Advancing Theory on Knowledge Governance in Universities: A Case Study of a Higher Education Merger

Autor/inn/en	Safavi, Mehdi; Håkanson, Lars
Titel	Advancing Theory on Knowledge Governance in Universities: A Case Study of a Higher Education Merger
Quelle	In: Studies in Higher Education, 43 (2018) 3, S.500-523 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Safavi, Mehdi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1180675
Schlagwörter	Governance; Case Studies; Universities; Organizational Change; Art Education; Articulation (Education); Interdisciplinary Approach; Interviews; Administrator Attitudes; Foreign Countries; Standards; Financial Problems; Higher Education; Organizational Culture; Grounded Theory; United Kingdom + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Case study; Fallstudie; Case Study; University; Universität; Organisationswandel; Arts; Art in Education; Kunst; Articulation; Artikulation (Ling); Artikulation; Aussprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Interviewing; Interviewtechnik; Ausland; Standard; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unternehmenskultur; Großbritannien
Abstract	The deep structure of university knowledge governance system is uncharted. In an exploratory case study of a university merger with an art college, this study inductively examines how knowledge governance structures in universities affect (and are affected by) the creation and passing on of knowledge. The authors found the university governance system to provide advantages primarily for the management of core academic activities of knowledge creation through "articulation" and for the passing on and dissemination of knowledge through "replication." It is also conducive to the coordination and "integration" of specialized administrative expertise. However, despite insistent calls for more inter-disciplinary research, it tends to discourage the pursuit of innovative, inter-disciplinary "combinations" of knowledge. These findings shed light on the characteristics of the deep structure of university knowledge governance systems in academic work, namely academic staff identification with, and allegiance to, individual disciplines, as well as the independence of academic work from its particular organizational setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01