and the particular forms of international collaborative research projects which are funded under the umbrella of this programme. It then outlines the EUROAC project. This project has chosen three foci (governance, professionalisation, academic careers) to analyse changes in the work of the academic profession. The first results in the form of in-depth literature reviews constitute the content of the book. These eight literature reviews about the state of the art of existing research feature the various dimensions of the overall theme. A particular emphasis is put on factors leading to changes in the work tasks of the academic profession in Europe and how the academic profession is coping with these new challenges.Thus, the book provides a state of the art account of existing research about the following themes: main results of previous studies on the academic profession; the academic profession and their interaction with new higher education professionals; professional identities in higher education; extending work tasks: civic mission and sustainable development; academic careers in academic markets; the changing role of academics in the face of rising managerialism; the influence of quality assurance, governance, and relevance on the satisfaction of the academic profession.
Changes in the governmental policies aiming at restructuring the Portuguese Higher Education system and institutions have been, over the last years, defined under the influence of New Public Management. External pressures induced by these reforms translate the attempts to create a new institutional environment particularly by changing professionals and organizational cultures. In this context, actors with managerial positions are those over whom more pressures for change are exerted, mainly because they are seen as leaders who have a strong influence over other professionals and can, in this way, promote more acceptable and convergent changes in higher education institutions. This study aims to analyse the attitudes, values and identities of Portuguese deans in the context of increasing state managerial pressures based on a qualitative study with 26 interviews of heads/deans from four public higher education institutions in Portugal. Data analysis allows us to conclude that deans identify homogeneous pressures in the institutional environment and perceive several changes in their managerial roles. Nevertheless, the majority of them still feel like academics and reject the idea of restringing their roles or their positions only to management.
This paper uses qualitative data from interviews with university lecturers to explore the effects of changes in financial support on students' demands and expectations. Four main changes were identified: a higher proportion of students enter higher education for career reasons than in the past; students are more interested in vocational aspects of their courses than in academic study; they are less willing to undertake independent study and are more demanding of teaching staff's time. A further change was identified in the extent of part-time working by students which affects attendance and study. The replacement of maintenance grants with loans and introduction of fees were seen to have encouraged 'consumerist' attitudes towards higher education. Changes in attitudes and expectations were also explained with reference to the expansion of higher education. These had adverse effects on university lecturers, with implications for job satisfaction and for recruitment and retention.
One of the key professional concerns for staff working in higher and, to some extent, further education is to be involved in scholarly publishing. Within that concern, as a direct result of recent research assessment exercises, is the question of ‘what counts as a high status journal’? The question is a vitally important one for lecturers and researchers who are striving to achieve highly in research ratings. Yet it has not been the subject of either wide debate or extensive empirical work. In an attempt to provoke discussion on this issue, this article reports and discusses a recent survey of professors in both the UK and USA which aimed to elicit their views on the criteria for eminence and high status and also asked them to name journals that come into this category. Although the responses show that there is some degree of consensus, large differences exist between the views of individual respondents. In addition, a large number of journals are named as being of ‘high status’. Important differences between perceptions in the UK and USA are also highlighted. The aim of the paper is to open up a debate on journals and their status in a way which might be valuable for personal and institutional development in the future.
This article examines the relationship between managerialism and academic professionalism in English universities. Managerialist ideology has introduced to higher education a range of discourses and practices originating in the corporate world. According to much of the existing literature this is leading to feelings of proletarianisation and deprofessionalisation amongst academics. It is argued here that this somewhat depressing portrait may be overly pessimistic. Following a Foucauldian epistemology, this article presents the findings of an empirical study that suggest a willingness to tolerate managerialist modes of governance provided autonomous niches can be protected. The findings indicate constructive interaction and interdependence between managerialism and academic professionalism, in which academics exploit strategies of power to manage and reconstitute their self‐concept within an evolutionary context. As such, they are instrumental in realigning power relations and sustaining managerialism as a mode of university governance.
Incl. abstract, bib. The paper explores ideological conceptions of management, especially 'new managerialism', with particular reference to their role in the reform of higher education. It is suggested that attempts to reform public services in general are political as well as technical, though there is no single unitary ideology of 'new managerialism'. Whilst some argue that managers have become a class and have particular interests, this may not be so for all public services. The arguments presented are illustrated by data taken from a recent research project on the management of UK higher education. It is suggested that managers in public service organisations such as universities do not constitute a class. However, as in the case of manager-academics, managing a contemporary public service such as higher education may involve taking on the ideologies and values of 'new managerialism', and for some, embracing these. So management ideologies do seem to serve the interests of manager-academics and help cement relations of power and dominance, even in contexts like universities which were not traditionally associated with the dominance of management.
Australian academics' response to the Changing Academic Profession (CAP) survey indicates that they are among the least satisfied academics in the world. This dissatisfaction has been expressed after two decades of rapid growth in the student body and structural changes in the academic workforce, particularly an expansion in the amount of teaching provided by casual staff. The growth in casual staff numbers is a factor that has simultaneously created a precariously employed but cheaper and more flexible workforce along with higher levels of stress among the full-time teachers responsible for managing and supervising casual teachers. The academic profession has an important role to play in creating a highly educated workforce for Australia and in generating export income by teaching international students. Careful attention needs to be paid to this situation especially in light of the need to replenish the ageing academic workforce.
Universidad Politecnica de Valencia
En HEAd 2023-9th International Conference on Higher Education
Advances (pp. 475-482) (International Conference on Higher Education
Advances)." Universidad Politecnica de Valencia. https:// doi. org/ 10.
4995/ HEAd23. 2023. 16212.
El Gobierno de las Instituciones
- A Bernasconi
Bernasconi, A. 2015. "El Gobierno de las Instituciones." In La Educación
Superior en Chile: Transformación, Desarrollo y Crisis, edited by A.
Bernasconi, 259-293. Santiago, CA: Ediciones Universidad Católica de
Chile.
La Profesión Académica en Chile: Crecimiento y Profesionalización
- P Berrios
Berrios, P. 2015. "La Profesión Académica en Chile: Crecimiento y
Profesionalización." In La Educación Superior en Chile: Transformación,
Desarrollo y Crisis, edited by A. Bernasconi, 345-370. Santiago, CA:
Ediciones Universidad Católica de Chile.
The Academic Profession: An International Perspective
- E L Boyer
- P G Altbach
- M J Whitelaw
Boyer, E. L., P. G. Altbach, and M. J. Whitelaw. 1994. The Academic
Profession: An International Perspective. Princeton, NJ: Carnegie
Foundation for the Advancement of Teaching.
Universidades Privadas Independientes en Chile: Ciclo de Vida Comportamiento Organizacional e Inserción en el Sistema de Educación Superior
- M Bravo
Bravo, M. 2022. "Universidades Privadas Independientes en Chile: Ciclo
de Vida, Comportamiento Organizacional e Inserción en el Sistema de
Educación Superior [Tesis de doctoral, Universidad de Leiden]. Base de
Datos o Archivo." https:// hdl. handle. net/ 1887/ 3283422.
External Stakeholders' Influence in Higher Education
- Bruckmann S.
Bruckmann, S. 2015. "External Stakeholders' Influence in Higher
Education." Higher Education 70, no. 3: 375-391.
Higher Education in Chile: Effects of the Market
- J J Brunner
Brunner, J. J. 2009. Higher Education in Chile: Effects of the Market.
Sanitago, CA: Universidad Diego Portales.
Academic Perception of Governance and Management
- T Carvalho
Carvalho, T. 2018b. "Academic Perception of Governance and
Management." In Encyclopedia of International Higher Education
Systems and Institutions, 45-50. Dordrecht: Springer. https:// doi. org/ 10.
1007/ 978-94-017-9553-1_ 309-1.
Does More Institutional Autonomy Equal to More Professional Autonomy?
- T Carvalho
- S Diogo
Carvalho, T., and S. Diogo. 2018. "Does More Institutional Autonomy
Equal to More Professional Autonomy?" Journal of Higher Education
Policy and Management 40, no. 1: 18-33.