Collegiality, managerialism and leadership in English universities

Dearlove, John

doi:10.1007/bf02354082

Cited by 14 publications

(9 citation statements)

References 9 publications

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“…There is growing concern about the articulation between formal, Downloaded by [University of California, San Francisco] managerialist structures, and less formal collegiate processes. A recurring theme is the dissolution of trust between academics and managers (Trow, 1994(Trow, , 1996Lindsay, 1994;Dearlove, 1995;McInnis et al, 1995;Gibbs, 1998). External monitoring tends to be perceived, by teaching staff, as reinforcing managerialism and as compromising mutual trust.…”

Section: Internalmentioning

confidence: 95%

Evaluation for What?

Harvey¹

2002

Teaching in Higher Education

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External quality monitoring of higher education is explored and analysed. The different types of external bodies and their modus operandi are reviewed. The reasons for undertaking the evaluation are also examined in detail. It is argued that external evaluation legitimates the status quo and fails to ask substantial questions about the nature of learning. External quality monitoring is preoccupied with method and has almost entirely ignored a quarter of a century of research into learning theory, the nature and styles of learning, and classroom innovations. It is suggested that higher education monitoring agencies need to adopt an explicit 'transformation' approach to quality and to address the implications of that for student learning. Only then will they shift from accountability-and compliance-orientated agencies to ones that raise substantial questions about improving student learning.

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Section: Internalmentioning

confidence: 95%

Evaluation for What?

Harvey¹

2002

Teaching in Higher Education

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“…In a higher education institution context, educational institutions are more concerned with the quality of leadership and the need to develop organizational leadership (Dearlove, 1995;Askling, Bauer & Marton, 1999). Moreover, it has been concluded that leadership is needed for higher education institutions if they are to perform effectively (e.g., Jarrett Report, 1985 cited in Barry, Chandler, & Clark, 2001, p.89;Cohen & March, 1986;Pounder, 2001).…”

Section: Transformational Leadership In Universitiesmentioning

confidence: 99%

“…The institutions which are interested in the capacity to change should also be concerned about the quality of their leadership (Dearlove, 1995). Ramsden (1998) agrees that the use made of leadership in higher education institutions is its ability to produce change and also to align and motivate followers.…”

Section: Transformational Leadership In Universitiesmentioning

confidence: 99%

Internal branding in universities and the lessons learnt from the past: the significance of employee brand support and transformational leadership

Sujchaphong

Nguyen

Melewar

2015

Journal of Marketing for Higher Education

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The paper reviews the literature on the concept of internal branding and its effects in the service sector in general, as well as in UK universities. In addition, the concept of employee brand support is reviewed, discussing the influence of leadership characteristics on internal branding in universities. Employee brand support is a crucial element to successful internal branding activities. A great concern is that the knowledge of internal branding and employee brand support in higher education institutions is based on knowledge imported from the business sector, and more practices should thus be adapted and implemented. It is found that transformation leadership, despite being little researched in the internal branding context, remains the pivotal element to the successful implementation of internal branding, as transformational leadership provides space for intellectual stimulation and consideration of individuals that are present at universities. Potential future research areas for internal branding studies are identified and discussed.

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“…Dearlove 1995) or, more correctly, it must find a balance between them to meet different demands from students, staff and the environment.…”

Section: Discussionmentioning

confidence: 98%