Interdependency management in universities: a case study

Braun, Dietmar; Benninghoff, Martin; Ramuz, Raphaël; Gorga, Adriana

doi:10.1080/03075079.2014.914913

Cited by 18 publications

(19 citation statements)

References 15 publications

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“…Christopher (2014), in an empirical study based on interview data, found that there was little evidence of structural changes in Australia leading to universities there embracing conventional forms of managerialism. In a European context, where not dissimilar processes of change are occurring in the roles and funding of higher education institutions, Braun et al (2015) in a case study from a larger project involving four countries, also found that individual academics and management interact effectively in decision-making. This research suggests that reconciling traditional forms of collegiality and trust with the modern requirements of rational management and explicit accountability, as expressed by Vidovich and Currie (2011) and Burnes et al (2014) is possible.…”

Section: Relevant Prior Research Theory and Methods Prior Researchmentioning

confidence: 95%

Change in a New Zealand university 1985–2010

Chong¹,

Geare²,

Willett³

2017

Educational Management Administration & Leadership

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This paper addresses the issues of managerialism and collegiality in universities in times of change. It is based on a case study of a New Zealand university from 1985 to 2010 using interviews with key participants and documentary evidence from the public and private domains. The study concludes that views of university staff about the concepts of managerialism and collegiality are influenced by the personal values of the Vice-Chancellor.

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Section: Relevant Prior Research Theory and Methods Prior Researchmentioning

confidence: 95%

Change in a New Zealand university 1985–2010

Chong¹,

Geare²,

Willett³

2017

Educational Management Administration & Leadership

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“…To enable this, hybrid organisations such as universities may make room for flexibility, allowing organisational members to combine new structural arrangements with local, institutionalised practices (Smith and Besharov 2019;Lepori and Montauti 2020). In their study, Braun et al (2015) applied the concept of interdependency management. Academics constantly negotiate about the rule of power within universities, where hierarchical management coincides with academic self-organisation, hence forming a delicate balance between the managerial and the academic rule.…”

Section: Institutional Logics In Academic Careersmentioning

confidence: 99%

Reaching for different ends through tenure track—institutional logics in university career systems

Pietilä

Pinheiro

2020

High Educ

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In this study, we used the institutional logics perspective to identify the logics underpinning the tenure track career system, how the logics manifest themselves in recruitment and performance management and how academic leaders and academics negotiate between the logics. The study contributes to research on governance dynamics in academia and to universities’ organisational transformation in the context of strategic actorhood. The data comprised interviews with academic leaders (vice-rectors, deans, department heads) and academics in tenure track positions at two Finnish universities. Empirically, the study explores two key areas of human resource management: recruitment and performance management. The findings show that in the area of recruitment, the leaders at the highest hierarchical levels emphasised organisational visions and priorities. On the other hand, academic leaders constantly negotiated on the weight given to the managerial and the professional logics. The managerial logic also stands out in the area of performance management, but in daily life, it is mediated by the professional and the market logics. Theoretically, the findings underscore the complex interplay between different, yet coexisting institutional logics, as well as the agentic role of academic leaders and academics in addressing the tensions that unfold.

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“…These are outside the primary focus of this review, which is non-academic university-wide services, but they provide valuable insights and recommendations for useful models of practice.] Braun et al (2015) noted in the 'new public management model' that 'constant recalibration' is necessary to avoid the loss of user input that comes with strengthened managerialism and top-down hierarchies (Braun et al 2015(Braun et al , 1841) that tend to emerge as HEIs struggle to evolve. Others highlight the benefits of social learning theory and social interdependence theory (Stummann and Gambourg 2014; Baloche and Brody 2017) or see service design as a purely contructivist approach (Kimbell 2011).…”

Section: The Future Of the Sectormentioning

confidence: 99%

Service design in higher education: a literature review

Wolfe

2020

Perspectives: Policy and Practice in Higher Education

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This literature review discusses management approaches British higher education institutions (HEIs) have adopted in their attempt to survive the turbulence of the last 20 years. From substantial changes in regulatory and financial frameworks to changing fundamental perceptions of whether higher education is a public or private good, HEIs are under everincreasing pressure to outperform and outlast their peers. Service design logic, or simply service design, provides an excellent array of tools for effective change in the HE sector.

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Interdependency management in universities: a case study

Cited by 18 publications

References 15 publications

Change in a New Zealand university 1985–2010

Change in a New Zealand university 1985–2010

Reaching for different ends through tenure track—institutional logics in university career systems

Service design in higher education: a literature review

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