战略官僚制:大学组织结构调整中官僚逻辑与战略管理逻辑的融合

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2024-07-31 DOI:10.1007/s11024-024-09535-1
Peter Woelert, Bjørn Stensaker
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引用次数: 0

摘要

近几十年来,我们可以发现与大学组织和治理变革相关的两个主要叙事。第一种说法的重点是,卸任的国家放弃了对大学某些内部运作的直接控制,同时又推动了机构层面的官僚化,从而产生了行政后果。第二种说法侧重于竞争日益激烈和不确定环境的出现,促使大学转型为战略管理型组织。在本文中,我们认为,虽然与这两种叙事相关的组织逻辑意味着不同的合法化形式,但它们在大学内部组织的关键层面上趋同并结合在一起,最终产生了一种我们称之为 "战略官僚制 "的混合组织治理形式。我们举例说明,这种战略官僚制的特点是非常注重战略领导和相关的管理技术,同时也强化了传统上与官僚制治理相关的组织特征,如正规化和等级权威。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Strategic Bureaucracy: The Convergence of Bureaucratic and Strategic Management Logics in the Organizational Restructuring of Universities

Over recent decades, one can identify two key narratives associated with changes in university organization and governance. The first narrative focuses on the administrative consequences of an off-loading state relinquishing direct control over some of universities’ internal operations while at the same time driving bureaucratization at the institutional level. The second narrative focuses on the emergence of an increasingly competitive and uncertain environment driving universities to transform into strategically managed organizations. In this paper, we argue that while the organizational logics associated with these two narratives imply differently accentuated forms of legitimation, they converge and combine with respect to key dimensions of universities’ internal organizing, ultimately giving rise to a hybrid form of organizational governance we label ‘strategic bureaucracy’. Such strategic bureaucracy, we illustrate, is characterized by a strong focus on strategic leadership and the associated management techniques while also intensifying organizational features traditionally associated with bureaucratic governance such as formalization and hierarchical authority.

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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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