Literaturnachweis - Detailanzeige
Autor/in | Winslett, Greg |
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Titel | The Struggle to Satisfy Need: Exploring the Institutional Cues for Teaching Support Staff |
Quelle | In: Journal of Higher Education Policy and Management, 38 (2016) 5, S.534-549 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-080X |
DOI | 10.1080/1360080X.2016.1196928 |
Schlagwörter | Resource Allocation; Governance; Strategic Planning; Discourse Analysis; Cues; Instruction; Learning; Educational Needs; Position Papers; Content Analysis; Differentiated Staffs; Educational Practices; College Faculty; Foreign Countries; Australia Ressourcenallokation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Strategy; Planning; Strategie; Planung; Diskursanalyse; Stichwort; Teaching process; Unterrichtsprozess; Lernen; Educational need; Bildungsbedarf; Positionspapier; Inhaltsanalyse; Bildungspraxis; Fakultät; Ausland; Australien |
Abstract | The decision-making around resource allocation in universities is complex. It plays out through the structures of governance and bureaucracy, through interactions with colleagues, workplace cultures and through day-to-day individual work practices. To survive and succeed within this complex environment, teaching support staff need to be sensitive to the cues provided by their institution. This paper focuses on the cues available to teaching support staff within university strategic plans and considers the effects these cues may have on their day-to-day decision-making. The results provide a sample of the competing cues that have an impact on teaching support staff and provide a foundation for a reconsidered approach to university strategic planning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |