Do Non-Academic Professionals Enhance Universities' Performance? Reputation vs. Organisation

Autor/in	Baltaru, Roxana-Diana
Titel	Do Non-Academic Professionals Enhance Universities' Performance? Reputation vs. Organisation
Quelle	In: Studies in Higher Education, 44 (2019) 7, S.1183-1196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1421156
Schlagwörter	Professional Personnel; Reputation; Universities; Strategic Planning; Institutional Mission; School Effectiveness; Foreign Countries; College Students; Recruitment; Academic Persistence; Educational Quality; Honors Curriculum; Employment Potential; Goal Orientation; College Administration; Productivity; Educational Attainment; College Graduates; Predictor Variables; Mathematical Concepts; United Kingdom + Suchen Sie Ihr Suchwort? Personalbestand; University; Universität; Strategy; Planning; Strategie; Planung; Schuleffizienz; Ausland; Collegestudent; Recruiting; Rekrutierung; Quality of education; Bildungsqualität; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Zielorientierung; Zielvorstellung; College administrators; Hochschulverwaltung; Produktivität; Bildungsabschluss; Bildungsgut; Hochschulabsolvent; Hochschulabsolventin; Prädiktor; Großbritannien
Abstract	Universities are increasingly engaging with non-academic professionals in facilitating performance outcomes, reaffirming themselves as purposive organisations, i.e. institutions with the ability to organise strategically in the pursuit of goals and standards. However, there is little empirical evidence for the impact of professional staff on university performance. Drawing on a sample of 100 British universities, the author assesses whether the changes in the ratio of professional staff to students (from 2003 to 2011) influence subsequent university performance. The author finds that universities that are moderately increasing their share of professional staff display higher levels of degree completion, but no significant differences can be observed in terms of research quality, good honours degrees and graduate employability. University performance is largely determined by reputation, prestigious universities performing higher in all dimensions. The findings contribute to the emerging empirical research assessing the impact of professional staff in higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01