‘Teachers’ to ‘academics’: the implementation of a modernisation project at one UK post-92 university

This source preferred by Clive Hunt

Authors: Hunt, C.

http://eprints.bournemouth.ac.uk/21938/

Journal: Studies in Higher Education

Publisher: Taylor & Francis

DOI: 10.1080/03075079.2014.968544

Among the many external forces that have impacted upon institutions, league tables have been the dynamic to which universities across the world are now responding. Following the appointment of a new vice-chancellor at one post-92 UK university, a modernisation project was introduced aimed at maximising the institutions’ research standing. For the institutional actors, the university’s lecturers, this modernisation project demanded a change in their working practices from one which had focused on teaching related activities to a situation where an emphasis was to be placed upon research. This study examines how university teachers at this institution understood and responded to the modernisation project to acquire research skills and provides an insight into a path-breaking strategic plan that was enacted within an historically dependent setting. It muses on the dialectics of institutional path dependency and the path breaking effect of a modernisation project that was stimulated by new managerialism.

This data was imported from Scopus:

Authors: Hunt, C.

http://eprints.bournemouth.ac.uk/21938/

Journal: Studies in Higher Education

Volume: 41

Issue: 7

Pages: 1189-1202

eISSN: 1470-174X

ISSN: 0307-5079

DOI: 10.1080/03075079.2014.968544

© 2014 Society for Research into Higher Education. Among the many external forces that have impacted upon institutions, league tables have been the dynamic to which universities across the world are now responding. Following the appointment of a new vice-chancellor at one post-92 UK university, a modernisation project was introduced aimed at maximising the institutions’ research standing. For the institutional actors, the university's lecturers, this modernisation project demanded a change in their working practices from one which had focused on teaching-related activities to a situation where an emphasis was to be placed upon research. This study examines how university teachers at this institution understood and responded to the modernisation project to acquire research skills and provides an insight into a path-breaking strategic plan that was enacted within a historically dependent setting. It muses on the dialectics of institutional path dependency and the path-breaking effect of a modernisation project that was stimulated by new managerialism.

This data was imported from Web of Science (Lite):

Authors: Hunt, C.

http://eprints.bournemouth.ac.uk/21938/

Journal: STUDIES IN HIGHER EDUCATION

Volume: 41

Issue: 7

Pages: 1189-1202

eISSN: 1470-174X

ISSN: 0307-5079

DOI: 10.1080/03075079.2014.968544

The data on this page was last updated at 05:22 on November 24, 2020.