Abstract
For those concerned with teaching and scholarly work in higher education now, talk of ‘academic leadership’ is everywhere. In the UK, at any rate, it seems so: scanning academic jobs pages, looking at Research Councils’ funding schemes, examining government policy documents on higher education, consulting university promotions and appraisals procedures, mulling academic workload calculations, and listening to deliberations in university committees—all these suggest that the phrase academic leadership has, so to speak, gone viral in a contained way. There are more scholarly sounding publications on the subject than specialists can keep up with; numerous well-endowed firms offer academic-leadership training and guidance; think tanks constantly urge the need to nurture more academic leaders and corporations that can cultivate them; newspapers inform of the privileges of top-level academic leaders with grudging admiration.
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Some of the research for this chapter was undertaken in the context of the collaborative project ‘Framing Financial Crisis and Protest: North-West and South-East Europe’, which is administered by the Faculty of Arts at The Open University, and funded by the Leverhulme Trust.
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Allen, R., Gupta, S. (2016). ‘Academic Leadership’ and the Conditions of Academic Work. In: Gupta, S., Habjan, J., Tutek, H. (eds) Academic Labour, Unemployment and Global Higher Education. Palgrave Critical University Studies. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-49324-8_5
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DOI: https://doi.org/10.1057/978-1-137-49324-8_5
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