Gender in the Neoliberalised Global Academy: The Affective Economy of Women and Leadership in South Asia

Autor/inn/en	Morley, Louise; Crossouard, Barbara
Titel	Gender in the Neoliberalised Global Academy: The Affective Economy of Women and Leadership in South Asia
Quelle	In: British Journal of Sociology of Education, 37 (2016) 1, S.149-168 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2015.1100529
Schlagwörter	Foreign Countries; Higher Education; Semi Structured Interviews; Women Administrators; Leadership; Females; Individual Characteristics; Competition; Aggression; Behavior; Stress Variables; Anxiety; Social Influences; Neoliberalism; Economic Factors; Barriers; Political Issues; Asia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Weibliche Führungskraft; Führung; Führungsposition; Weibliches Geschlecht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wettkampf; Angst; Sozialer Einfluss; Neo-liberalism; Neoliberalismus; Ökonomischer Faktor; Politischer Faktor; Asien
Abstract	As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women's engagement with leadership in HE in South Asia. A potent affective economy was discovered. Leadership was associated with affects such as competitiveness, aggression, impropriety, stress and anxiety, in ways that were intensified by highly patriarchal and corporatised HE cultures. Indeed, its difficulties and toxicities meant that leadership was rejected or resisted as an object of desire by many women. We illuminate how different forms of competition contribute to the affective economy of HE leadership. The research also raises wider questions about the possibilities of disrupting dominant neoliberal constructions of HE if those who question such values are excluded (or self-exclude) from leadership positions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01