The Struggle to Satisfy Need: Exploring the Institutional Cues for Teaching Support Staff

Autor/in	Winslett, Greg
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01