Negative "Marking"? University Research Administrators and the Contestation of Moral Exclusion

Autor/in	Allen-Collinson, Jacquelyn
Titel	Negative "Marking"? University Research Administrators and the Contestation of Moral Exclusion
Quelle	In: Studies in Higher Education, 34 (2009) 8, S.941-954 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Foreign Countries; Higher Education; College Administration; Research Administration; Quality of Working Life; Qualitative Research; Labeling (of Persons); Reputation; Administrative Organization; Professional Personnel; Identification; Self Concept; Qualifications; Politics of Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; College administrators; Hochschulverwaltung; Forschungsadministration; Arbeitsqualität; Qualitative Forschung; Labeling-Ansatz; Personalbestand; Identifikation; Identifizierung; Selbstkonzept; Qualifikation; Qualifikationsstufe; Educational policy; Bildungspolitik; Großbritannien
Abstract	With the exception of academics, occupational groups within universities remain relatively under-researched. Based upon qualitative interviews with 27 research administrators in 19 UK universities, this article reports on a small-scale qualitative project to investigate the workday worlds of these "boundary-crossing" and "occupationally hybrid" staff. The article focuses specifically upon the organisational constraints imposed upon research administrators in terms of what has been termed "moral exclusion" in the form of: negative labelling, rendering invisible, and stigmatising and blaming. The ways in which research administrators used their social agency determinedly to contest such exclusion and negative labelling are also portrayed. The article concludes with a discussion of the occupational social space offered by this particular role, which many interviewees recounted as being highly positive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10