Academic workloads: achieving equity and flexibility

Harris, Malcolm

doi:10.1080/1036970930150202

Cited by 3 publications

(1 citation statement)

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“…From a Foucauldian perspective, how academics deal with their performance management and workload models does not simply imply a passive reaction to changing circumstances in academia, but it concurrently involves individuals who actively monitor and help shape strategies of power that enable them to affect their work. Following earlier conceptualisations by Harris (1993) and Jackson et al (1994), it is then proposed that workloads are negotiated at departmental, team and individual level (with staff representing various stakeholder groups such as managers, research and teaching staff, administrators, staff from minority groups, tenured staff and part-time colleagues etc. ).…”

Section: Discussionmentioning

confidence: 99%

I lost my baby today: Embodied writing and learning in organizations

Boncori

Smith

2018

Management Learning

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Academic labour within the Higher Education landscape is changing as universities in the UK are increasingly being managed as business organisations. In the contemporary neoliberal academic context departments are required to develop forms of accountability with reference to performance, budgets, human resource management and income generation. Drawing from Foucauldian theories of power, this paper explores the contentious implementation of workload allocation models in the UK Higher Education sector not only as an illustration of a superimposed managerial tool of control but also as an instrument of resistance. We suggest that the locus of power in the implementation of workload allocation models should be placed with individuals and departments, rather than at the university or faculty level, and that these instruments must be designed to ensure a fair, realistic and transparent allocation of tasks and responsibilities to avoid unmanageable workloads and stress. http://mc.manuscriptcentral.com/management_learning MANAGEMENT LEARNING

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Section: Discussionmentioning

confidence: 99%