A European perspective on new modes of university governance and actorhood

Via Scoop.itDual impact of research; towards the impactelligent university

Higher education systems in Europe are currently undergoing profound transformations. At the macro-level, there is an increase in the number of students enrolled, subjects of study offered, and university missions that have gained legitimacy over time. At the second level changes are evident at the level of university governance. New Public Management reforms have put into question the traditional mode of governance that was based on the interplay of strong state regulation and academic self-governance. Under the current regime, new actors like accreditation and evaluation bodies or boards of trustees are emerging. At a third institutional level, profound changes can be observed at the university level itself. The university as an organization is transforming into an organizational actor, i.e. an integrated, goal-oriented, and competitive entity in which management and leadership play an ever more important role. In the following paper empirical evidence for social inclusion, new modes of governance and the organizational actorhood of universities will be presented. Furthermore, the author outlines an agenda for comparative research. Although the United States is in all three respects a forerunner of what we are observing in Europe, the label “Americanization” is misleading. Instead, a global frame of reference as well as national path-dependencies need to be taken into account. Source: A EUROPEAN PERSPECTIVE ON NEW MODES OF UNIVERSITY GOVERNANCE AND ACTORHOOD by Georg Krücken. CSHE .17.11 (December 2011) Fulltext: http://cshe.berkeley.edu/publications/docs/ROPS.Kruecken.EuroView.12.13.11.pdf


As an academic leader, imagine trying to manage more than 7.000 scientists from eighty-five countries

Via Scoop.itDual impact of research; towards the impactelligent university

Imagine the goal is to recreate the conditions existing a billionth of a second after the big bang. And none of the experts on your team will get personal credit for changing our fundamental understanding of the universe. And, by the way, you don’t have control of anyone’s paycheck. It might seem like an impossible management situation. But that is exactly what is going on at the Large Hadron Collider (LHC) at the European Organization for Nuclear Research (CERN) in Geneva, Switzerland.   The entire scientific community at CERN operates with an inherent and profound sense of trust. Trust in the process. Trust in their colleagues. Trust in the science. This trust emerges from a mutual “code of ethics” built on a culture of reciprocity. Because their community is close-knit and their most valuable currency is reputation, experimental physicists around the world know who contributes.  It’s like a crowd-sourced performance review.   Source: A Model for Collaboration By Krisztina Holly, NASA Ask Magazine, 2009 PDF is here: http://askmagazine.nasa.gov/pdf/pdf35/NASA_APPEL_ASK_35s_model_for_collaboration.pdf
Via askmagazine.nasa.gov

Motivation in academic life: a prestige economy

Via Scoop.itDual impact of research; towards the impactelligent university

The introduction of performance-related pay into universities in recent years implies a belief that academic behaviours are modified by money. However, many valued academic activities are poorly paid or not paid at all. Clearly other factors are at work. Academic motivation and new working patterns are explored using the literature. An anthropological term ‘prestige economy’ is defined and located as part of a three-part model, and its application to higher education is explored, using a socio-cultural approach rooted in Bourdieu’s analyses of academic life. The implications for those who seek to bring about change in institutions are considered and further research questions outlined. This paper has focused mainly on the way motivation works at an individual level. However, there are questions for organisations too, as they try to encourage an entrepreneurial culture whilst retaining the discipline-based academic heartlands
How might that interaction be encouraged to take place and what organisational forms would encourage it?   Source: Paul Blackmorea & Camille B. Kandiko (2011). Motivation in academic life: a prestige economy. Research in Post-Compulsory Education: Vol. 16, No. 4, pp. 399-411. DOI:10.1080/13596748.2011.626971
Via www.tandfonline.com

The Commodification of Academic Research; Science and the Modern University

Via Scoop.itDual impact of research; towards the impactelligent university

Selling science has become a common practice in contemporary universities. This commodification of academia pervades many aspects of higher education, including research, teaching, and administration. As such, it raises significant philosophical, political, and moral challenges. This volume offers the first book-length analysis of this disturbing trend from a philosophical perspective and presents views by scholars of philosophy of science, social and political philosophy, and research ethics. The epistemic and moral responsibilities of universities, whether for-profit or nonprofit, are examined from several philosophical standpoints. The contributors discuss the pertinent epistemological and methodological questions, the sociopolitical issues of the organization of science, the tensions between commodified practices and the ideal of “science for the public good,” and the role of governmental regulation and personal ethical behavior. In order to counter coercive and corruptive influences of academic commodification, the contributors consider alternatives to commodified research and offer practical recommendations for establishing appropriate research standards, methodologies and institutional arrangements, and a corresponding normative ethos. Hans Radder is professor of philosophy of science and technology at Vrije Universiteit Amsterdam. Source: The Commodification of Academic Research; Science and the Modern University, Pittsburgh University Press 2010
Radder, Hans Table of contents: http://www.upress.pitt.edu/htmlSourceFiles/pdfs/9780822943969toc.pdf
Via www.upress.pitt.edu

The future of research universities…towards a post-modern university?

Via Scoop.itDual impact of research; towards the impactelligent university

The paper considers the future of the research university and finds that it is unlikely to continue adherence to a business model in which strategy is determined and directed from the top. A Mode 2 perspective suggests that the sector will contain a variety of forms, the characteristics of each shaped by the performance of centres of excellence and relevance.   One of the conclsions of this paper: For research universities, the key challenge is to diversify and recombine its components, both cognitively and institutionally, into what we have called the ‘post-modern university’. Such a university will have overlaps and/or alliances with centres (of excellence and relevance), public laboratories of various kinds (which are themselves on the move), and various private organizations managing and performing
research. Within such a post-modern university, individual departments (faculties, institutes) are relatively independent and can follow their own trajectories by emphasizing certain areas in response to external developments, and by developing new combinations of research and training. In the strategically important middle
layer in the university, now occupied by faculties and centres competing among each other for resources and favours from the top, an entrepreneurial element is introduced which will increase the flexibility of the institution as a whole. Traditional disciplinary departments and Fakultäten may well disappear in the end, but that is not inevitable; they can remain as one part of this heterogeneous milieu   Source: (2011). The future of research universities. Prometheus: Vol. 29, No. 4, pp. 443-453. Arie Rip, School of Management and Governance, University of Twente, The Netherlands
Via www.tandfonline.com

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