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By Rosemary Deem

The character of upper schooling within the united kingdom has replaced over the past 3 a long time. teachers can not be stated to hold out their paintings in "ivory towers", as expanding govt intervention and a starting to be "target tradition" has replaced the best way they paintings. more and more universities have reworked from "communities of students" to "workplaces". The association and management of universities has obvious a corresponding occurrence of rules and methods drawn from the "New Public administration" ideology in reaction, selling a extra "business-focussed" method within the administration of public services.

This ebook examines the problems that lecturers now face because of those alterations, either because the "knowledge-workers" controlled, and the "manager-academic". It attracts on an in depth learn of lecturers protecting administration roles starting from Head of division to Vice Chancellor in 16 united kingdom universities, exploring their profession histories and trajectories, and supplying broad debts in their values, practices, relationships with others, and their education and improvement as managers.

Drawing on debates round "New Public Management", wisdom administration, and data employees, the broader implications of those subject matters for coverage innovation and technique in HE and the general public quarter extra regularly are thought of, constructing a serious reaction to fresh methods to handling public providers, and useful feedback for advancements which can be made to the learning and aid of senior and center managers in universities.

The publication should be of curiosity to all instructing, learning, or handling in better schooling, schooling policy-makers, and lecturers and researchers focused on Public administration, wisdom administration, or larger Education.

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Extra info for Knowledge, Higher Education, and the New Managerialism: The Changing Management of UK Universities

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After that comes an exploration of the filtration of manager-academic identities into more traditional research and teaching identities, an analysis of the ways in which managerial activities, skills, and values are acquired (both formally and informally) by academics and finally an examination of the extent of the relationship between public service values and manager-academics who work in publicly funded universities. This concluding discussion is situated within current developments concerning European universities.

Beginning with externally imposed restrictions and limitations on ‘secondary indeterminacies’, and then incrementally moving on to the, far more difficult, task of detailed and intrusive interventions in ‘primary indeterminacies’ crystallizing around micro-level work practices and relations, the interlocking changes generated by neo-technocratic Managerialism have penetrated ‘the hidden abode’ of the professional labour process. They have laid it bear to external scrutiny and surveillance and, in so doing, they have managed to demystify, at least incrementally and partially, the claims to esoteric, abstract, universal and rational specialist knowledge and skill that have legitimated and protected established professional autonomy, power, and control.

The ‘reluctant manager’ was typically found amongst fixed-term Heads of Department in pre-1992 institutions, most of whom rejected the label manager and saw themselves as academic leaders and almost all of whom at the time we interviewed them were planning to return to research and teaching at the conclusion of their term of office. Motivations included fear of incompetence of others as manager-academics in their department and a desire to protect their subject or discipline. Finally there was the 35 The Changing Context of University Knowledge Work ‘good citizen’ route, often identified at a late-career stage and found in both pre- and post-1992 institutions, motivated by repaying a perceived debt to the institution by ‘giving something back’.

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