Change in a New Zealand university 1985–2010

Chong, Stephanie; Geare, Alan; Willett, Roger

doi:10.1177/1741143217717275

Cited by 11 publications

(6 citation statements)

References 22 publications

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“…Collegiality proved more nuanced than the positive-spirited word indicates. I concluded collegiality is not necessarily benign, which is consistent with other findings (Chong et al, 2017;Kligyte & Barrie, 2014). In the next section, I expand on the idea of resistant collegiality.…”

Section: The Collegial Dimensionsupporting

confidence: 79%

“…QA (and quality theories for that matter) originated principally from management and, in the case of academic audit, from accounting. This unhelpful 'technology transfer' from noneducational settings is often cited as the main problem with QA; it has been criticised and linked with NPM (Enders & Westerheijden, 2014;Donina & Paleari, 2019); managerialism (Chong et al, 2017;Kuraev, 2016); industrial QA (Srikanthan & Dalrymple, 2007); and total quality management (Hoecht, 2006). A second problem is a kind of circularity or selffulfilment, an ontological failure that Morley (2003) traces to the use of information loops, audit trails and a lack of discourse.…”

Section: Critiquing Quality Assurancementioning

confidence: 99%

“…Proceeding from the line of thinking that collegiality is something positive, however defined, there is a strong thread in the literature that collegiality is under threat from managerialism (Becher, 1992;Degn & Sørensen, 2016;Enders & Westerheijden, 2014;Gosling & d'Andrea, 2001), although the two may be able to co-exist (Chong et al, 2017) and, in privileging expertise over power, collegiality may in fact be more resilient than thought (Kligytė & Barrie, 2014).…”

Section: The Collegial Dimensionmentioning

confidence: 99%

“…Leadership is required to develop and sustain a quality culture (Alzafari & Kratzer, 2019) but must not be declarative (Yorke, 2000). The personality of the university's most senior leader is said to influence the institution towards a more managerial environment or a more collegial approach (Chong, et al, 2017). An unanswered question is whether leadership enables quality or is one of its characteristics (Legemaate et al, 2021).…”

Section: Leadership As a Personal Capabilitymentioning

confidence: 99%

“…Academic boards, the highest body within an academic governance system, have been reduced to a "dignified apparatus" or "safety valve" (Shattock, 2006, p. 78). This is not to say that academics reject a managerial element of running a university outright (Chong, et al, 2017) but that the balance has shifted in a direction seen by academics as disempowering.…”

Section: Academic Governancementioning

confidence: 99%

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What factors influence engagement with academic audit and implementation of audit recommendations?

Boswell¹

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<p>This thesis presents the results of a case study of academic audit as enacted at a typical New Zealand university between 1994 and 2019. Academic audit is a quality assurance methodology that drew originally from financial auditing and was adopted first in the United Kingdom, then in New Zealand and other jurisdictions in the early 1990s. New Zealand is unusual in having continued with academic audit without interruption and affords a unique research subject. Like the other New Zealand universities, the case study institution has undergone five audit cycles. If quality assurance is to demonstrably improve institutional activities, recommendations made by academic audit need to be implemented. At the case study institution, the phenomenon of recurrent recommendations was detected and three sets of complex recurrent recommendations were inspected in detail in an attempt to understand engagement by the university and by the quality agency with academic audit over time. The five Blanco-Ramírez and Berger (2014) quality dimensions were used as an analytical device to interpret the three focus areas: closing the student feedback loop; the monitoring of PhD students’ progress and how feedback from PhD students should be sought; and the ‘quality assurance infrastructure’ and leadership of quality at the university. Among the conclusions of the study were that the collegial dimension of quality is not necessarily benign; that a longitudinal dimension of quality provides a useful additional perspective; that dysfunction exists on the part of both auditor and auditee; and that engagement with audit recommendations was more likely in the context of other systemic factors. The thesis concludes with suggestions for the agency and the case-study institution.</p>

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Section: The Collegial Dimensionsupporting

confidence: 79%

Section: Critiquing Quality Assurancementioning

confidence: 99%

Section: The Collegial Dimensionmentioning

confidence: 99%

Section: Leadership As a Personal Capabilitymentioning

confidence: 99%

Section: Academic Governancementioning

confidence: 99%

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What factors influence engagement with academic audit and implementation of audit recommendations?

Boswell¹

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Organizational cultures of higher education institutions operating amid turbulence and an unstable environment: the Lebanese case

Nauffal

Nader

2021

High Educ

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This paper seeks to categorize and analyze the organizational culture and organizational culture components -leadership style, decision-making modes, standards of performance, evaluation strategies, perception of students, organizational unit, goal definition, and source of authority -in a predominantly private higher education sector. By examining the perceptions of faculty and senior academic administrators of the organizational culture of their respective universities, using a model that identifies cultures by dimensions of policy definition and operational control to produce the quadrants of collegium, bureaucracy, corporation, and enterprise, it provides insights on what organizational culture characteristics result in an effective institution able to respond to the ever-changing demands of the higher education landscape. It also seeks to explore whether the historical period of establishment of the institution influences its organizational culture and the features it comprises. Findings suggested that multiple organizational cultures co-exist at a time while some are predominant. The corporate culture was mostly prevailing within all universities established at any time period. It was permanently overlaid on bureaucracy so that many institutions operated in highly regulated environments with a mixture of both modes of governance. Emerging universities were found to be more entrepreneurial as per the loose-tight coupling defined in the model and the perceptions of participants. Despite the wealth of organizational culture literature on the benefits of less control-oriented cultures, private universities in Lebanon have not transformed significantly. Rather, they tend to adhere more to organizational cultures that emphasize stability amid turbulence, thus acting as a kind of security blanket or risk mitigate.

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Leadership and power in higher education

Lumby

2018

Studies in Higher Education

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Change in a New Zealand university 1985–2010

Cited by 11 publications

References 22 publications

What factors influence engagement with academic audit and implementation of audit recommendations?

What factors influence engagement with academic audit and implementation of audit recommendations?

Organizational cultures of higher education institutions operating amid turbulence and an unstable environment: the Lebanese case

Leadership and power in higher education

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