Organizing Academic Work in Higher Education
Teaching, learning and identities
Organizing Academic Work in Higher Education explores how managers influence teaching, learning and academic identities and how new initiatives in teaching and learning change the organizational structure of universities. By building on organizational studies and higher education studies literatures, Organizing Academic Work in Higher Education offers a unique perspective, presenting empirical evidence from different parts of the world. This edited collection provides a conceptual frame of organizational change in universities in the context of New Public Management reforms and links it to the core activities of teaching and learning.
Split into four main sections:
- The University From The Organization Perspective,
- Organizing Teaching,
- Organizing and Learning, and
- Organizing identities,
this book uses a strong international perspective to provide insights from three continents regarding the major differences in the relationships between the university as an organization and academics.
It contains highly pertinent, scientifically driven, case studies on the role and boundaries of managerial behaviour in universities. It supplies evidence-based knowledge on the effectiveness of management behaviour and tools to university managers and higher education policy makers worldwide. Academics who aspire to institutionalize their successful academic practices in certain university structures will find this book of particular value.
Organizing Academic Work in Higher Education will be a vital companion for academic interest in higher education management, transformation of universities, teaching, learning, academic work and identities. Bringing together the study of the organizational transformation in higher education with the study of teaching, learning and academic identity, Organizing Academic Work in Higher Education presents a unique cross-national and cross-regional comparative perspective.
Table of Contents
Part 1. University from the organizational perspective 1. Universities, teaching, and learning 2. Teaching matters, too: Different ways of governing a disregarded institution 3. Bridging the duality between universities and the academic profession: A tale of protected spaces, strategic gaming and institutional entrepreneurs 4. Organizing and managing university education Part 2. Organizing teaching 5. Toward a conceptualization of faculty decision-making about curricular and instructional change 6. Institutional (teaching) entrepreneurs wanted! – Considerations on the professoriate’s potency to enhance academic teaching in Germany 7. Organizing teaching in Chinese universities Part 3. Organizing learning 8. Learners and Organizations: competing patterns of risk, trust and responsibility 9. Organizing teaching in project teacher teams across established disciplines using wearable technology – Digital Didactical Designing a new form of practice 10. Changing organizational structure and culture to enhance teaching and learning: Cases in a university in Hong Kong Part 4. Organizing identities 11. Multiversities and academic identities: change, continuities and complexities 12. Boundary crossing and maintenance among UK and Dutch bioscientists: Toward hybrid identities of academic entrepreneurs 13. University academic promotion system and academic identity: An institutional logics perspective Conclusion
Liudvika Leisyteis Professor of Higher Education at the Center for Higher Education (zhb), TU Dortmund
Uwe Wilkesmannis Professor of Organizational Studies, Director of the Center for Higher Education (zhb), TU Dortmund
"In providing specific examples from Germany, China, the UK, and the Netherlands, as well as individual authors speaking out of their own experiences, this volume shows how academic managers can integrate business-based operational models with rubric-based educational models to promote academic integrity and marketplace relatability. Change will continue to be the one true constant of the educational universe, and this volume provides a good map for the road ahead." - Rob O'Lynn, Reflective Teaching