2018
DOI: 10.1080/03075079.2017.1421156
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Do non-academic professionals enhance universities’ performance? Reputation vs. organisation

Abstract: Universities are increasingly engaging with non-academic professionals in facilitating performance outcomes, reaffirming themselves as purposive organisations, i.e. institutions with the ability to organise strategically in the pursuit of goals and standards. However, there is little empirical evidence for the impact of professional staff on university performance. Drawing on a sample of 100 British universities, the author assesses whether the changes in the ratio of professional staff to students (from 2003 … Show more

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Cited by 56 publications
(34 citation statements)
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“…Consumers do not purchase goods or services but purchase options that provide services and create value [53]. As consumers perceive that the service purchased generates more benefits, the greater the probability that the consumer will repeat the experience.…”
Section: Reputation and Quality Of Servicementioning
confidence: 99%
“…Consumers do not purchase goods or services but purchase options that provide services and create value [53]. As consumers perceive that the service purchased generates more benefits, the greater the probability that the consumer will repeat the experience.…”
Section: Reputation and Quality Of Servicementioning
confidence: 99%
“…With the study of these trends has come the realization that studying only the top leadership or organizational structure as a whole does not give enough insight into fully understanding and explaining the complexity of drivers and influencers within IHEs that these trends have created (Rosser, 2004; Spendlove, 2007; Whitchurch, 2004). There is little research into the actual impact of non‐faculty staff on an IHE's teaching, research, and student success, with what little there is being mixed or inconclusive (Baltaru, 2018; Baltaru & Soysal, 2018). Moreover, the extent to and the method in which staff receive professional development appear to have an impact not only on staff, but the departments and institutions and through them to higher education and society as a whole (Barnes et al., 1994; Donnelly & McSweeney, 2011; Gornitzka & Larsen, 2004).…”
Section: Analysis Of the Literaturementioning
confidence: 99%
“…Colleges and universities are growing in number as well as economic, political, and social impact (Moody, 2019), making the understanding of these institutions of increasing importance. Despite significant research into higher education and its institutions, many areas within the topic of higher education institutions have not been well researched (Baltaru, 2018; Rosser, 2004), including areas regarding college and university administrators and administration (Gornitzka & Larsen, 2004; Rosser, 2004). Existing research clearly indicates the impact that college and university administrators have on their institutions (Barnes et al., 1994; Donnelly & McSweeney, 2011; Gornitzka & Larsen, 2004).…”
mentioning
confidence: 99%
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“…First, the proliferation of professional staff as a culturally legitimised form of institutional action raises important questions about the degree to which the increase in non-academic professionals is functional in helping universities achieve their goals and targets (rather than a mere enactment of how a university Bis expected to be^) (Krücken et al 2009, p. 5). Research in this area is particularly needed as highly influential models of higher education (purporting a vision of expansive, strategic and high-quality higher education) are coming under scrutiny more than ever before (Marginson 2016;Baltaru 2018). Second, universities' transformation into organisational actors fosters increasing similarity in university missions as well as in the ways in which universities are assimilating such missions at the institutional level.…”
Section: Implications For Universities As Transforming Institutionsmentioning
confidence: 99%