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Decolonization, accountability and stakeholders confidence in the university system in Africa
Africa’s higher education landscape can best be described as unpredictability. This places university governing councils in critical places to begin to think deeply in terms of forms positionality to provide effective governance. For instance, in the South African higher education scenario currently, there are urgent calls for university decolonisation as such university governing bodies have to show that they are on top of the game through demonstrating to their stakeholders that have in place a responsive habitus that supports stakeholder accountability and confidence in these times. This paper examines the relationship between stakeholder accountability and confidence in institutional values that underpin effective governance. Consequently, this paper was developed from a research project that looked at the role of the university councils in bringing about good governance in the former historically black South African universities grappling with such institutional realities. Utilizing the notion of micro-politics developed from the concept of cultures derived from a multi-theoretical approach, the paper examines the framing of good university governance by governing bodies. Data for this study was collected from institutional documentary sources in the public domain, interviews and surveys. The paper concludes with suggestions of governance practices that would assist the university councils grappling with such institutional contexts to provide good governance as well as identify possibilities for further research.
Journal Article
Socrates in the Boardroom
Socrates in the Boardroom argues that world-class scholars, not administrators, make the best leaders of research universities. Amanda Goodall cuts through the rhetoric and misinformation swirling around this contentious issue--such as the assertion that academics simply don't have the managerial expertise needed to head the world's leading schools--using hard evidence and careful, dispassionate analysis. She shows precisely why experts need leaders who are experts like themselves. Goodall draws from the latest data on the world's premier research universities along with in-depth interviews with top university leaders both past and present, including University of Pennsylvania President Amy Gutmann; Derek Bok and Lawrence Summers, former presidents of Harvard University; John Hood, former vice chancellor of the University of Oxford; Cornell University President David Skorton; and many others. Goodall explains why the most effective leaders are those who have deep expertise in what their organizations actually do. Her findings carry broad implications for the management of higher education, and she demonstrates that the same fundamental principle holds true for other important business sectors as well.
eBook
Collective autonomy : a history of the Council of Ontario Universities, 1962-2000
Chronicles the rise and decline of Ontario universities from the halcyon 1960s to the Common Sense Revolution through the history of its planning association, the Council of Ontario Universities.
Collective Autonomy: A History of the Council of Ontario Universities, 1962-2000 is the first full-length account of an organization that has played a major role in the development of the university system in Ontario. Edward J. Monahan served as the council's chief executive officer for over fifteen years. This is his insider's account, enhanced by archival material, of the key role the universities played in planning the high academic quality of the Ontario provincial university system.
Collective Autonomy traces the evolution of Ontario universities over a period of forty years, from the halcyon days of the 1960s, during which massive injections of public funds transformed these institutions from ivory towers to public utilities, through the 1970s and '80s when universities were downgraded as a government spending priority and problems began to develop. It concludes by looking at the problems created by the \"Common Sense Revolution\" and the resulting severe cutbacks in government grants to universities. It chronicles the efforts of the universities to preserve their autonomy while expanding their service to the common good, and their efforts to maintain the delicate balance between university autonomy and public accountability.
eBook
Is there still a need for teaching and research in public administration and management? A personal view from the UK
Purpose
The purpose of this paper is to explain the global, historic context of public administration and the specific British context of teaching and research for public administration. Also, it asks the question, “is twenty-first century public administration still ‘fit for purpose?’”.
Design/methodology/approach
The paper is a personal reflection on the changes to public administration and management during the twentieth and early part of the twenty-first century, in particular how the UK Learned Society has responded to a number of global, policy and cultural changes.
Findings
The findings demonstrate how the UK Joint University Council (JUC), representing public administration, has responded to changes, in particular to recent forces impacting on HE and training providers. It includes the outcomes of a series of recent UK debates as JUC approaches its 100-year centenary in 2018. It concludes by showing that public administration research, teaching and scholarship are as necessary, if not more so, in 2018. In particular, issues such as accountability, legality, integrity and responsiveness, the overall ethical guidelines are vital for both public and private educational curricula. For either theory building or empirical descriptions, public administration research can still positively contribute to the wider economy
Research limitations/implications
As a personal reflection, the findings are offered to add to a debate on the future of public administration scholarship in the UK, and much wider afield.
Practical implications
The contents should be of benefit to academics, policy and practitioners in the field of public administration and management.
Social implications
This study has wider societal implications, as all states are facing growing social problems and a need to seek novel ways of delivering public services.
Originality/value
Though the paper is a personal reflection, and may therefore be challenged, it is based on wider literature to support the claims being made.
Journal Article
Investigating shifts in publication patterns after launching scientometric evaluation at Egyptian universities: an analysis of submitted research for promotion
Scientometric research has proven that citation-based research evaluation systems influence researchers' practices, providing the starting point for the present study. The objective of this study is to monitor the changes in the publication patterns of promotion candidates in Egyptian universities following the implementation of new promotion regulations by the Supreme Council of Universities. These regulations rely mainly on scientometric evaluation, which encourages international publication in the journals indexed in the Web of Science and Scopus. The requisite data were extracted from 23,153 scientometric reports issued for the promotion applicants (2017–2022), encompassing 160,840 papers submitted to 131 scientific committees in all subject areas. The study adopted a linear regression model with an interaction term between the examined patterns and years. The findings revealed a positive response to the incentives of the regulations. There were substantial increases in international publications vs. local ones, publications in the Q1 and Q2 journals vs. other rankings, English publications vs. other languages, and articles vs. other document types. These preliminary results could benefit policy-makers and higher education leaders as they design research evaluation systems and enhance the culture of metrics in Egypt and other Arab and developing countries.
Journal Article
The relationship between confidence in institutional values and student participation in leadership: A case of comprehensive universities
Key drivers of major changes in the post 1994 South African higher education transformation has been due to the increased involvement of university students in the university leadership and governance. However, strife for increased participation has often resulted into tension between the university student organizations and the university leadership. This has often made university students as institutional stakeholders re-question their faith and confidence in institutional values in fostering university transformation and change. This paper argues that relationships between these two factors are fundamental to these processes; quality student participation in leadership and confidence in institutional values. The paper makes use of the concept of culture within a micro-political framework to generate models of good governance within such stakeholder institutional environments. The study relied on data collected through documents, interviews and surveys. In its conclusion, the paper calls for the professionalization of stakeholder governance practises in stakeholder governed university environments.
Journal Article
Common Measures in Gender Equality Plans at Catalan Universities from a Structural Change Approach
Despite the legal framework for gender equality in science developed by the European Union, significant territorial disparity in its implementation has been identified (Caprile et al., 2022; Krzaklewska et al., 2023). The situation in Catalonia is of particular interest in light of a governance system that promotes common gender equality measures across all Catalan universities. This governance system is rooted in the 2015 Catalan Equality Law, which imposed several mandatory requirements on universities. Within this system, the Women and Science Committee (WSC) of the Inter‐University Council of Catalonia plays a key role. Our research employs qualitative and quantitative techniques to analyse the implications of common Gender Equality Plan (GEP) measures at Catalan universities. The qualitative analysis involves two steps: Our first step consists of a documentary analysis of GEPs implemented at all Catalan universities from 2006 to 2023, followed by a qualitative comparison between the first GEP and the most recent one approved. From a quantitative standpoint, we proceed with an aggregated regional data analysis of the “Women in Science” Indicators to assess the conditions and positions of women in Catalan academia between 2015–2016 and 2022–2023. On the one hand, we detected that agreements under the WSC framework are incorporated into the GEPs of Catalan universities. On the other hand, the findings capture the persistence of gender imbalance in academic positions while also showing a trend towards gender equality with some specific areas of resistance, such as in the case of single‐member decision‐making positions.
Journal Article
Collegial governance in postwar Australian universities
PurposeThe purpose of this paper is to outline the structures of collegial governance in Australian universities between 1945 and the “Dawkins reforms” of the late 1980s. It describes the historical contours of collegial governance in practice, the changes it underwent, and the structural limits within which it was able to operate.Design/methodology/approachThe analysis is based upon the writings of academics and university administrators from the period, with more fine-grained exemplification provided by archival and other evidence from Faculties of Arts and their equivalents in newer universities.FindingsElements of hierarchy and lateral organisation coexisted in the pre-Dawkins university in ways not generally made explicit in the existing literature. This mixture was sustained by ideals about academic freedom.Research limitations/implicationsBy historicising “collegiality” the research problematises polemical uses of the term, either for or against. It also seeks to clarify the distinctiveness of contemporary structures—especially for those with no first-hand experience of the pre-Dawkins university—by demonstrating historical difference without resort to nostalgia.Originality/value“Collegiality” is a common concept in education and organisation studies, as well as in critiques of the contemporary corporate university. However, the concept has received little sustained historical investigation. A clearer history of collegial governance is valuable both in its own right and as a conceptually clarifying resource for contemporary analyses of collegiality and managerialism.
Journal Article
Equity, institutional diversity and regional development: a cross-country comparison
This paper investigates historical and current developments regarding governmental policies aimed at enhancing spatial equity (access) or decentralisation of higher education provision in three countries—Australia, Canada and Norway. We then shed light on the links or interrelations between policy objectives and initiatives and institutional diversity and regional development more broadly. We found evidence of convergence trends in Norway and Canada resulting in the rise of hybrid organisational forms, as well as the critical importance of policy frameworks in either maintaining or eroding the traditional binary divide. The cross-country data suggest a rather mixed or nuanced picture when it comes to regional development. Finally, the paper identifies a number of key challenges facing the systems, suggests possible ways of tackling them and sheds light on avenues for future research.
Journal Article