Handling Different Institutional Logics in the Public Sector: Comparing Management in Norwegian Universities and Hospitals

Berg, Laila Nordstrand; Pinheiro, Rómulo

doi:10.1108/s0733-558x20150000045018

Cited by 24 publications

(18 citation statements)

References 52 publications

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“…For administrators, strategy process and strategy implementation are a more natural part of their work. These findings are aligned with the evidence (both within and outside the Nordic region) that recent reform processes aimed at transforming universities into more coherent, strategic actors (Pinheiro and Stensaker 2013;Ramirez 2006) have resulted in a growing gap regarding the values, practices, and priorities of university managers as compared to those of the academic heartland (Berg and Pinheiro 2016;Pekkola et al 2017).…”

Section: Institutional Strategies and Actorssupporting

confidence: 79%

Strategy as Dialogue and Engagement

Aarrevaara

Pinheiro

Söderlind

2019

Reforms, Organizational Change and Performance in Higher Education

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Interest in organisational strategy spans more than half a century and is a central topic in the business management and organisational literature (Miles et al. 1978; Chandler 2003). Within the organisational field of higher education, particularly in Northern Europe, strategic planning has only emerged in the last two decades or so, as a result of governmental reforms inspired by 'new public management' (Mouwen 2000; Rip 2004; Salminen 2003), leading to the rise of strategic science regimes. Strategy could be broadly defined as pertaining to 'a deliberate conscious set of guidelines that determines decisions into the future' (Mintzberg 1978,

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Section: Institutional Strategies and Actorssupporting

confidence: 79%

Strategy as Dialogue and Engagement

Aarrevaara

Pinheiro

Söderlind

2019

Reforms, Organizational Change and Performance in Higher Education

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“…The perceived decision-making power of leaders differs significantly between countries, with Danish managers reporting the lowest degree of power. This finding is, in itself, rather interesting since the rationale for implementing NPMinspired unitary management models (with centralization of decisionmaking) is to empower specific (formal managers) individuals (Berg and Pinheiro 2016). Thus, it should be reflected in the views of academic staff in interviews, stressing what they perceived as increasing managerial power.…”

Section: Decision-making and Organizational Structuresmentioning

confidence: 95%

Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned?

Geschwind

Hansen

Pinheiro

et al. 2019

Reforms, Organizational Change and Performance in Higher Education

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In this final chapter, we revisit the overall aims of the volume and discuss the findings and implications for theory, policy, and practice. The general aim of the project has been to study the effects of the changing conditions of the environment under which Nordic higher education institutions operated during the period 2003–2013. A conceptual framework inspired by a typology developed by Johan P. Olsen was applied, focusing on various aspects of governance of universities and also stressing the ability of universities—as institutions—to resist, adapt, and respond to change initiatives from external and internal actors. Based on rich sources of data, including statistics, interviews from eight universities, and a survey to academics, managers, and administrators, the chapter discusses some key takeaways. The study shows that reforms with similar, rationalist agendas have been launched across the four countries. However, our survey and interview data reveal more nuanced and multifaceted experiences, more closely related to institutionalist view of universities.

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“…In this model, the vice-chancellor was the chair of the board. A model referred to as the unitary leadership model (Berg and Pinheiro 2016) was also offered as an alternative model (this was preferred by the government). In this model, the vice-chancellor was appointed by the board for a certain period and had the full responsibility for both academic and administrative matters, and the law did not demand an administrative director in this model.…”

Section: National Reforms and Systemsmentioning

confidence: 99%

The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance

Geschwind

Aarrevaara

Berg

et al. 2019

Reforms, Organizational Change and Performance in Higher Education

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Major reforms in the Nordic countries have increased the formal autonomy of higher education institutions (HEIs) to make decisions over their own activities, both academic core tasks and managerial/administrative activities. The issue addressed in this chapter is how these changes have affected the role of the academic leader. Across the four countries, we see clear signs of change regarding academic leadership comprising a mix of institutional logics in the interviews: the professional, collegial traditional academic leadership, which is based on rotating systems, election among peers, and collegial decision-making, has been complemented with, and in some places replaced by, a managerial logic with top-down order-giving, performance measurement and appointed managers as a new academic profession. Another related general trend is the greater focus on individual managers. The analysis also shows that Denmark and Finland are the countries that lead the way when it comes to increasing the formal authority of managers. The introduction of appointed managers rather than elected ones has altered the way HEIs operate in these two countries. However, as this chapter has shed light on, management reform has not been implemented in the same depth and with the same pace across and within universities.

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Handling Different Institutional Logics in the Public Sector: Comparing Management in Norwegian Universities and Hospitals

Cited by 24 publications

References 52 publications

Strategy as Dialogue and Engagement

Strategy as Dialogue and Engagement

Governing Performance in the Nordic Universities: Where Are We Heading and What Have We Learned?

The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance

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