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Journal articles on the topic 'Managerialist management of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Latchem, Colin. "Education management in managerialist times." British Journal of Educational Technology 35, no. 4 (2004): 513–14. http://dx.doi.org/10.1111/j.1467-8535.2004.00409_12.x.

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2

Quinlivan, Kathleen. "Education Management in Managerialist Times." Journal of In-service Education 30, no. 2 (2004): 325–52. http://dx.doi.org/10.1080/13674580400200470.

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3

Clay, Kevin L., and David C. Turner. "“Maybe You Should Try It This Way Instead”: Youth Activism Amid Managerialist Subterfuge." American Educational Research Journal 58, no. 2 (2021): 386–419. http://dx.doi.org/10.3102/0002831221993476.

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The authors theorize what we call managerialist subterfuge, drawing on distinct ethnographic studies to examine how adult “partners” leverage the language and strategies of corporate managerialism to undermine youths’ radical visions of change. Critical analysis of patterns in interview and participant observation data across two youth participatory action research projects revealed the ways in which adult interventions functioned to co-opt youths’ activist agendas; following the rationale that youth who are presumed to be in need of adult management are “out of their depth” when it comes to c

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4

Tolofari, Sowaribi. "New Public Management and Education." Policy Futures in Education 3, no. 1 (2005): 75–89. http://dx.doi.org/10.2304/pfie.2005.3.1.11.

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Public administration has always been under constant review. Such reviews were mostly parochial, incremental, initiated or driven by low-key staff and often ended as fads. From the end of the 1970s to the 1990s, however, governments around the world were engaged in widespread and sustained reforms of their public administration. These reforms were born out of economic recession, but also had political and social drivers. They were initiated by the political apex and fuelled by New Right ideology. Collectively, these reforms came to be termed New Public Management (NPM). NPM is characterised by

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5

Cambridge, James. "Book Review: Education Management in Managerialist Times: Beyond the Textual Apologists." Journal of Research in International Education 5, no. 3 (2006): 369–72. http://dx.doi.org/10.1177/1475240906069470.

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Coleman, Marianne. "Book Review: Education Management in Managerialist Times: Beyond the Textual Apologists." Educational Management Administration & Leadership 32, no. 4 (2004): 462–63. http://dx.doi.org/10.1177/174114320403200409.

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7

Dixon, John. "Reinventing civil servants: Public management development and education to meet the managerialist challenge in Australia." Journal of Management Development 15, no. 7 (1996): 62–82. http://dx.doi.org/10.1108/02621719610122811.

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8

Powell, J. M. "Down, under? Australian geography and the new managerialist dynamic." International Research in Geographical and Environmental Education 2, no. 2 (1993): 5–23. http://dx.doi.org/10.1080/10382046.1993.9964908.

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9

Lund Dean, Kathy, Charles Fornaciari, Regina Bento, and Carlos Asarta. "Premises, promises, and perils of the Academic Potemkin Village." Management Learning 51, no. 4 (2020): 491–510. http://dx.doi.org/10.1177/1350507620903171.

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Increased competition for students and financial resources has contributed to a managerialist perspective in higher education. In this competitive landscape, institutional decision-making may prioritize choices perceived as rational imperatives to the forces buffeting higher education, bringing unintended consequences when they are driven mostly by short-term, marketing-based, revenue-enhancing considerations. In their efforts to “look good,” such institutions risk becoming Academic Potemkin Villages where symbolic façades are erected to impress relevant stakeholders at the risk of overshadowi

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10

Gold, John. "Change and decay? Comparative thoughts on the new managerialist dynamic." International Research in Geographical and Environmental Education 3, no. 1 (1994): 86–89. http://dx.doi.org/10.1080/10382046.1994.9964931.

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11

Leggett, Bridget M. "Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School." Australian Journal of Education 41, no. 3 (1997): 276–88. http://dx.doi.org/10.1177/000494419704100306.

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CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas o

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12

Thrupp, Martin. "The School Leadership Literature in Managerialist Times: Exploring the problem of textual apologism." School Leadership & Management 23, no. 2 (2003): 149–72. http://dx.doi.org/10.1080/1363243032000091931.

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13

Ensour, Waed. "Human resource development in Arab writing." Problems and Perspectives in Management 16, no. 4 (2018): 408–16. http://dx.doi.org/10.21511/ppm.16(4).2018.34.

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This study is a systematic review of the existing Arab literature on human resource development (HRD). A review of Arab HRD’s theoretical and empirical articles during the period 1964–2016 in peer-reviewed journals was conducted. Content analysis was utilized to examine how HRD is conceptualized, what purposes are attached to HRD and what activities HRD encompasses in Arab literature.It was found that the basic construct of HRD is employee development, targeted toward “individuals” and encompassing training, education and learning. Arab HRD has a strong performance orientation, and tends to em

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14

Meyer, Heinz‐Dieter. "The new managerialism in education management: corporatization or organizational learning?" Journal of Educational Administration 40, no. 6 (2002): 534–51. http://dx.doi.org/10.1108/09578230210446027.

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15

Deem *, Rosemary, and Kevin J. Brehony. "Management as ideology: the case of ‘new managerialism’ in higher education." Oxford Review of Education 31, no. 2 (2005): 217–35. http://dx.doi.org/10.1080/03054980500117827.

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16

Volchik, Vyacheslav, Maksim Koryttsev, and Elena Maslyukova. "Alternatives to managerialism in higher education and science." Upravlenets 11, no. 6 (2021): 44–56. http://dx.doi.org/10.29141/2218-5003-2020-11-6-4.

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Commitment to efficiency amid the implementation of competition principles and the market-oriented approach stimulates the emergence of contradictory tendencies such as commoditization and bureaucratization of higher education and science. The paper explores the dissemination of ideas of managerialism and related institutional traps in academic environment. Methodologically, the study rests on original institutional economics and the theory of reforms for analyzing institutional traps in the education and academic sphere. The authors apply qualitative methods and focus group research to identi

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17

Peterson, Helen. "Exit the king. Enter the maid." Gender in Management: An International Journal 30, no. 5 (2015): 343–57. http://dx.doi.org/10.1108/gm-09-2013-0113.

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Purpose – The aims of this paper are twofold: first, to explore if and how management ideals are gendered within the context of Swedish higher education management and second, to investigate if and how the gendered character of these ideals has been challenged by new managerialism. Design/methodology/approach – The paper draws on qualitative semi-structured interviews with 22 women in senior academic management positions (Vice Chancellors, Pro Vice Chancellors, Deans and Pro deans) in ten Swedish higher education institutions. Discourse analysis is used to explore the constructions of the mana

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Kairuz, Therése, Lynn Andriés, Tracy Nickloes, and Ilse Truter. "Consequences of KPIs and performance management in higher education." International Journal of Educational Management 30, no. 6 (2016): 881–93. http://dx.doi.org/10.1108/ijem-05-2015-0067.

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Purpose – The core business of universities is learning. Cognitive thinking is critical for learning and the development of new knowledge which are essential in higher education. Creative, reflective and critical thinking are negatively affected by unrealistic demands and stress. The purpose of this paper is to argue that key performance indicators (KPIs) and performance management are detrimental in the higher education sector, as they cause undue stress which impacts negatively on an essential criterion of academia, cognitive thinking. Design/methodology/approach – To explore this issue, the

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19

Taberner, Andrea Mary. "The marketisation of the English higher education sector and its impact on academic staff and the nature of their work." International Journal of Organizational Analysis 26, no. 1 (2018): 129–52. http://dx.doi.org/10.1108/ijoa-07-2017-1198.

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Purpose The purpose of this study is to investigate whether the impact of the marketisation of the English HE sector on academic staff and the nature of their professional work is felt to the same degree in different English universities. The study was conducted between November 2015 and April 2017. Design/methodology/approach Using the interpretivist paradigm, a qualitative, inductive approach is adopted. In total, 12 semi-structured interviews of 60-90 min each were conducted with academics of six English university types (ancient, old and new civics, plate-glass, technological and post-1992

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20

Mir, Ali. "The Hegemonic Discourse of Management Texts." Journal of Management Education 27, no. 6 (2003): 734–38. http://dx.doi.org/10.1177/1052562903257944.

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Mainstream management texts seek to legitimize a social order in which certain power relationships are naturalized and seen as the logical end of a historical development. Also, the ideological basis of managerialism determines the nature of the managerial discourse in which some interests are privileged whereas others are marginalized. Because they promote a managerial ideology in which sectional interests are passed off as universal, management texts can be seen, at least partly, as instruments of propaganda.

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21

Chong, Stephanie, Alan Geare, and Roger J. Willett. "Change in a New Zealand university 1985–2010." Educational Management Administration & Leadership 46, no. 6 (2017): 926–41. http://dx.doi.org/10.1177/1741143217717275.

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This paper addresses the issues of managerialism and collegiality in universities in times of change. It is based on a case study of a New Zealand university from 1985 to 2010 using interviews with key participants and documentary evidence from the public and private domains. The study concludes that views of university staff about the concepts of managerialism and collegiality are influenced by the personal values of the Vice-Chancellor.

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22

NOORDEGRAAF, MIRKO, and BAS DE WIT. "RESPONSES TO MANAGERIALISM: HOW MANAGEMENT PRESSURES AFFECT MANAGERIAL RELATIONS AND LOYALTIES IN EDUCATION." Public Administration 90, no. 4 (2012): 957–73. http://dx.doi.org/10.1111/j.1467-9299.2012.02068.x.

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23

Mutereko, Sybert. "Marketisation, managerialism and high-stake testing." International Journal of Educational Management 32, no. 4 (2018): 568–79. http://dx.doi.org/10.1108/ijem-04-2017-0096.

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Purpose Using a South African district of education as a case study, the purpose of this paper is to explore how high-stake assessments informed by marketisation and managerialism have been embedded in the South African education system. Design/methodology/approach This papers draws on data that were collected through a mixed method approach in the secondary schools of the uMgungundlovu District, which is in Kwazulu-Natal province (KZN) in the eastern part of South Africa. This paper emerged from multiple sources of data, that is, from documents, interviews, questionnaires, and observation as

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24

Taylor, John. "Fads and Fancies: The Use of New Management Tools in UK Universities." Excellence in Higher Education 3, no. 1 (2012): 1–13. http://dx.doi.org/10.5195/ehe.2012.46.

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Over the last 20 years, British universities have often looked to business for ideas that might help them cope with growing financial and competitive pressures, increasing expectations of quality and new forms of accountability. The impact of this “new managerialism” has been researched in broad terms, especially looking at the inter-relationship between academic staff and university managers. By contrast, very little has been written about one, highly practical expression of the new managerialism, namely the use of new management tools. This paper brings together separate studies of three suc

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25

Camilleri, Mark Anthony. "Using the balanced scorecard as a performance management tool in higher education." Management in Education 35, no. 1 (2020): 10–21. http://dx.doi.org/10.1177/0892020620921412.

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This article presents a critical review of the relevant literature on managerialism and performance management in higher education. Afterwards, it features an inductive research that involved semi-structured interview sessions with academic members of staff. The interpretative study relied on the balanced scorecard’s (BSC) approach as it appraised the participants’ opinions and perceptions on their higher education institution’s (HEI) customer, internal, organizational capacity and financial perspectives. The findings have revealed the strengths and weaknesses of using the BSC’s financial and

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26

Powell, Jason L. "Risk, Welfare, Education and Youth." International Letters of Social and Humanistic Sciences 18 (December 2013): 22–30. http://dx.doi.org/10.18052/www.scipress.com/ilshs.18.22.

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This paper the concept of risk as applied to an understanding of the nature and changing relationship between social welfare and youth in the United Kingdom. The paper begins by drawing on the sociological work of Ulrich Beck (1992) in order to examine how changes in modern society have led to what has been coined the ‘risk society’. The paper then assesses historical narratives of social welfare which positioned younger individuals in society. The paper moves attention to examining neo-liberalism in contemporary times as a key feature of the ‘risk society’ and the recasting of the state, welf

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27

Ломовицкая, V. Lomovitskaya, Хватова, et al. "About New Public Management Practices in Russian Universities (on Results of Field Studies)." Administration 3, no. 3 (2015): 61–67. http://dx.doi.org/10.12737/13339.

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New public management practices in prestigious universities are researched in this paper. Based on the field study — higher-education teaching personnel (HETP) interrogation — problem areas related to university managerialism policy have been revealed. It has been shown, that the administrative machine and control department extension, as well as low level of professorship involvement in decision-making destroy the academic autonomy and create a latent conflict between managers and HETP.

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28

Kidd, Warren. "Book review: Educational Leadership: Ambiguity, Professionals and Managerialism." Management in Education 21, no. 3 (2007): 42–43. http://dx.doi.org/10.1177/08920206070210030101.

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29

Urbanek, Piotr. "Collegiality versus managerialism. Management of Polish public universities in the higher education system under reform." Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu 64, no. 2 (2020): 171–80. http://dx.doi.org/10.15611/pn.2020.2.14.

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30

Rhodes, Christopher. "Book Review Symposium: Educational Leadership: Ambiguity, Professionals and Managerialism." Educational Management Administration & Leadership 35, no. 3 (2007): 429–39. http://dx.doi.org/10.1177/1741143207078183.

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31

Harris, David. "Managerialism and Myth: The Legitimacy of Management in Higher Education and the Consequences of its Decline." Power and Education 3, no. 2 (2011): 117–27. http://dx.doi.org/10.2304/power.2011.3.2.117.

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32

M. Musa, Ahmed. "Harnessing Knowledge for Institutional Advancement in Tertiary Educational Institutions." International Journal of Technology and Management Research 1, no. 1 (2020): 81–87. http://dx.doi.org/10.47127/ijtmr.v1i1.14.

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The impact of globalization on tertiary educational institutions (TEIs) in Ghana demands that they (TEIs) harness and leverage knowledge from the global knowledge basket to remain competitive. This paper examines the concept of knowledge management (KM) and how it is being managed in Ghana's TEIs for institutional advancement. The key challenges identified include the corporatisation of academic faculties, weak structures for KM, the intrusion of 'managerialism' as a style of leadership, absence of strong teamwork in knowledge creation and dissemination, and the erosion of the spirit of colleg

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33

Korytsev, Maxim A. "Formation of Alternative Approaches to the Modern Reform of Higher Education." Journal of Economic Regulation 11, no. 4 (2020): 105–15. http://dx.doi.org/10.17835/2078-5429.2020.11.4.105-115.

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One of the general factors that determined the direction of development and, at the same time, large-scale reform of higher education in many countries of the world was the widespread use of various technologies of new public management (NPM) as modern and popular management tools in public sector. Their application was supported and substantiated by the ideology of the new managerialism, which involves the active use of these technologies, along with stimulating the development of a competitive environment through quasi-market institutional approaches. The success of reforming higher educatio

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34

Korytsev, Maxim A. "Formation of Alternative Approaches to the Modern Reform of Higher Education." Journal of Economic Regulation 11, no. 4 (2020): 105–15. http://dx.doi.org/10.17835/2078-5429.2020.11.4.105-115.

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One of the general factors that determined the direction of development and, at the same time, large-scale reform of higher education in many countries of the world was the widespread use of various technologies of new public management (NPM) as modern and popular management tools in public sector. Their application was supported and substantiated by the ideology of the new managerialism, which involves the active use of these technologies, along with stimulating the development of a competitive environment through quasi-market institutional approaches. The success of reforming higher educatio

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35

Strhan, Anna. "The Obliteration of Truth by Management: Badiou, St. Paul and the question of economic managerialism in education." Educational Philosophy and Theory 42, no. 2 (2010): 230–50. http://dx.doi.org/10.1111/j.1469-5812.2009.00534.x.

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36

Deem, Rosemary. "'New managerialism' and higher education: The management of performances and cultures in universities in the United Kingdom." International Studies in Sociology of Education 8, no. 1 (1998): 47–70. http://dx.doi.org/10.1080/0962021980020014.

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37

Hall, David. "Drawing a veil over managerialism: leadership and the discursive disguise of the New Public Management." Journal of Educational Administration and History 45, no. 3 (2013): 267–82. http://dx.doi.org/10.1080/00220620.2013.771154.

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38

Lehmann, Jennifer. "From Governance to Ground." Children Australia 41, no. 1 (2016): 1–7. http://dx.doi.org/10.1017/cha.2016.1.

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Welcome to our first Issue for 2016 which comes to you as the seasons change from summer to autumn and from winter to spring – a time when we move away from extremes of heat or of cold, of flooding or of droughts. In a sense, it is the need for change from the extremes to something more moderate that underpins the topic of this editorial, which I dedicate to those who, despite their expertise and commitment to the delivery of human services, have found themselves unwanted due to management and governance processes. Indeed, this editorial commentary has been inspired by the story of a man who,

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39

Dearlove, John. "Collegiality, managerialism and leadership in English universities." Tertiary Education and Management 1, no. 2 (1995): 161–69. http://dx.doi.org/10.1080/13583883.1995.9966874.

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40

Dearlove, John. "Collegiality, managerialism and leadership in English universities." Tertiary Education and Management 1, no. 2 (1995): 161–69. http://dx.doi.org/10.1007/bf02354082.

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41

Høstaker, Roar, and Agnete Vabø. "Knowledge, society, higher education and the society of control." Learning and Teaching 1, no. 1 (2008): 122–54. http://dx.doi.org/10.3167/175522708783113578.

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Research and higher education are, to a greater extent, being governed and evaluated by other than fellow scholars. These changes are discussed in relation to Gilles Deleuze's notion of a transition from 'societies of discipline' to what he called 'societies of control'. This involves a shift from pyramidshaped organisations, built upon authority, to a set of lateral controls and hybrid power structures. This theory and its logic are compared with other theories that have been used to explain such changes in higher education: New Public Management, new modes of knowledge production, academic c

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42

Adler, Chloé, and Carole Lalonde. "Identity, agency and institutional work in higher education: a qualitative meta-synthesis." Qualitative Research in Organizations and Management: An International Journal 15, no. 2 (2019): 121–44. http://dx.doi.org/10.1108/qrom-11-2018-1696.

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Purpose The purpose of this paper is to synthesize a body of research addressing changes in academic identity brought on by neo-liberal university management while proposing a new interpretation based on the institutional work theory and a relational approach to agency. Design/methodology/approach The authors analyzed 19 qualitative empirical studies regarding the impact of new public management policies on academic identity within universities from different countries to support a qualitative meta-synthesis. Findings The meta-synthesis established a classification of work identity and self-id

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43

Palú, Janete, and Ângelo Ricardo de Souza. "“Novas” formas e modelos de governança e a gestão da educação e da escola: materializações, tendências e direcionamentos evidenciados nas teses de pesquisadores (as) brasileiros (as)." Revista de Estudios Teóricos y Epistemológicos en Política Educativa 6 (2021): 1–25. http://dx.doi.org/10.5212/retepe.v.6.17373.001.

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This article aims to trace the state of knowledge about education and school administration, faced to the neoliberal reform links, highlighted in academic research at PhD level (theses) produced by Brazilian researchers. To this end, we analyzed the summary of 25 theses, collected at the Brazilian Digital Library of Theses and Dissertations (BDTD), using, for data interpretation, the Content Analysis techniques proposed by Bardin (2016). Those research show that education and school administration have changed with the adoption of "new" governance forms and models, with the managerialism princ

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Teichler, Ulrich. "Are Academics Driven by Managerialism? Governance and the Changing Role of Academics on the Way Towards a Knowledge Society." Acta Paedagogica Vilnensia 46 (September 8, 2021): 13–26. http://dx.doi.org/10.15388/actpaed.2021.46.1.

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Changes in the governance system have been viewed as one of the key issues of higher education since about the 1990s. In many countries, the “managerial university” emerged accompanied by a controversial discourse about its strengths and about dangers implied. As academics are key actors performing key functions in higher education and as governance reforms increased the power of university management to steer academics, the academics’ perception of and response to the “managerial university” is crucial for its successes and failures. International comparative surveys of academics undertaken i

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45

Niyazova, M. V. "Individual Academic Productivity vs New Managerialism in Academic Research." University Management: Practice and Analysis 25, no. 2 (2021): 114–22. http://dx.doi.org/10.15826/umpa.2021.02.018.

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The paper considers individual academic productivity and the new managerialism in academic research as a set of social relations, common and opposite interests of a scholar and a university. The balance of interests is a necessary condition for regulating the contradictions among participants in public relations, including academic research. Reforming higher education results in new managerialism spreading wider and in scientific results paid attention to. The increasing accountability with a lack of mutual trust and information asymmetry creates the illusion of an imbalance of academic resear

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46

Christopher, Joe, Sarath Ukwatte, and Prem Yapa. "How do government policies influence the governance paradigm of Australian public universities?" Journal of Management History 26, no. 2 (2020): 231–48. http://dx.doi.org/10.1108/jmh-04-2019-0029.

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Purpose This study aims to examine how government policies have influenced the governance paradigm of Australian public universities from a historical perspective. In doing so, it addresses current uncertainty on government-governance connectivity. Design/methodology/approach The study draws on Foucault’s concept of governmentality and governance and uses a developed framework of three constituents of governance to explore government–governance connectivity through a critical discourse analysis. Findings The findings reveal that government policies have influenced the three constituents of gov

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47

Tabrizi, Jafar Sadegh, Elaheh HaghGoshayie, Leila Doshmangir, and Mahmood Yousefi. "New public management in Iran’s health complex: a management framework for primary health care system." Primary Health Care Research & Development 19, no. 03 (2018): 264–76. http://dx.doi.org/10.1017/s1463423617000767.

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BackgroundNew public management (NPM) was developed as a management reform to improve the efficiency and effectiveness in public organizations, especially in health sector. Using the features of private sector management, the managers of health organizations may try to implement the elements of NPM with the hope to improve the performance of their systems.AimsOur aim in the present study was to identify the elements and infrastructures suitable for implementing NPM in the Iranian health complex.MethodIn this qualitative study with conventional content analysis approach, we tried to explore the

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48

Lynch, K. "New managerialism, neoliberalism and ranking." Ethics in Science and Environmental Politics 13, no. 2 (2014): 141–53. http://dx.doi.org/10.3354/esep00137.

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49

Singh, Michael Garbutcheon, Leo Bartlett, Leonie Rowan, Trevor Gale, and Philippa Roylance. "Moves to Restructure the Work of Principals, of Teaching, and Human Resource Management." Journal of School Leadership 7, no. 1 (1997): 69–91. http://dx.doi.org/10.1177/105268469700700104.

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This paper argues that efforts to reform and to restructure education systems in Australia, and indeed many school systems throughout the Western world, are not only changing the nature of principals’ work, but in turn are changing the nature of teaching. In particular, the changes require principals to have a sound knowledge-base in the area of human resource management (HRM). Based on research into system expectations concerning principals’ work, the paper examines the implications this has for principals and the knowledge they now need to be successful human resource managers. The paper pro

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Johnson *, Bruce. "Local school micropolitical agency: an antidote to new managerialism." School Leadership & Management 24, no. 3 (2004): 267–86. http://dx.doi.org/10.1080/1363243042000266927.

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