No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Explicating collegiality and change management in neoliberalism during the dynamics of higher education institutions: : A Systematic Literature Review using PRISMA Checklist
F1000Research
Abstract
Background This paper discusses the lack of references that comprehensively describe the changes in universities owing to the ideology of neoliberalism. This research also discusses how a university maintains its function and identity when the great wave of neoliberalism massively erodes collegiality as the original philosophy of the university through a case study of the neoliberalism ideology on higher education. This study also provides a comprehensive framework for higher education management and governance changes. Methods We selected all retrieved sources based on the keywords and analyzed all the documents we obtained. This study obtained data from Scopus retrieved on October 27, 2023, using the following keywords: (TITLE-ABS-KEY ("collegiality") OR TITLE-ABS-KEY ("change management") OR TITLE-ABS-KEY ("neolibelism")) AND TITLE-ABS-KEY ("higher education"). This study utilized bibliometric analysis to ensure a structured review of the literature on collegiality, change management, and neoliberalism in higher education. Results The findings show that organizational management, leadership, education, technology, curriculum, innovation, organizational change, decision-making, and human beings are significant trajectories of neoliberalism in higher education. Conclusions This study offers other constructs for accelerating leadership success in higher education. This relates to how change leadership can navigate changes resulting from neoliberal ideology.
ResearchGate has not been able to resolve any citations for this publication.
Purpose
This paper examines how digitalization can affect three aspects of firm growth. The specific objectives are as follows: (1) to increase understanding of how digitalization affects pre-factors for growth, (2) to examine how digitalization transforms the growth process, especially growth strategies and (3) to examine how digitalization is apparent in the outcome of growth.
Design/methodology/approach
We explore six Finnish growth companies in order to understand the relationship between digitalization and growth. We used qualitative data collection and the Digimat measurement test for analyzing patterns, themes and best practices to generate a deeper understanding of the impact of digital technologies on business growth and growth strategies in these companies.
Findings
We propose that business growth includes three aspects of growth: pre-factors of growth, growth as a process and growth as an outcome. Digitalization may affect all of these aspects and strategic flexibility can affect business growth. Digitalization and strategic flexibility are intertwined; strategic flexibility enables the application of new technology, and digitalization enables flexibility.
Practical implications
Building on the results of the case studies, this research identifies relationships between digitalization, business growth and strategic flexibility.
Originality/value
This paper contributes to the growing literature on digitalization, providing new insight into its relation to business growth.
This study investigated perceptions of organizational change management among executive coaches working with British higher-education leaders and factors that make leaders effective when managing change. This basic qualitative research used semi-structured interviews with eight executive coaches selected through purposeful sampling. As main challenges to efficient, inclusive change management, participants mentioned leaders’ lack of a strategic vision or plan, lack of leadership and future leader development programs, and lack of clarity in decision-making. They recognized that leaders’ academic and professional profiles are positively viewed and said that, with coaching and support in leadership and strategic planning, these people can inspire the academic community and promote positive change. Additional emphasis was given to the role of coaching in the development of key soft skills (honesty, responsibility, resiliency, creativity, proactivity, and empathy, among others), which are necessary for effective change management and leadership in higher education. The paper’s implications have two aspects. First, the lessons of the actual explicit content of the coaches’ observations (challenges to efficient change management and views of leaders); second, the implications of these observations (how coaching can help and what leaders need).
Objectives: Recently, due to special conditions that the global community is experiencing (Covid-19), there is growing interest in research in educational leadership, especially in higher education, which will create an environment embedded in a collaborative culture, open to improvements, testing, and often unexpected challenges. Among the different forms of educational leadership, transformational leadership is recognized as the most appropriate for application in higher education, as it focuses on the division of leadership among academics with different skills in order to manage in a collective way the range of leadership duties required in different contexts. Methods/Analysis: This view is also reflected in this research paper, which focused on the degree of three specific forms of leadership (transformational leadership, transactional leadership, and leadership to be avoided) by members of the Senate of the University of Peloponnese. Descriptive and inductive methods of statistical analyses were applied for the interpretation of results. Findings: Notably, the findings indicate that leadership outcome has a strong positive correlation with transformational leadership and negative correlation with passive-to avoid leadership, confirming that higher transformational leadership implies greater efficiency and satisfaction for employees. Novelty/Improvement:A high degree of passive leadership coexists with the corresponding negative degree of implementation of digital leadership.
Doi: 10.28991/esj-2021-01252
Full Text: PDF
In the context of globalization of the educational services market, competition between universities is becoming more intense. This manifests itself, among other things, in the struggle for positions in international university rankings. Given that universities are evaluated according to many criteria in such rankings, it becomes necessary to identify the most significant factors in determining their positions.This study aims to identify the key factors determining the world’s leading universities’ leadership in international university rankings. The numerical values of the criteria for compiling the QS World University Rankings (QS) and Times Higher Education (THE) rankings were an empirical basis for the study. The analysis covered the Top 50 universities (according to the QS ranking) and was conducted based on reports for 2020 and 2021.At first, clustering was carried out (method – k-means); the data set was the combination of numerical values of QS and THE criteria (six and five criteria, respectively). The universities were divided into three clusters in 2020 (23, 19, 8 universities) and 2021 (23, 17, 10 universities). This showed the universities’ leadership relative to each other for each year.At the second stage, classification processing was performed (method – decision trees). As a result, criteria combinations that give an absolute separation of all clusters (2020 – five combinations; 2021 – eight combinations) were identified. The obtained combinations largely determine universities’ affiliation to clusters; their criteria are recognized as key factors of their leadership in the rankings. This study’s results can serve as guidelines for improving universities’ positions in the rankings.
Public universities worldwide have incorporated neoliberal behaviours and norms across their activities, moulding organizational practices, processes and cultures. In particular, these changes have been expressed through forms of academic capitalism and increasing ‘marketization’ of public university activities. A little explored perspective on these changes is that of senior leadership within higher education. This paper addresses this topic by examining how 116 higher education leaders view 32 key issues for the future of Australian higher education in the next 10 to 20 years. Half the participants in this study were university vice-chancellors or presidents or those who were part of their senior leadership team, and the other half were leaders outside universities including government leaders responsible for budgets or policy or those in national academic organizations. Generally, both the university and the non-university leaders of the Australian higher education system perceived nearly all of the issues for its future as at least moderately important. Many traditional academic goals of knowledge generation, dissemination and application were seen as high priorities. Rated among the top ten issues were student learning outcomes and ensuring student accessibility to higher education, as well as addressing the needs of society and research on grand challenges facing humanity, such as climate change and food security. At the same time, higher education leaders viewed most of the issues related to both marketization and academic capitalism as important, including issues of internationalization, the balance between tenured and contract academics, and the role of university-industry joint research. Traditional academic goals appear to be tightly bound to components of marketization and academic capitalism. The leaders’ perceptions of the importance, meaning and trajectory of Australian universities suggest core goals of higher education will likely need to continue to be balanced with the emerging neoliberal agendas
Currently, quality assurance and quality accreditation are very important tasks and are the top concern for higher education institutions. This is because universities can achieve their goals to meet the needs of learners, the community, and society in their educational and training quality to enhance the position of the university through quality assurance activities. Standards of quality assurance and quality accreditation are the best measurement system for the level of quality of education services. Quality assurance can help detect limited issues to adjust and overcome before implementation. The application of quality assurance and quality accreditation is the secret behind the success of most higher education institutions around the world; therefore, quality assurance and quality accreditation are the concern of universities in Vietnam in general and local universities in particular, especially universities in the most disadvantaged regions of Vietnam. This study discusses some of the theoretical issues of quality assurance and quality accreditation; identifies the relationship of quality assurance and quality accreditation with the objectives, quality level, and application of higher education in Vietnam; and at the same time provides some recommendations to help increase the application of quality assurance and quality accreditation in higher education institutions in Vietnam.
Changing factors in the higher education context such as expansion and increased marketization have sparked interest in how universities can co-create and partner with students. However, while numerous articles discuss the importance or benefits of collaboration between students and staff, less attention has been placed on the explicit approaches to support partnership. This paper will outline an approach and discuss the benefits of integrating co-design into university service practice. Using a student-staff design thinking workshop model called ‘CoLabs', we will outline how co-creation with students can help university staff generate new ideas and solve ongoing issues. Activities to assist co-design with students, including storyboarding, are also summarized as well as authentic case studies of where co-design practices have helped drive change. The aim of this work is to provide the sector with an example of usable techniques to support co-design practices with students and reinforce the benefits of implementation of co-design in higher education.
Purpose
The aim of this study is to assess the managerial practices in the United Arab Emirates (UAE) higher education sector through the lens of “new managerialism”.
Design/methodology/approach
An extensive review of new managerialism literature in higher education was conducted to develop a structured survey questionnaire. Using 176 useable responses obtained from the country-wide survey of academic staff, the underlying factor structure of new managerialism was first established using exploratory factor analysis (EFA), and then ANOVA was carried out to check whether there existed any difference in the six factors as well as for the individual items within each factor across the three types of Universities in the UAE, namely public universities, private-local owned universities and private-foreign owned universities.
Findings
The study unearthed a six-factor framework (monitoring and evaluation, transparency, bureaucracy, stakeholder engagement, research productivity and academic freedom and flexibility) of new managerialism comprising of 20 managerial practices. Of the six factors, significant difference was found for bureaucracy, stakeholder engagement and academic freedom and flexibility across different types of universities.
Originality/value
In terms of novelty, the study is the first attempt to explore new managerialism in higher education in the Middle Eastern context.
This paper aims to interpret the lived experience of Indonesian universities’ leaders in order to offer a new way of understanding leadership and exercising leadership in higher education. Heidegger’s Hermeneutic Phenomenological approach is used to capture the real experience of those leaders in demonstrating how they live and exercise a particular phenomenon of ‘leadership’ in Indonesian university contexts. Seven university leaders from two universities of private and public universities, in the western region of Indonesia, were interviewed. The results of this study describe that leaders define the nature of leadership within the domains of both positivists’ and social constructivism’s via the incorporation of individual characteristics and relational processes. They exercise leadership based on the premise of the exchange of rewards and punishment to meet triple objectives. Such an exchange is mediated with the relational approach reflected in terms such as recognition, soft-touch, affection, and care. These results offer a new way of blended conventional knowledge (positivism and social-constructivism) in defining the nature of leadership in higher education and promote a new model of the theory of what we call ‘neo-transactional leadership’.
Organizations typically employ a division of labor between specialist creator roles and generalist business roles in a bid to orchestrate innovation. We seek to determine the extent to which individuals dividing the work across roles can also benefit from dividing their network. We argue that collaborating individuals benefit from connecting to the same groups but different individuals within those groups—an approach we label dual networking—rather than from a pure divide-and-conquer approach. To test this argument, we study a dual career-ladder setting in a large multinational in which R&D managers and technologists partner up in their quest for innovation. We find that collaborators who engage in dual networking attain an innovation performance advantage over those who connect to distinct groups. This advantage stems from the opportunity to engage in the dual interpretation of input the partners receive, as well as from dual influencing that helps them to gain momentum for their proposed innovations, and it leads to more effective elaboration and championing of their ideas. In demonstrating these effects, we advance understanding of how collaborators organize their networking activities to best achieve innovative outcomes.
Increased marketisation and competition has renewed interest in how universities can partner, or co-create, with students. To address this, and further conceptualise a model of co-creation across inputs, processes, and outcomes, this article summarises the findings from 10 different case studies of student-staff co-creation (e.g., co-producers of learning resources, peer mentors, co-creators of the curriculum) in the Australasian higher education context. Our data include qualitative survey responses (n= 97) and interviews (n= 35) with students and staff. Based on these data, we present an evidence-informed model of co-creation that elucidates the key considerations in the co-creation process. The model highlights and distinguishes two dual-value creation dimensions that underlie co-creation, co-production, and value-in-use. The result is a model of co-creation in higher education that can help guide administrators, researchers, and higher education stakeholders to better conceptualise, design, implement, and assess co-creation activities.
The role of leadership style in organisational change management has been investigated considerably in this article. Authors have made efforts to cover and present wide-ranging literature on the role of leadership style in organisational change. It was discovered in various literature reviewed that there are several leadership styles that can act as promoter in change management processes; ranging from authoritarian leadership, transformational leadership, laissez-faire leadership, servant leader, transactional leadership, democratic leadership, strategic leadership, bureaucratic leadership, to consultative and participative leadership. It was learnt further that leadership is one of the leading factors in bringing affirmative change in organizations. For instance, leadership is when the leader guides employees towards the direction they desire them in order to achieve organizational goals. It was also discovered that leadership has become an essential component for a successful change in any organization in order to face the ever contentious market competitiveness. In addition, the review as well, covered the concepts of leadership and organisational change management and their types in detail.
Purpose
The purpose of this paper, which is drawn on Indonesian academic women’s experiences, is to examine the extent to which the aesthetics of existence or true life of women academics in relation to the truth telling, played out within the interaction between philosophy and politics, is affected by the application of NPM in research and publication productivities, and the way in which women academics are voicing their opinions toward this issue.
Design/methodology/approach
In total, 30 women academics across two geographical region (east and west) universities took part in this research, sharing their perceptions and the way they criticize this policy to the audiences (Indonesian government), framed within the concept of parrhesia (truth telling), parrhesiastes (truth teller) of Foucault and the pariah of Arendt.
Findings
Using semi-structured interviews, this research finds that women academics in Indonesian universities have shown discursive voices and stances to the extent to which they agree and oppose this policy, showing the patterns similar to those of parhesiastes and pariah. The implication of this study is addressed in this paper.
Originality/value
This research, via the lenses of Parrhesia and Pariah, finds several kinds of philosopher roles of women academics in Indonesian universities, such as apathetic philosophers or depraved orators and Schlemihl figure of Pariah, and Parrhesiastic philosophers of Socrates and a conscious figure of Pariah.
This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader govern-ance arrangements, institutional maturity and academic and administration staffs.
Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education (HE) settings change radically throughout the world, HE professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in HE. We examine peer-reviewed work on LD in HE settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small
Over the last two decades, numerous studies have been presented on the drivers and barriers that companies face when they try to implement lean. Such studies have mostly been based on conducting surveys through questionnaires and interviews, and have targeted specific industrial sectors and / or geographic boundaries. For helping companies implement lean, a number of frameworks have been developed. Most of them though, look like more as roadmaps, prescribing the sequence of the various lean tools that have to be adopted without considering the complexity of the human factor. It comes thus as no surprise, that many companies have failed and were not able to reap the benefits of lean manufacturing. In all literature reviewed, successful lean implementation is accompanied by a change in the way companies value the different dimensions of work. One of the major challenges of lean implementation is guiding the change journey as detailed in the implementation plan. Lean manufacturing requires change in structure, system, process, and employee behaviour. In the present paper, a conceptual framework based on change management theory is proposed and discussed.
The present article offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions. We collected survey data from German higher education institutions to analyse the degree to which quality managers perceive their approaches to quality assurance as effective. Based on this data, we develop an ordinary least squares regression model which explains perceived effectiveness through structural variables and certain quality assurance-related activities of quality managers. The results show that support by higher education institutions’ higher management and cooperation with other education institutions are relevant preconditions for larger perceived degrees of quality assurance effectiveness. Moreover, quality managers’ role as promoters of quality assurance exhibits significant correlations with perceived effectiveness. In contrast, sanctions and the perception of quality assurance as another administrative burden reveal negative correlations.
Performance measurement systems (PMSs) are a global phenomenon emanating from new public management (NPM) reforms. While they are now prolific and entrenched, they have attracted criticism based on their design and the manner in which they are applied. The purpose of this article is to explore the history of accounting for research in the Australian higher education sector (HES). It focuses on how successive Australian governments have steered research within the sector through the introduction of PMSs, in line with NPM reforms. Relying on publicly available online policy documents and scholarly literature, the study traces the development of performance measures within the Australian HES from the mid-1980s to 2015. It contributes to literature in management accounting aspects of NPM through the means of management accounting techniques such as PMSs. It also contributes to accounting history literature through an examination of three decades of accounting for research in the Australian HES.
One of the challenges in achieving success in the global competition for the government is to set up higher education institutions to be able to become a World Class University (WCU). It is believed that to address this challenge they need effective collaboration for both internally and externally where information technology (IT) is set as an enabler. However, in fact, this research has found that it is still not utilized effectively although the need for the collaboration has clearly stated in the organization’s strategic direction. This paper aims to increase such an effective collaboration model for higher education in Indonesia towards WCU. By using one of reputable state Islamic universities in Indonesia as research object, UIN Maliki Malang, which consist of more than 17,000 students and staffs, this paper proposing a collaboration architecture model equipped with suitable supporting tools. As approaching methods, we use business model design and transformation by mapping study object’s business strategic programs into proven collaborative model and their strategic planning of IS/IT. The result of the analysis conducted in the research shows that the majority of the strategic direction of UIN Maliki Malang requires collaboration using information technology both internally and externally. Additionally, UIN Maliki Malang also has facilitated by several collaborations tools within the organization. However, they still need a formal collaboration architecture model to achieve their strategic direction goals effectively. Thus, through the achievement of collaboration effectiveness using information technology, the achievement of a world class university can be realized.
This article examines the complexity and multiplicity of perspectives in studying organisational culture in higher education settings. This multiplicity of conceptualisations of cultures has purportedly been derived from the different points of view of many disciplines, which have made the study of culture and cultural research enigmatic for neophyte researchers in particular. In view of this, this article aims to put those varied points of view together to build a hybrid composed of cultural definitions, manifestations and university culture, using semiotics and functionalist perspectives, and elements of various methodologies used in conducting cultural research. The latter is grounded on the premise that the epistemology, theoretical perspectives and methodology used influence the strength of research designs that ultimately contribute to the production of legitimate knowledge. It is expected that this proposed hybrid mode of understanding and researching culture can become a model for studying culture and organisational culture in higher education sectors for professionals in general and for those undertaking PhD studies (neophyte researchers) in particular.
The impact of market orientation on organisational performance has been the subject of many studies illustrating variance with firm size. Although small- to medium-sized enterprises (SMEs) are inherently customer-oriented, research has identified that they have significantly lower levels of competitor orientation than large firms and that competitor orientation is significantly related to organisational performance. In addition, studies have illustrated that SME success is linked to innovative problem solving, new product development and resource optimisation. SMEs are inherently innovative in how they adopt creative approaches to overcome constraints associated with their size. Given that SMEs often neglect to focus on competitors, this study explores the relationship between competitor orientation and organisational performance through an innovation lens. This study uses a qualitative research approach to investigate seven successful SMEs as case studies. The findings indicate that SMEs seeking optimal organisational performance should pay close attention to direct and indirect competitors in order to identify opportunities and build sustainable competitive businesses.
The increasingly dynamic and complex higher education (HE) environment calls for high levels of boundary-spanning skills from leaders. The importance of boundary spanning is raised by the need for leaders to engage across internal and external boundaries to formulate new strategic responses to a complex set of forces and pressures facing the sector. This paper investigates the salience of boundary spanning leadership (BSL) practices through qualitative research on a group of leaders in one UK HE institution. The paper finds varying evidence for the range of boundary-spanning activities proposed in previous literature and concludes in the present case that leadership achieves the ‘managing boundaries’ stage of the BSL nexus, but has more limited achievement at the highest ‘discovering new frontiers’ stage.
In this article, we discuss how ‘managerialist’ and ‘leaderist’ discourses (O’Reilly and Reed Public Administration 88:960–978, 2010; Organization Studies 32:1079–1101, 2011) are drawn upon in the context of the deregulation of Swedish higher education. As of 2011, there has been new legislation that frames Swedish universities as ‘autonomous’ and transfers most of the regulative responsibilities from the government level to university vice-chancellors. The aim of this article is to inquire into how tensions within and between managerialist and leaderist discourse are handled in the promotion of New Public Management reforms and the consequences thereof in terms of how leadership in the higher education sector is constructed. We analyse how these discourses are employed in the core documents leading up to the 2010 Riksdag decision to enact most of the proposed deregulations, and the subsequent evaluation undertaken by the social democratic government that took over in 2014. Based in this analysis, we suggest that the texts indeed draw upon notions of leadership and leaders as necessary for Swedish universities to survive and thrive in the future, but that the envisaged practise of this ‘strong leadership’ can either be characterised as a discursive void or described in terms of de-personalised, instrumental managerial surveillance and control.
The internationalization of higher education in Canada is happening at a rapid pace. One manifestation of internationalization is the increasing enrolment of international students in Canadian institutions. There is little research on international undergraduate students’ experiences from their own perspectives as they adapt to a new educational system in Canada. This research examines how internationalization policies at a university in Western Canada were interpreted and experienced by international undergraduates. Based on interviews with 26 such students from 9 countries, this study shows that students have multiple understandings of internationalization and view internationalization as a positive experience for academic and personal growth. Findings also indicated several persistent problems, including a neoliberal approach that treats internationalization as a marketing strategy, limited internationalization of the curriculum, and gaps between the internationalization policy and the experience of international students. The findings have important implications for providing appropriate support for international students and for internationalization policy in higher education.
This article combines Bourdieu’s concepts of field, habitus and cultural capital with Lyotard’s account of performativity to construct a three-tiered framework in order to explore how managerialism has affected the academic habitus. Specifically, this article examines the adoption of group assignments as a means of developing teamwork skills in one Australian case study organisation. On a macrolevel, by viewing the employability imperative as one manifestation of managerialism in the higher education field, we argue that managerialism has created a performative culture in the case study organisation evidenced by an increasing emphasis on performance indicators. On a mesolevel, by examining how academics use group assessments to respond to demands made by governments and employers for ‘employable graduates’, we highlight the continuity of academic habitus. Finally, on a microlevel by drawing on alumni reflections regarding their experiences of group assessments at university, we are able to shed some light on their evaluation of this pedagogical tool.
The purpose of this study is to reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most prominent scholars working on each model, and the countries in which the articles are based. The analysis of the related literature was conducted by first employing a bibliometric analysis of the research and review papers indexed in the Web of Science database between 1980 and 2014. Then, a more in-depth analysis of selected papers was done using the content analysis method. The results showed that there has been increasing interest in leadership models in educational research over time. Distributed leadership, instructional leadership, teacher leadership, and transformational leadership are the most studied leadership models in educational research. It was also found that related research increasingly focuses on the effects of leaders on organizational behaviors/conditions and on student achievement. Accordingly, usage of quantitative methodology has significantly increased during the last decade. Possible reasons for these changes, implications, and recommendations for future research are also discussed.
Climate change is only one of several pressure and drivers, such as natural disasters, improvements in technologies and changing customers’ behaviors that water organizations have to relate and adapt to. This places new challenges (e.g. dealing with increased exposure, vulnerability, and uncertainty) to water management and require water organizations to change their perspective on how to deal with water issues. This paper builds on a literature review to identify dimensions and criteria of adaptive capacity and presents a conceptual framework to assess organizational adaptive capacity. The developed framework has been tested within the Municipality of Tomave (Bolivia). The paper results emphasize the incapacity to transform routines as the context is changing leads to the construction of barriers and to the inability of an organization to support the process of change of the society. In addition, the study emphasis that the development of a working system based on cooperation requires first that an organization acquires skills and adapt its routines to the new working system. Furthermore, the development of a participatory process of planning and implementation of policies would help to reduce the trade-offs and conflicts related to water management. Linked to this, the development of a system for monitoring and evaluation of policies implemented organization can contribute to build an iterative mechanism so to allow a redefinition and improvement of such policies.
The neoliberal ideology that is driven by market or corporate principles has gained a prominent place in knowledge production in higher education in Indonesia. Over the course of its application, there have emerged changing discourses or underlying assumptions in the way knowledge is predicated upon and produced. Previously, knowledge production was embedded in the notions of democratic, cultural, and moral values. Yet, this has now shifted to the notion of a corporate ethos that foregrounds the culture of efficiency, competitiveness, effectiveness, individualism, and rationality. The aftermath of such a shift in higher education, in knowledge production, in particular, has been the reorientation of critical pedagogy (stresses democratic and civic languages) to the so-called bare pedagogy. This article aims to analyze the rise of bare pedagogy in knowledge production in Indonesian higher education that is traced to several forms of academic scholarly activities, from research to teaching. Such an analysis is important as this issue has considerably eluded academic and political attention. In so doing, this analysis may become a reminder for those working in academia and those dealing with policy in higher education.
Purpose
Changes are inevitable and organisations should develop their organisational capacity for change (OCC) to survive. This paper aims to test the effect of market orientation on OCC (learning, process and context), as well as the impact of OCC on organisational performance.
Design/methodology/approach
This research used a survey of 314 heads of study programmes in Indonesia’s highest-ranked universities to test the proposed hypotheses.
Findings
The results of this research demonstrate that OCC is determined by customer orientation and cross-functional coordination (market orientation), while competitor orientation influences the learning dimension of OCC. Moreover, only the context dimension of OCC positively influences organisational performance in addition to serving as a mediator between market orientation (customer orientation and cross-functional coordination) and organisational performance, whereas competitor orientation positively influences organisational performance.
Originality/value
This paper empirically tested the three dimensions of OCC (learning, process and context) that had previously been discussed only conceptually. Furthermore, the organisation should be market-oriented to possess the capacity for change. Finally, the paper proposes and demonstrates that organisational context (culture) plays a significant role in OCC in developing organisational performance.
Challenges to ensuring teaching quality in higher education give ongoing impetus to invest in teaching quality improvement. While a significant body of literature has recognised challenges faced by academics seeking to improve teaching practices, processes for developing constructive responses to identified barriers have attracted less attention. A synthesis of literature on barriers to improvement of teaching is presented and used as a framework to assist an identification of barriers. This article reports on a national Australian trial of a collegial quality development process aimed at supporting academics to both identify and surmount barriers to improving teaching quality. Evidence of the nature and extent of barriers to improving teaching was collated from data provided by 28 academics across five Australian universities. Adopting a thematic analysis approach, a broad range of perceived barriers were identified, largely consistent with barrier categories defined in the extant literature internationally. Findings reveal that, with the support of peers, participants were able to implement effective solutions to their identified barriers to
improving teaching quality. This article provides a synthesis of current barriers to improve teaching and offers a collegial quality development process as a strategy to overcome these barriers.
Although it was supposed to be a faculty ‘Away Day', we were crammed into a room only a few hundred metres from the business school. Budgets were tight and departmental austerity was in full bloom. The Dean took centre stage and gave a talk largely consisting of corporate buzzword phrases: “significant stretch targets”; “get our friends in the tent”; “the aha effect”; “global mindset”; “clean up the box we live in”; “big buckets you then sharpen”. A bewildered colleague beside me leant in and whispered, “these Away Days are so bloody depressing”. I nodded in agreement, mirroring the forlorn faces around me. But worse was to come. Next on the agenda was a team building exercise involving African drumming. As we banged away on our cheap djembes in embarrassment, the Dean was nowhere to be seen. Exhausted, tyrannised by office email and under pressure to meet performance targets, the Away Day felt like some kind of cruel joke. This article is protected by copyright. All rights reserved.
Purpose
The purpose of this paper is to examine the impacts of the politicisation of women academics body in higher education as a result of the implementation of audit culture of new public management.
Design/methodology/approach
The research was conducted in Indonesian universities, by conducting interviews to collect data from 20 women academics from two universities in eastern regions of Indonesia.
Findings
The impacts of audit culture on women academics’ body in this study can be understood from the constraints told by them, reflected on the creation of several types of bodies.
Research limitations/implications
This paper, though, has some limitations in terms of the inclusion of only women academics, exclusion of male academics and of their limitations of addressing important constructs to elaborate the politicisation of the women body, such as culture, religion, patriarchy, and academic tribes and territories.
Practical implications
The results of this study are important for the policy maker of Indonesia to take into account “gender perspective” on research productivity and publication policy to effectively obtain the political objectives of the government. For higher education in Indonesia, the result of this study may give an indication of the importance to establish different and distinctive standards of work performance evaluation on research and publication for female and male academics.
Originality/value
The analysis of this issue is framed within the bipolar diagram of power that seeks to gain political-economic function of the body (bio-power), via a set of control mechanisms of sovereign power to regulate and manipulate the population (bio-politics), developed by Foucault (1984).
This research addresses three questions: (1) Why are some organizations more market-oriented than others? (2) What effect does a market orientation have on employees and business performance? (3) Does the linkage between a market orientation and business performance depend on the environmental context? The findings from two national samples suggest that a market orientation is related to top management emphasis on the orientation, risk aversion of top managers, interdepartmental conflict and connectedness, centralization, and reward system orientation. Furthermore, the findings suggest that a market orientation is related to overall (judgmental) business performance (but not market share), employees’ organizational commitment, and esprit de corps. Finally, the linkage between a market orientation and performance appears to be robust across environmental contexts that are characterized by varying degrees of market turbulence, competitive intensity, and technological turbulence.
The literature reflects remarkably little effort to develop a framework for understanding the implementation of the marketing concept. The authors synthesize extant knowledge on the subject and provide a foundation for future research by clarifying the construct's domain, developing research propositions, and constructing an integrating framework that includes antecedents and consequences of a market orientation. They draw on the occasional writings on the subject over the last 35 years in the marketing literature, work in related disciplines, and 62 field interviews with managers in diverse functions and organizations. Managerial implications of this research are discussed.
Marketing academicians and practitioners have been observing for more than three decades that business performance is affected by market orientation, yet to date there has been no valid measure of a market orientation and hence no systematic analysis of its effect on a business's performance. The authors report the development of a valid measure of market orientation and analyze its effect on a business's profitability. Using a sample of 140 business units consisting of commodity products businesses and noncommodity businesses, they find a substantial positive effect of a market orientation on the profitability of both types of businesses.
“Quadrads” (double dyads) of interviews, each conducted with a pair of marketing executives at a Japanese vendor firm and a pair of purchasing executives at a Japanese customer firm, provided data on corporate culture, customer orientation, innovativeness, and market performance. Business performance (relative profitability, relative size, relative growth rate, and relative share of market) was correlated positively with the customer's evaluation of the supplier's customer orientation, but the supplier's own assessment of customer orientation did not correspond well to that of the customer. Japanese companies with corporate cultures stressing competitiveness (markets) and entrepreneurship (adhocracies) outperformed those dominated by internal cohesiveness (clans) or by rules (hierarchies). Successful market innovation also improved performance.
Contemporary work on marketing management is grounded implicitly in a structural functionalist or contingency perspective of organizational functioning. However, the field of organizational behavior from which such a perspective derives has recently developed a major thrust into theoretical modeling and empirical research on organizational culture. The authors survey this emerging literature on organizational culture, integrate it in a conceptual framework, and then develop a research agenda in marketing grounded in the five cultural paradigms of comparative management, cohtingency management, organizational cognition, organizational symbolism, and structural/psychodynamism.
This paper discusses the meaning of the internationalization of higher education in Japan, based on a review of global trends in this area. Globalization has brought major changes to higher education, and in order to deal with them, the Japanese government has promoted internationalization as an important policy for higher education reform with a series of competitive funding programs. Universities in Japan, too, have made efforts to internationalize themselves. Despite the government's policy initiatives, the internationalization of Japanese higher education has not been understood as a high-priority issue at the institutional level, with many examples of superficial or partial add-ons of the international aspect, and has even been criticized as unable to contribute to transformative change at universities. Internationalization tends to be used as a means to prevail in the domestic competition between universities (inward-facing internationalization) and does not necessarily result in initiatives which lead to the improvement of learning in a globalized environment.
All in all, the government's competitive funding projects for internationalization have indeed intensified domestic competition among universities. However, it is not certain that the funds have increased the international competitiveness and compatibility of Japanese higher education as a whole.
Digital Technologies such as advanced algorithms, robotics, and analytics amongst others are transforming the dynamics of the workforce within enterprises. Therefore, the authors of this work have reviewed the implications of rising technologies on Organizational Behavior. Many of the current studies on this theme have focused on the technological side and understudied the holistic point of view and its implications on Organizational Behavior. The novelty of this work relies on providing an understanding of the most important digital technologies and reviewing their effects on employees and leadership. For this purpose, and based on the actuality of the topic, the authors decided to analyze the impacts of digital technologies on Organizational Behavior by providing a literature review and structuring it by technology and implication. The article is structured in three parts: first of all the definition of Organizational Behavior and digitalization were reviewed to establish a theoretical framework, followed by the analysis of the impacts and effects of the digitalization on leadership and employees, and finally the findings were summarized in a structured scheme.
The digitisation is prompting education, particularly higher education at a very fast pace. Higher education institutions (HEIs) are in imperative need to implement modern technologies to stay digitally relevant and differentiate them as a digital leader. Though many universities have specific digital plans and strategies, yet implementation of these up to the highest standards is something many institutions lacking. The present study emphasised that HEIs are in need to grapple with the impacts of a progressively digital world. The emerging technologies and their effects on establishment of a digital campus have been investigated and enlightened. Furthermore, the possible barriers and the ways to harness digitalisation successfully have also been discussed. The study, finally, proposed a digital model for HEIs to implement a digital strategy for the entire institution to reap the benefits attached to the technological progression. The present study will guide HEIs to understand the imperative need of digital strategic plans and assist in the adaption of the digital change.
Dysfunctional competition (typically involving violation of intellectual property rights) is common in emerging economies, making it difficult for innovators to profit from their innovation activities. Firms operating in emerging economies must choose appropriate strategies to address the idiosyncratic challenges of dysfunctional competition and achieve competitive advantage. The utility of competitive strategies (cost leadership and differentiation) and market-based assets (customer orientation, competitor orientation, and marketing creativity) were assessed for their ability to help an innovating firm deal with dysfunctional competition and improve the returns from innovation. Data from a survey of managers in 282 Chinese high technology companies demonstrates that an emphasis on cost leadership, a customer orientation and creative marketing predicts better product innovation performance in environments with a high level of dysfunctional competition. Differentiation and a competitor orientation were found to be less effective.
Purpose
The increasing complexity of higher education has led to the need for a different type of leader that transcends traditional boundaries and individual self-interest. The purpose of this paper is to propose an alternative form of leadership consistent with the unique challenges faced by institutions of higher education today.
Design/methodology/approach
First, existing research on leadership is explored. Particular attention is placed on identifying the applicability of the primary leadership approaches to the unique organizational environment typically found in institutions of higher education. Transcollegial leadership is then developed as an alternative form of leadership better suited to colleges and universities in today’s dynamic environment.
Findings
After examining the inadequacies of existing forms of leadership in higher education, transcollegial leadership is introduced as the process involved in leaders systematically, but informally, relating to persons and groups of equivalent authority in different areas of an institution of higher education for its betterment and the advancement of its mission, not for person gain.
Practical implications
It appears that transcollegial leadership may be specifically suited for institutions of higher education given their unique organizational structure. Transcollegial leadership permits colleges and universities to better utilize the skills and expertise of their members. The skills and expertise of transcollegial leaders not only benefit their home organizational units, but can benefit the entire organization.
Originality/value
The paper examines a different approach to leadership to aid colleges and universities in facing the challenges of a rapidly changing and increasingly competitive environment.
The aim of this study is to investigate the effect of two leadership stylesTransformational
and Authentic leadership on process and product innovation in
higher education institutions in Jordan. We also examine how the effect of these
leadership styles fluctuates based on the extent to which knowledge sharing is
prevailing norm in an institution. We examine our suggested model in higher
education institutions in the north of Jordan and utilize structural equation
modeling (SEM) techniques for data analysis. Findings reveal that
Transformational leadership and Knowledge sharing have a positive impact on the
innovativeness of higher education institutions in Jordan. On the other hand,
Authentic leadership does not show any support for innovativeness in the higher
education sector in a non-western country like Jordan. In addition, knowledge
sharing norms significantly moderate the effect of Transformational leadership
but exhibited no moderating influence on the effect of Authentic leadership.
This paper considers the case for reform of management structures in UK universities and offers proposals for change. The model of top-down, performance-led management that characterises many institutions is both outmoded and ill-suited to the challenges of an increasingly turbulent higher education sector. Drawing on the experiences of a university that introduced a new scheme of performance management, I explore alternative approaches to leadership and management, collaborative or partnership working designed to improve employee voice and the need to re-evaluate approaches to Human Resource Management. I conclude with a five-point model for change.