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- Englund, Tomas, 1946-, et al.
(författare)
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Formation in five universities : A critical analysis of their portraits, plans and re-presentations
- 2013
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on ’formation’ in higher education. In the international context of competitiveness, internationalization, ‘entrepreneurialism’ in ‘research intensive’ environments, how do universities conceptualise ‘formation’ and how are such images communicated on institutional websites and in strategic plans? This paper is an exploratory analysis of such re-presentations in five highly ranked universities. Governments and stakeholders increasingly measure institutions’ capacity to stimulate economic growth and meet the needs of knowledge societies in a climate of financial crisis (Stensaker & Harvey 2011). Institutions must be ‘marketed’ to students and external stakeholders to secure financing, increasingly from the private sector whose purses respond to ‘ranking’ criteria (see www.timeshighereducation.co.uk/world-university-rankings/). An international market has been generated for students, funding academic staff, overlaid with performance indicators, quality reviews and performance-based funding (Tremblay, K., Lalancette, D. & Roseveareet, D. (2013). Does such international competitiveness further civic engagement or contribute to the formation of a new ‘creative class’ that lives in ‘neighbourless neighbourhoods’, preoccupied with themselves where they ‘bowl alone’!? (Florida, 2002, 2005; Putnam, 2000). How do selected institutions re-present or ‘market’ and ‘brand’ themselves in such climates and contexts and is it possible to predict the impact of such formulations on programmes and their content as well as staff and student experiences?This paper will provide a critical analysis of how this is done in a purposive sample of five Universities, four European, and one US. The theoretical framework deployed is summarised in table 1 where the logic of responsibility regards a moral dimension as essential to formation, while the logic of accountability marches to the beat of NPM. However, we see these logics (and languages) as creating tensions, sometimes incompatible, while part of the purpose of the analysis is to establish how institutions respond to, reject or otherwise deal with these competing world views as a framing of formation
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- Sugrue, Ciaran, et al.
(författare)
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University leaders’ talk about institutional missions and academic developers’ contributions
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:6, s. 743-759
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Tidskriftsartikel (refereegranskat)abstract
- There are increasing external pressures on 21st-century universities to be engines of economic recovery and growth. In this rapidly altering landscape, how university senior leaders articulate the purpose of university education and the contribution of academic developers to fulfil these education purposes is a matter of empirical interest. Senior leaders and academic developers have particular responsibilities since they impact educational quality at an institutional level. Senior leaders are responsible for orienting their institutions, giving direction to colleagues in the process, while their implicit leadership theories animate effort and interactions. Academic developers are employed to provide educational programmes for academics to develop their pedagogical competence, and are increasingly deployed by university leaders to implement new quality assurance systems. Such responsibilities strongly suggest agency and relative autonomy to forge new alliances and collaborative networks where these did not previously exist; they are simultaneously required to be leaders and followers. Consequently, the portfolios of academic developers have expanded exponentially, strategically walking a tightrope between the potentially coercive message of strategic missions and the relative autonomy of academic staff, brokering new horizons of university education in a collegial, collaborative and horizontal manner. The paper captures the dynamics of leading education in four universities: the brokering responsibilities of academic developers.
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- Sutphen, Molly, et al.
(författare)
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Intellectual virtues for leading higher education
- 2020
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Ingår i: Leading higher education as and for public good. - London : Routledge. - 9780367205102 - 9780429261947 ; , s. 80-91
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Bokkapitel (refereegranskat)abstract
- The concept of teaching and learning intellectual virtues, such as curiosity or courage, has emerged (or reemerged) in the recent literature as an important purpose of higher education. Chapter 5 takes the current trend as a starting point to propose several intellectual virtues for leading higher education. We focus on the use of deliberative communication in teaching and research because both are relevant for academic staff in their daily work, regardless of discipline or university. The chapter lays out how the conversations and reflection that occur through deliberative communication can be a resource for bringing to light intellectual virtues that academics may not realise they possess, or acknowledge that they need. We show how ADs might use deliberative communication to provide colleagues with opportunities for collective and individual reflection on intellectual virtues, as well as how the approach might have potential for everyone, including leaders, in the university communities.
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