工作台之外:研究管理与行政的专业身份

IF 1.7 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
José M. R. C. A. Santos, Carolina Varela, Melinda Fischer, Simon Kerridge
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引用次数: 0

摘要

本研究针对高等教育机构和其他科学相关组织的研究管理人员和行政人员(RMAs)的职业地位缺乏理论依据这一问题进行了探讨。本研究以 "叙事身份 "理论为视角,探讨了他们在当代新自由主义研究与创新生态系统中的职业身份。通过半结构式访谈和主题分析,本研究探讨了研究与创新管理人员是否始终如一地表达了独特的职业身份。研究结果表明,研究型管理人员表现出强烈的使命感,在公共管理结构和个人动机的双重影响下,探索着动态的职业轨迹。尽管认识到自己的独特专长,但区域市政管理人员面临着身份认同方面的紧张关系,而这种紧张关系是学术界与其他专业领域之间的桥梁。这项研究强调,区域市政管理人员的专业化需求日益增长,他们的角色有可能得到更正式的认可。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond the Bench: The Professional Identity of Research Management and Administration

This study addresses the dearth of theoretical stances on the professional status of research managers and administrators (RMAs) based at higher education institutions and at other science-related organizations. Using the lens of 'narrative identities’ theory, it explores their professional identity in contemporary neoliberal research and innovation ecosystems. Through semi-structured interviews and thematic analysis, the study examines whether RMAs consistently articulate a distinct professional identity. Findings reveal that RMAs exhibit a strong sense of purpose, navigating dynamic professional trajectories influenced by both public management structures and personal motivations. Despite recognizing their unique expertise, RMAs face identity tensions that bridge academia and other professional spheres. The study highlights the growing need to professionalize RMAs and the potential for more formal recognition of their role.

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来源期刊
Higher Education Policy
Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.60
自引率
6.20%
发文量
38
期刊介绍: Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.
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