Representation of the academic workforce in English university strategy-making: an exploratory study

IF 3.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Higher Education Pub Date : 2024-02-22 DOI:10.1007/s10734-024-01203-3

Michael Salmon

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引用次数: 0

Abstract

Analysis of strategic planning practices can offer insight into how universities operate and are structured as organisations, both in terms of where importance is placed and what is elided, and through discursive consideration of how strategy texts legitimate certain ways of thinking and acting and seek to produce consent around managerial decisions. This paper applies a strategy-as-practice approach (Jarzabkowski and Whittington in Journal of Management Inquiry, 17, 282-286, 2008) to explore how the academic workforce in English universities is conceptualised and represented in institutional strategic planning, specifically in the genre of text referred to as a strategic plan or strategy document. Through qualitative content analysis of a sample of eight university strategic plans (following Brandtner et al., in Urban Studies, 54, 1075-1091, 2016; Hellström in Policy Futures in Education, 5, 478-490, 2007), we find the academic workforce occupying an uncertain position in the documents, especially in the case of staff with teaching responsibilities, whose position is particularly ambiguous.

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英国大学战略制定中学术人员的代表性：一项探索性研究

通过对战略规划实践的分析，可以深入了解大学作为组织是如何运作和结构化的，既可以了解哪些方面受到重视，哪些方面被忽视，也可以通过对战略文本如何使某些思维和行为方式合法化，以及如何就管理决策达成一致意见的辨证思考。本文采用了一种 "战略即实践 "的方法（Jarzabkowski 和 Whittington，载于《管理探索期刊》，17, 282-286, 2008 年），来探讨英国大学的学术队伍是如何在机构战略规划中，特别是在被称为战略计划或战略文件的文本中被概念化和表现出来的。通过对八所大学战略规划样本的定性内容分析（遵循 Brandtner 等人的观点，载于《城市研究》，54, 1075-1091, 2016 年；Hellström，载于《教育政策的未来》，5, 478-490, 2007 年），我们发现学术劳动力在文件中占据着不确定的位置，尤其是承担教学责任的教职员工，他们的位置尤为模糊。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

12.00%

发文量

160

期刊介绍： Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts. Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.