Abstract
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 in the early 1990s and during the years 2007-2010 indicate that the modes of governance and the responses to these modes by academics vary more substantially across countries than the convergent international discourse suggests. Altogether, scholars’ views and behavior seem to have changed to a lesser extent than expected. The third comparative survey of that kind addresses similar issues, but additionally raises the question of whether strong footprints can be observed of the move toward a “knowledge society” with regard to the governance of higher education and academics’ views and activities.
Highlights
Ar profesūra pasižymi vadybiškumu? Universitetų valdymas ir besikeičiantis mokslininkų bei dėstytojų vaidmuo kelyje į žinių visuomenę
The moves towards the “managerial university” have to be analyzed here, because every major change of governance has considerable effects on the role of academics: what they are expected to do, how much their views and activities are geared by the managerial power of other actors, what their own power is in the overall settings of decision-making, and what remains of what has been traditionally called “academic freedom”
As the direction of changes in governance intended or implemented in higher education seems to be somewhat similar across countries, but obviously not leading to worldwide uniformity, any analysis of the ways how academics perceive the changes of governance, how much they are affected and respond, and how they view their professional role altogether under the existing conditions, would be beneficial if undertaken with a comparative perspective
Summary
Ar profesūra pasižymi vadybiškumu? Universitetų valdymas ir besikeičiantis mokslininkų bei dėstytojų vaidmuo kelyje į žinių visuomenę.
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