LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Karlsson, Sara; Ryttberg, Malin (2016)
Publisher: Co-Action Publishing
Journal: Nordic Journal of Studies in Educational Policy
Languages: English
Types: Article
Subjects: administration, professionalisation, higher education, strategy, management
The group of administrators working in the Swedish higher education sector is undergoing considerable change. National statistics show that the average educational level is increasing and that more staff are being recruited from the private sector. This article discusses the implications of such changes on life and work in academia. In particular, it points to a link between new administrative roles and new demands placed on universities to become more coherent, goal-oriented organisations – so-called strategic actors. The article builds on national statistics and an in-depth interview study of administrative professionals from the areas of internationalisation, business liaison and research funding support, at three technical universities in Sweden. The study indicates that administrative professionals can have considerable impact on the management of a university. Lacking formal decision-making power, their influence tends to be indirect. Nevertheless, they can fulfil important roles as guardians of a holistic perspective, reminding internal stakeholders of the organisational aims of the university. Their role requires a set of competences and experiences that includes academic background as well as an attitude of self-reflection, sensitivity and judgement. In conclusion, it is argued that administrative professionals can play a crucial part in transforming universities into strategic actors. Their function merits more attention as it touches upon important issues of power and strategic direction in contemporary higher education.(Published: 29 November 2016)Citation: NordSTEP 2016, 2: 31537 - http://dx.doi.org/10.3402/nstep.v2.31537
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Brante, T. (2009). Vad a¨r en profession? Teoretiska ansatser och definitioner. In M. Lindh (Ed.), Vetenskap f¨or profession 8:09 (pp. 15 34). Bora˚s: Ho¨gskolan i Bora˚s.
    • Bremer, K. (2015). Utvecklad ledning av universitet och h¨ogskolor. Beta¨nkande av Ledningsutredningen SOU 2015:92. Stockholm: Wolters Kluwer.
    • Bromley, P., & Powell, W.W. (2012). From smoke and mirrors to walking the talk: Decoupling in the contemporary world. The Academy of Management Annals, 6(1), 483 530.
    • Brunsson, N. (2002). The organization of hypocrisy: Talk, decisions and actions in organizations. 2002 (2nd ed). Copenhagen: Copenhagen Business School Press.
    • Brunsson, N., & Sahlin-Andersson, K. (2000). Constructing organizations: The example of public sector reform. Organization Studies, 21(4), 721 746.
    • Clark, B.R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Pergamon: Oxford.
    • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed). London: Routledge.
    • Deem, R., Hilliyard, S., & Reed, M. (2010). Knowledge, higher education, and the new managerialism. Oxford: Oxford University Press.
    • Drazin, R., & Van de Ven, A.H. (1985). Alternative forms of it in contingency theory. Administrative Science Quarterly, 30(4), 514 539.
    • Forssell, A., & Westerberg, A.I. (2014). Administrationssamh¨allet. Lund: Studentlitteratur.
    • Goodall, A.H. (2009). Highly cited leaders and the performance of research universities. Research Policy, 38(7), 1079 1092.
    • Gornitzka, A˚ . (1999). Governmental policies and organisational change in higher education. Higher Education, 38(1), 5 31.
    • Gornitzka, A˚., & Larsen, I.M. (2004). Towards professionalisation? Restructuring of administrative work force in universities. Higher Education, 47(4), 455 471.
    • Hannan, M.T., & Freeman, J. (1977). The population ecology of organizations. American Journal of Sociology, 82(5), 929 964.
    • Hedmo, T., Sahlin, K., & Wedlin, L. (2005). Fields of imitation: The global expansion of management education. In B. Czarniawska, & G. Sevo´ n (Eds.), Global ideas: How ideas, objects and practices travel in the global economy (pp. 190 212). Malmo¨ : Liber.
    • Hedmo, T., & Wedlin, L. (2008). New modes of governance: The reregulation of European higher education and research. In C. Mazza, P. Quattrone, & A. Riccaboni (Eds.), European Universities in transition: Issues, models and cases (pp. 113 132). Cheltenham: Edward Elgar.
    • Kehm, B.M., & Teichler, U. (Eds.). (2013). The academic profession in Europe: New tasks and new challenges. Dordrecht: Springer.
    • Kogan, M. (2007). The academic profession and its interface with management. In M. Kogan & U. Teichler (Eds.), Key challenges to the academic profession (Werkstattberichte, Vol. 65) (pp. 159 174). Kassel: International Centre for Higher Education Research Kassel (INCHER Kassel) and UNESCO Forum on Higher Education, Research and Knowledge.
    • Kru¨ cken, G., & Meier, F. (2006). Turning the university into an organizational actor. In G.S. Drori, J.W. Meyer, & H. Hwang (Eds.), Globalization and organization: World society and organizational change (pp. 241 257). Oxford: Oxford University Press.
    • Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. Los Angeles, CA: Sage.
    • Macfarlane, B. (2007). Defining and rewarding academic citizenship: The implications for university promotions policy. Journal of Higher Education Policy and Management, 29(3), 261 273.
    • March, J.G., & Olsen, J.P. (1976). Ambiguity and choice in organizations. Bergen: Universitetsforlaget.
    • Mcinnis, C. (1998). Academics and professional administrators in Australian universities: Dissolving boundaries and new tensions. Journal of Higher Education Policy and Management, 20(2), 161 173.
    • Meyer, J.W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340 363.
    • Musselin, C. (2006). Are universities specific organizations? In G. Kru¨ cken, A. Kosmu¨ tzky, & M. Torka (Eds.), Towards a multiversity? Universities between global trends and national traditions (pp. 63 84). Bielefeld: Transcript Verlag.
    • Pollitt, C., & Bouckaert, G. (2011). Public management reform: A comparative analysis: New public management, governance, and the neo-Weberian state. Oxford: Oxford University Press.
    • Ramirez, F.O. (2010). Accounting for excellence: Transforming universities into organizational actors. In L. Portnoi, V.D. Rust, & S.S. Bagley (Eds.), Higher education, policy, and the global competition phenomenon (pp. 43 58). New York: Palgrave Macmillan.
    • Rowlands, J. (2012). Accountability, quality assurance and performativity: The changing role of the academic board. Quality in Higher Education, 18(1), 97 110.
    • Schneijderberg, C., & Merkator, N. (2013). The new higher education professionals. In B.M. Kehm, & U. Teichler (Eds.), The academic profession in Europe: New tasks and new challenges (pp. 53 92). Dordrecht: Springer.
    • Schreier, M. (2012). Qualitative content analysis in practice. London: Sage.
    • Scott, R.W. (2001). Institutions and organizations. Thousand Oaks, CA: Sage.
    • The Swedish Higher Education Authority. (2015). Higher education in Sweden: Status report 2015. Stockholm: The Swedish Higher Education Authority.
    • The Swedish Higher Education Authority/Statistics Sweden. (2015). Statistiskt meddelande UF 23 SM 1501. Stockholm: The Swedish Higher Education Authority/Statistics Sweden.
    • Weick, K.E. (1976). Educational organizations as loosely coupled systems. Adminstrative Science Quarterly, 21(1), 1 19.
    • Whitchurch, C. (2006). Who do they think they are? The changing identities of professional administrators and managers in UK higher education. Journal of Higher Education Policy and Management, 28(2), 159 171.
    • Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377 396.
    • Whitchurch, C. (2009). The rise of the blended professional in higher education: A comparison between the United Kingdom, Australia and the United States. Higher Education, 58(3), 407 418.
    • Yin, R.K. (2009). Case study research: Design and methods. London: Sage.
  • No related research data.
  • No similar publications.

Share - Bookmark

Download from

Cite this article

Collected from