Abstract:Many higher education system reforms in the past decades have been built on the paradigm of New Public Management. However, these reforms have not allowed HE to fully take its value for society into account. In recent years a growing call can be heard to orient the HE sector towards more collaboration, a focus on a larger set of socio-economic objectives instead of on performance alone, less pressure, more trust and legitimacy.. In this article it is stated that New Public Management has not sufficiently enabl… Show more
“…According to the model proposed by Moore [2], to create public value, public organizations need to provide high quality services in a cost efficient way (services), achieve desirable end results (outcomes) and support a high level of trust between citizens and governments (trust). This perspective allows us to not limit the public value produced by universities to their efficiency and effectiveness as inspired by NPM, but instead broadens the range of results to recognize the relevance and complexity of universities' multidimensional mission [41]. The public value perspective is indeed particularly in line with the role of universities in the current society.…”
Section: Literature Review: From Social and Sustainability Report To mentioning
Over recent years, the meaning of accountability has evolved and has reshaped what public sector institutions are expected to account for and how. Consequently, a large number of initiatives have emerged promoting non-financial reporting. In this context, public universities have started to experiment with sustainability reporting initiatives, but these efforts are still limited and challenged by the parallel development of multiple forms of reporting, which include integrated reporting (IR). IR has been interpreted as a further step in the reporting journey, suitable for representing the creation of public value and addressing accountability pressures. The current research aims at understanding if and how IR constitutes a feasible next step for improving the reporting practices of public universities. For this purpose, the research carries out a content analysis of social or sustainability reports written by a number of Italian public universities to find out which of the key elements of IR have already been included in such reports. Results show that some of those elements are already included, but often in a fragmented and non-homogeneous way. The findings pave the way for further considerations on how the potential adoption of IR may strengthen the value of social and sustainability reporting by integrating the information reported in different documents, fostering toward a bureaucracy that is more sustainable and providing more opportunities of innovation in reports on public sector organizations' accountability.
“…According to the model proposed by Moore [2], to create public value, public organizations need to provide high quality services in a cost efficient way (services), achieve desirable end results (outcomes) and support a high level of trust between citizens and governments (trust). This perspective allows us to not limit the public value produced by universities to their efficiency and effectiveness as inspired by NPM, but instead broadens the range of results to recognize the relevance and complexity of universities' multidimensional mission [41]. The public value perspective is indeed particularly in line with the role of universities in the current society.…”
Section: Literature Review: From Social and Sustainability Report To mentioning
Over recent years, the meaning of accountability has evolved and has reshaped what public sector institutions are expected to account for and how. Consequently, a large number of initiatives have emerged promoting non-financial reporting. In this context, public universities have started to experiment with sustainability reporting initiatives, but these efforts are still limited and challenged by the parallel development of multiple forms of reporting, which include integrated reporting (IR). IR has been interpreted as a further step in the reporting journey, suitable for representing the creation of public value and addressing accountability pressures. The current research aims at understanding if and how IR constitutes a feasible next step for improving the reporting practices of public universities. For this purpose, the research carries out a content analysis of social or sustainability reports written by a number of Italian public universities to find out which of the key elements of IR have already been included in such reports. Results show that some of those elements are already included, but often in a fragmented and non-homogeneous way. The findings pave the way for further considerations on how the potential adoption of IR may strengthen the value of social and sustainability reporting by integrating the information reported in different documents, fostering toward a bureaucracy that is more sustainable and providing more opportunities of innovation in reports on public sector organizations' accountability.
“…The internal transformation is generally twofold. First, it involves the introduction of procedures (quality and efficiency control mechanisms) that align with a managerialist mind-set (Broucker et al 2018;Filippakou and Tapper 2010). Universities are measured and measure their outcomes in productivity and quality terms as they compete in a globally competitive higher education landscape for students (and fee-based revenue) and for research funding (governmental, supranational, and commercial revenue).…”
Section: Third Generation University Missionsmentioning
confidence: 99%
“…Second, universities reorient their curricular programs to serve the needs of the knowledge economy and align with the entrepreneurial paradigm. This creates tensions as the focus on targets can lead to grade inflation; side lining of learner interests and outcomes; a re-centering of curricula on professional (market relevant) qualifications; and contract education (as opposed to disinterested, and critical scholarship) (Broucker et al 2018;Bunce et al 2017;Leung and Waters 2013;Slaughter and Rhoades 2004). Attendant to the above, the increased cost of education means that learners and parents alike look for market returns for their investment in education.…”
Section: Third Generation University Missionsmentioning
co-creates its socioeconomic environment with core stakeholders to promote sustainable growth. Its aims and objectives stretch beyond disciplinary education, research, or economic impact. They are negotiated and legitimized within its stakeholder system to secure public value for a sustainable future. Fourth Generation University A Chronological Insight into University Evolution The literature is rich in taxonomies. Historical perspectives have been used in the past to characterize Humboltian, Cambridge, Napoleinic, Land
“…This can be seen, for example, in the reduction of the power of campus unions, poorer terms and conditions, and the opening of labour markets (Roper et al, ; Watson, , p. 51) leading to an increase in the casual labour market and the concomitant lack of job security. This new managerialism, which has become entrenched in universities (Broucker, De Wit, & Verhoeven, ) has at its core an idea of an idealized worker: within neo‐liberalism the ideal type human being is increasingly defined as a self‐sufficient, rational and competitive, economic man . At the individual level, education is defined in terms of personalized human capital acquisition, making oneself skilled for the economy ‘the individual is expected to develop a productive and entrepreneurial relationship toward oneself’ .…”
Section: Literature Reviewmentioning
confidence: 99%
“…This can be seen, for example, in the reduction of the power of campus unions, poorer terms and conditions, and the opening of labour markets (Roper et al, 2010;Watson, 2009, p. 51) leading to an increase in the casual labour market and the concomitant lack of job security. This new managerialism, which has become entrenched in universities (Broucker, De Wit, & Verhoeven, 2018) has at its core an idea of an idealized worker:…”
This article examines the lack of gender diversity in senior management positions in professional staff in universities. These results are analysed via a Bourdieusian analysis of economic, social, cultural and symbolic capital. Through a purposeful sample of senior professional staff working in universities in three countries: Australia, Canada and the UK, six career‐enhancing strategies needed for career success were determined. The article critiques the resource‐based view of career capital and argues that capitals accumulation for career success can be understood by considering the concepts of symbolic violence and habitus as a way of understanding intra‐cohort differences. It proposes that by considering both the subjective and objective cultural constructs via habitus, and by acknowledging the importance of symbolic capital and symbolic violence towards women, this may be one way of increasing female representation in senior management.
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