Re-empowering academics in a corporate culture: an exploration of workload and performativity in a university

Kenny, John

doi:10.1007/s10734-017-0143-z

Cited by 79 publications

(60 citation statements)

References 15 publications

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“…Individual scholars’ roles and responsibilities in institutional frameworks can affect their strategies for local and global outreach. Some have to struggle with administrative burdens, unable to allocate sufficient time for powerful knowledge production (Bolman & Gallos, ; Kenny, ). Scholars can be befuddled by the institutional formulas calculating their contribution to the triple mission of the academic profession—research, teaching and service—while losing a sense of their public roles and responsibilities (Smyth, ).…”

Section: What Patterns Can Be Observed In the Career Paths Of Intellementioning

confidence: 99%

“…Intellectual leadership is a moral enterprise (Burns, ), and in that way it is different from scientific leadership. The former succeeds when it disavows the conventional systems and paradigms promoting performativity (Kenny, ; Macfarlane, ). It is mindful of such duties as citizenship and public good when encouraging scholars to engage in boundary‐breaking and institutional disruption (Macfarlane, ).…”

Section: Does Cumulative Advantage In Science Automatically Pave the mentioning

confidence: 99%

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Intellectual leadership and academic communities: Issues for discussion and research

Oleksiyenko

Ruan

2019

Higher Education Quarterly

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This paper re‐examines intellectual leadership in Higher Education by asking the following questions: What is intellectual leadership? Does intellectual leadership imply a position of formal authority and power? What patterns can be observed in the career paths of intellectual leaders? Does cumulative advantage in science automatically pave the way for intellectual leadership? What hinders women and minority scholars from taking on intellectual leadership in their epistemic communities? Drawing on discussions in the literature of the previous decade, the inquiry aims to re‐energise dialogue that is essential for resistance to anti‐intellectualism and proletarianisation in academe.

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Section: What Patterns Can Be Observed In the Career Paths Of Intellementioning

confidence: 99%

Section: Does Cumulative Advantage In Science Automatically Pave the mentioning

confidence: 99%

Intellectual leadership and academic communities: Issues for discussion and research

Oleksiyenko

Ruan

2019

Higher Education Quarterly

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“…This approach is somewhat outdated, and is overly concerned with discerning general personality profiles for academics in specific disciplines (Helson & Crutchfield, 1970;Rushton, Murray, & Paunonen, 1983). Moreover, these studies do not account for the changes to the academic profession and work in recent decades, which have been strongly influenced by research assessments, institutional pressures towards performativity, 'publish or perish' dynamics and demands that research impact is evidenced (Chubb & Watermeyer, 2017;Kenny, 2018;Martin-Sardesai, Irvine, Tooley, & Guthrie, 2017). These changes to the current working environment in academia are bound to influence academics' behaviours and strategies concerning their research agendas (e.g., Brew & Lucas, 2009;Horta & Santos, 2019;Leisyte, 2016).…”

Section: Introductionmentioning

confidence: 99%

The association of thinking styles with research agendas among academics in the social sciences

Santos

Horta

Zhang

2019

Higher Education Quarterly

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Research agendas are understudied, despite being key to academic knowledge creation. The literature suggests that the ways that academics determine their research agendas are conditioned by individual, organisational and environmental characteristics. This study explores the cognitive aspects of academics' research agendas in the social sciences by using a theory on thinking styles as an analytical framework. The results suggest that the research agendas of academics in the social sciences are significantly associated with their thinking styles. These findings aid understanding of how academics set their research agendas. This study also represents an important landmark in research on thinking styles, focusing on academic research work as a potential venue for further studies. The findings are relevant for policymakers, research funding agencies, university administrators and academics because they have implications for academic research development processes, outcomes, and for research and academic identity socialisation during doctoral studies.

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“…Academics need more balanced power relationships to influence key processes which control their work to preserve the self-managed aspects of academic work and the intrinsic motivations driving their career (Kenny, 2017). However, there is no link between workload and performance management at the operational level (Graham, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Open Praxis vol. 9 issue 3

Gil‐Jaurena¹

2017

openpraxis

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Re-empowering academics in a corporate culture: an exploration of workload and performativity in a university

Cited by 79 publications

References 15 publications

Intellectual leadership and academic communities: Issues for discussion and research

Intellectual leadership and academic communities: Issues for discussion and research

The association of thinking styles with research agendas among academics in the social sciences

Open Praxis vol. 9 issue 3

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