Department Heads Negotiating Emerging Managerialism: The Central Eastern European Context

Autor/inn/en	Machovcová, Katerina; Zábrodská, Katerina; Mudrák, Jirí
Titel	Department Heads Negotiating Emerging Managerialism: The Central Eastern European Context
Quelle	In: Educational Management Administration & Leadership, 47 (2019) 5, S.712-729 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217753193
Schlagwörter	Department Heads; Grants; Educational Finance; Higher Education; Educational Change; Institutional Autonomy; Academic Freedom; Research; Middle Management; Administrator Attitudes; College Administration; Researchers; Professional Identity; Financial Support; Faculty Workload; College Faculty; Teacher Administrator Relationship; Foreign Countries; Czech Republic + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Bildungsfonds; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Institutionelle Autonomie; Akademische Freiheit; Forschung; Mittlere Führungskraft; College administrators; Hochschulverwaltung; Researcher; Forscher; Finanzielle Förderung; Fakultät; Ausland; Tschechische Republik
Abstract	The Czech higher educational system has transformed over the past three decades from a state-centred model evolving via strong academic autonomy to the current system, which is characterised by academic freedom but also heightened pressure to produce measurable research output. The purpose of this study was to explore how Czech academic middle managers relate to this emerging managerialism in their faculties. We conducted 31 interviews with Heads of Departments (HoDs) and, using thematic analysis, we identified three central themes. First, despite their enhanced managerial tasks, the HoDs strongly identified themselves as researchers. Second, the HoDs instrumentally adopted certain managerialist practices congruent with their values as academic professionals with a primary focus on increasing research performance and the ability to acquire additional financing through grants. Third, the HoDs used practices to lessen the negative effects of managerialist pressures, such as diverting the administrative overload from academics. In conclusion, academic middle managers supported performance management even though existing structural differences benefited certain departments more than others. Paradoxically, the HoDs more likely to succeed in the quantitative assessment appeared to be in a better position to buffer some of the negative impacts of the managerialist reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01