Bureaucratization, education and the meanings of responsibility

Spector, Hannah

doi:10.1080/03626784.2018.1547615

Cited by 12 publications

(9 citation statements)

References 16 publications

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“…The expected outcome is rational individuals, concerned about their self-interest, and unconcerned about the big picture while working in a corporate or state bureaucracy, obediently focusing on the tasks or processes assigned to them by an authority (Mitra, 2015). In order words, graduates are to be concerned about the procedural dimension, while unconcerned about the substantive nature of their work (Spector, 2018).…”

Section: The Case Of Banking and Education Two Examplesmentioning

confidence: 99%

Untitled

2023

J. Islam. bus. manag.

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Purpose:The paper explores the nature of modern institutions to see if Islamization movement sufficiently attempts to remove the obstacles which the structural design of modern institutions brings in the path to achieve the moral goals of Islamization movement. Methodology: The paper being theoretical in nature uses a conceptual and critical interpretative approach based on the analysis of extant literature from institutional history, philosophy, institutionalism, and more. Hollingsworth's framework of institutional analysis is used to integrate the literature and guide the theoretical analysis. Findings: The paper argues that an institutional design that constrains moral agency of individuals is incompatible with the goals of the Islamization movement. This is so because the goals are primarily moral in nature, therefore they necessitate exercising of moral-agency in full capacity. This is unlikely within the constraining nature of modern-institutional design. Originality/Value: There is negligible literature that attempts to evaluate the structural nature of modern-institutions from the perspective of their capacity to facilitate the Islamization-movement. The concerned Muslim intelligentsia is therefore invited to further explore how the modern-institutional-structure may be obstructing their goals to achieve socioeconomic justice in society.

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Section: The Case Of Banking and Education Two Examplesmentioning

confidence: 99%

Untitled

2023

J. Islam. bus. manag.

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“…Essentially, though, it remains the Tyler rationale, as controlled by specialists with technological expertise whose very rationale is often based on helping teachers migrate to online platforms. Within Tyler’s ( 1949 ) rationalized approach to curriculum, the teacher’s role is as an instrument (Spector 2018 ): one who manipulates situations (or is manipulated) to produce desired outcomes. This is a role ideally fitted to deploying technology, as Apple and Jungck ( 1990 ) presaged in their study of a grade 7 curriculum unit on computers which several teachers in the school delivered simultaneously by aid of “curriculum-on-a-cart” (p. 240).…”

Section: Remote Teaching and Learning: What Is Implied?mentioning

confidence: 99%

“…In 2020, we unexpectedly found ourselves waking up to a like cusp, certain outcomes of which may prove irreversible for the future of curriculum, teaching, and learning. “My responsibility as a unique being cannot be replaced by or transferred to anyone else”, Spector ( 2018 , p. 505) reminds us.…”

Section: Conclusion: Pandemic Teachingmentioning

confidence: 99%

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Locked in and locked out: Covid-19 and teaching “remotely”

Strong‐Wilson

Yoder

2021

Prospects

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Covid-19 has rendered education “remote”, opening a chasm in space and time between teachers and students, between how teaching and learning was practiced before and how it is practiced now and for the foreseeable, uncertain future. As many educators find themselves both locked in and locked out, this article seeks to sort through the implications of this remoteness . The article builds on the work of William F. Pinar and George Grant, to argue that technology is an ontology shaping how we encounter who we are and the world in which we live. Caught within the tightening circle of a Covid-19 environment predicated on keeping our distance from one another, while we are connecting technologically, at risk is the complicated conversation, as well as attunement, that lie at the heart of teaching, even as teachers know that it is only through improvisational variations on these that one can hope to chart an ethical course forward.

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“…This situation presents a natural reflection of the social processes' reality characterized by the fact that "academic managerialism and bureaucratization of higher education served as prerequisites for the transformation of managers into a key university community, often opposing two main ones -students and teachers" [2] p. 5235. The negative consequences of these metamorphoses (or as it has been called by A.M. Osipov, beuropathologies [6], which are typical not only for Russia and to some extent described in the literature [14][15][16][17][18]), influenced almost all spheres of the university space, including researchers.…”

Section: Introductionmentioning

confidence: 99%

University Bureaucracy in Russia as the Research Object in Modern Sociology

Бабинцев¹,

Gaidukova²,

Shapoval³

2022

Proceedings of the 2022 International Conference on Diversified Education and Social Development (DESD 2022)

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The research work deals with the peculiarities of modern Russian universities bureaucracy features which play the key role as the characteristic aspect of modern corporation educational culture. The necessity of sociological analysis and its status definition, positive and negative consequences of formation and evolution are emphasized to be of great importance according to the research. The work is based on the idea that there is still no proficient analysis of the university bureaucracy phenomenon in the majority of actual sociological works as well as there are no evident reasons explaining the basis of the phenomenon. The needed reasons to be analyzed are as following: the absence of a systematic approach to the study of university bureaucratization process, the need for the analysis mainly in the context of higher education reformation procedure; uncritical reproduction of classical theories for bureaucracy provisions types requiring actual clarification of modern society peculiarities; the lack of special works presenting the status of university bureaucracy associated with the context of digital transformational society; the problem of institutionalized hypocrisy. Finally, the authors conclude that the formulation of the highlighted problems requires empirical verification and is worth discussing in the professional sociological community brunch.

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Bureaucratization, education and the meanings of responsibility

Cited by 12 publications

References 16 publications

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Locked in and locked out: Covid-19 and teaching “remotely”

University Bureaucracy in Russia as the Research Object in Modern Sociology

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