Managing a Meritocracy or an Equitable Organisation? Senior Managers' and Employees' Views about Equal Opportunities Policies in UK Universities

Autor/in	Deem, Rosemary
Titel	Managing a Meritocracy or an Equitable Organisation? Senior Managers' and Employees' Views about Equal Opportunities Policies in UK Universities
Quelle	In: Journal of Education Policy, 22 (2007) 6, S.615-636 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Higher Education; Equal Opportunities (Jobs); Foreign Countries; Student Experience; Employee Attitudes; Educational Legislation; Case Studies; Promotion (Occupational); Policy Analysis; Educational Policy; Educational Quality; College Faculty; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ausland; Studienerfahrung; Arbeitnehmerinteresse; Bildungsrecht; Schulgesetz; Case study; Fallstudie; Case Study; Aufstiegsberuf; Berufsförderung; Politikfeldanalyse; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Fakultät; Lehrerverhalten; Großbritannien
Abstract	This article examines the views of staff employed in UK higher education institutions (HEIs) about how those institutions are dealing with the impact of recent UK equality legislation and related European employment directives. Assumptions underlying current approaches to equality in UK HEIs are examined, particularly the notion of meritocracy, which advocates job selection and promotion based on normatively and culturally neutral measures of merit. The article is based on a project funded by the Higher Education Funding Council for England, using qualitative case studies of six English, Welsh and Scottish HEIs. The project data suggest that equality policies for staff and students are in tension with each other, that staff policies may clash with other institutional policies, for example on research excellence or enhancing the student experience, and that the rhetoric of equality policies is not always matched by the day-to-day experience of staff. The article suggests that the case study UK HEIs, with their continued focus on meritocracy and excellence, have not yet adapted to the new climate of employee equality legislation and perhaps need to consider a different approach than the meritocratic one. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10