New Public Management and the Academic Profession

  • Teresa Carvalho
Living reference work entry
DOI: https://doi.org/10.1007/978-94-017-9553-1_310-1

Synonyms

Definition

New Public Management is a concept that scholars use, sometimes interchangeably with managerialism, to define higher education reforms which emerged as part of a global trend in which market ideology and market or quasi-market modes of regulation are associated with a set of management policies and practices drawn from the corporate sector.

Academic profession refers to those who develop professional activities, within the social division of labor, related with the production and dissemination of knowledge through teaching or research. New Public Management challenges academics’ autonomy and working conditions.

New Public Management and Professionalism

The emergence of New Public Management (NPM) and managerialism over the last three or four decades has promoted transformations in public institutions and also in labor markets with a direct impact on professional groups (Evetts 2009; Deem et al. 2007; Carvalho 2017...

This is a preview of subscription content, log in to check access.

References

  1. Altbach, P.G (Ed.). 2000. The changing academic workplace: Comparative perspectives. Chestnut Hill, MA: Boston College Center for International Higher Education.Google Scholar
  2. Altbach, P. 2015. Knowledge and education as international commodities. International higher education, (28).Google Scholar
  3. Bailyn, L. 2003. Academic careers and gender equity: Lessons learned from MIT. Gender, Work & Organization, 10(2), 137–153.CrossRefGoogle Scholar
  4. Ball, Stephen J. 2003. The teacher’s soul and the terrors of performativity. Journal of Education Policy 18 (2): 215–228.CrossRefGoogle Scholar
  5. Ball, Stephen. 2008. Performativity, privatisation, professionals and the state. In Exploring professionalism, 50–72. London: Institute of Education, University of London.Google Scholar
  6. Ball, Stephen J. 2016. Following policy: Networks, network ethnography and education policy mobilities. Journal of Education Policy 31 (5): 549–566.CrossRefGoogle Scholar
  7. Carvalho, Teresa. 2017. The study of the academic profession–contributions from and to the sociology of professions. In Theory and method in higher education research, 59–76. Bingley: Emerald Publishing.CrossRefGoogle Scholar
  8. Carvalho, T., and R. Santiago. 2010. Still academics after all. Higher Education Policy 23: 397–411.CrossRefGoogle Scholar
  9. Cavalli, A., and R. Moscati. 2010. Academic systems and professional conditions in five European countries. European Review 18 (Suppl 1): 35–53.CrossRefGoogle Scholar
  10. Chatelain-Ponroy, S., et al. 2017. Is commitment to performance-based management compatible with commitment to university “publicness”? Academics’ values in French universities. Organization studies, First Published 19 Aug 2017, 0170840617717099.Google Scholar
  11. Clarke, John, and Janet Newman. 1997. The managerial state: Power, politics and ideology in the remaking of social welfare. London: Sage.Google Scholar
  12. Coates, H.B., I.R. Dobson, L. Goedegebuure, and V.L. Meek. 2009. Australia’s casual approach to its academic teaching workforce. People and Place 17 (4): 47–54.Google Scholar
  13. Cummings, W.K., and M. Kim. 2011. Faculty time allocation for teaching and research in Korea and the United States: A comparative perspective. Korean Social Science Journal 38 (1): 1–39.Google Scholar
  14. Davies, Annette, and Robyn Thomas. 2002. Managerialism and accountability in higher education: The gendered nature of restructuring and the costs to academic service. Critical Perspectives on Accounting 13 (2): 179–193.CrossRefGoogle Scholar
  15. Deem, R., and K.J. Brehony. 2005. Management as ideology: The case of ‘new managerialism’ in higher education. Oxford Review of Education 31 (2): 213–231.CrossRefGoogle Scholar
  16. Deem, R., et al. 2007. Knowledge, higher education and the new managerialism: The changing management of UK universities. Oxford: Oxford University Press.CrossRefGoogle Scholar
  17. Evans, Linda. 2008. Professionalism, professionality and the development of education professionals. British Journal of Educational Studies 56 (1): 20–38.CrossRefGoogle Scholar
  18. Evans, L. 2011. Location, location, location: Proximity theory and the ideal job. Paper and Symposium, Cetl conference, University of Oxford, 8 April.Google Scholar
  19. Evetts, Julia. 2009. New professionalism and new public management: Changes, continuities and consequences. Comparative Sociology 8 (2): 247–266.CrossRefGoogle Scholar
  20. Evetts, Julia. 2012. Professionalism in turbulent times: changes, challenges and opportunities. In Propel International Conference (pp. 1–33).Google Scholar
  21. Galaz-Fontes, J.F. 2010. Discipline and institution commitment: Professorial views. International Higher Education 61: 8–10.Google Scholar
  22. Galaz-Fontes, J.F., and M. Gil-Antón. 2013. The impact of merit-pay systems on the work and attitudes of Mexican academics. Higher Education 66 (3): 357–374.CrossRefGoogle Scholar
  23. Galaz-Fontes, J.F., M. Gil-Antón, L.E. Padilla-Gonzáles, J.J. Sevilla-Garcia, J.G. Martinez-Stack, and J.L. Arcos-Vega. 2009. Mexican higher education at a crossroads: Topics for a new agenda in public policies. Higher Education Forum 6: 86–101.Google Scholar
  24. Gillespie, Nicole A., et al. 2001. Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work and Stress 15 (1): 53–72.CrossRefGoogle Scholar
  25. Goastellec, G., and N. Pekari. 2013. Gender in academia between differences and inequalities: Findings in Europe. In The work situation of the academic profession: Findings of a survey in twelve European countries, The changing academy – The changing academic profession in international comparative perspective, ed. U. Teichler and E.A. Höhle, vol. 6, 55–78. Dordrecht: Springer.CrossRefGoogle Scholar
  26. Goedegebuure, L., H.B. Coates, J. van der Lee, and V.L. Meek. 2009. Diversity in Australian higher education: An empirical analysis. Australian Universities Review 51 (2): 49–61.Google Scholar
  27. Harley, S. 2002. The impact of research selectivity on academic work and identity in UK universities. Studies in Higher Education 27 (2): 187–205.CrossRefGoogle Scholar
  28. Haug, M. 1973. Deprofessionalization: An alternative hypothesis for the future. Sociological Review Monograph 2: 195–211.Google Scholar
  29. Höhle, E.A., and U. Teichler. 2013a. The academic profession in the light of comparative surveys. In The academic profession in Europe – New tasks and new challenges: The changing academic profession in international comparative perspective, The changing academy – The changing academic profession in international comparative perspective, ed. B.M. Kehm and U. Teichler, vol. 5. Dordrecht: Springer.Google Scholar
  30. Höhle, E.A., and U. Teichler. 2013b. The European academic profession or academic professions in Europe? In The work situation of the academic profession: Findings of a survey in twelve European countries, The changing academy – The changing academic profession in international comparative perspective, ed. U. Teichler and E.A. Höhle, vol. 6. Dordrecht: Springer.Google Scholar
  31. Höhle, E. 2015. From apprentice to agenda-setter: comparative analysis of the influence of contract conditions on roles in the scientific community. Studies in Higher Education 40 (8): 1423–1437.CrossRefGoogle Scholar
  32. Huang, Futao. 2015. Changes in Japanese academics’ teaching and research, 1992–2011. Studies in Higher Education 40 (8): 1485–1494.CrossRefGoogle Scholar
  33. Huisman, J., and J. Currie. 2004. Accountability in higher education: Bridge over troubled water? Higher Education 48 (4): 529–551.CrossRefGoogle Scholar
  34. Kolsaker, A. 2008. Academic professionalism in the managerialist era: A study of English universities. Studies in Higher Education 33 (5): 513–525.CrossRefGoogle Scholar
  35. Krücken, Georg. 2003. Mission impossible? Institutional barriers to the diffusion of the “third academic mission” at German universities. International Journal of Technology Management 25 (1–2): 18–33.CrossRefGoogle Scholar
  36. Kwiek, M. 2012. The growing complexity of the academic enterprise in Europe: A panoramic view. European Journal of Higher Education 2 (2–3): 112–131.CrossRefGoogle Scholar
  37. Locke, W. 2012. The dislocation of teaching and research and the reconfiguring of academic work. London Review of Education 10 (3): 261–274.CrossRefGoogle Scholar
  38. Marquina, Monica, and Glen A. Jones. 2015. Generational change and academic work: An introduction. Studies in Higher Education 40 (8): 1349–1353.CrossRefGoogle Scholar
  39. Marquina, Monica, Jose Yuni, and Mariela Ferreiro. 2015. Generational change in the Argentine academic profession through the analysis of ‘life courses’. Studies in Higher Education 40 (8): 1392–1405.CrossRefGoogle Scholar
  40. Mckinlay, J.B., and J.D. Stoekle. 1988. Corporatization and the social transformation of doctoring. International Journal of Health Services 18 (2): 191–205.CrossRefGoogle Scholar
  41. Moraru, L. 2012. Conflicting expectations in term of quality assurance in teaching and research. Procedia – Social and Behavioral Sciences 69: 73–78.CrossRefGoogle Scholar
  42. Morley, L. 2005. Opportunity or exploitation? Women and quality assurance in higher education. Gender and Education, 17(4), 411–429.CrossRefGoogle Scholar
  43. Musselin, C. 2006. Transformation of academia work: Facts and analysis. Presented at the UNESCO Forum: Europe and North America Scientific Committee on the changing role of the academic profession and its Interface with management, Kassel, Germany, 5–6 Sept.Google Scholar
  44. Musselin, Christine. 2013. How peer review empowers the academic profession and university managers: Changes in relationships between the state, universities and the professoriate. Research Policy 42 (5): 1165–1173.CrossRefGoogle Scholar
  45. O’Connor, P. 2014. Management and gender in higher education. Oxford University Press.CrossRefGoogle Scholar
  46. O’Connor, P., and T. Carvalho. 2015. Different or similar: constructions of leadership by senior managers in Irish and Portuguese universities. Studies in Higher Education, 40(9): 1679–1693.CrossRefGoogle Scholar
  47. O’Connor, P., Carvalho, T., Vabø, A., and S. Cardoso. 2015. Gender in higher education: A critical review. In The Palgrave International Handbook of Higher Education Policy and Governance (pp. 569–584). Palgrave Macmillan, London.Google Scholar
  48. Postiglione, G., and P.G. Altbach. 2013. Professors: The key to internationalization. International Higher Education 73: 11–12.Google Scholar
  49. Prichard, Craig. 1996. Managing universities: Is it men’s work? In Men as managers, managers as men: Critical perspectives on men, masculinities and managements, ed. D. Collinson and J. Hearn, 227–238. London: Sage.CrossRefGoogle Scholar
  50. Probert, B. 2005. ‘I just couldn’t fit it in’: Gender and unequal outcomes in academic careers. Gender, Work & Organization, 12(1), 50–72.CrossRefGoogle Scholar
  51. Santiago, Rui, and Teresa Carvalho. 2008. Academics in a new work environment: The impact of new public management on work conditions. Higher Education Quarterly 62 (3): 204–223.CrossRefGoogle Scholar
  52. Santiago, R., Carvalho, T., and Ferreira, A. (2014). Knowledge society/economy and managerial changes: New challenges for Portuguese academics. In Global challenges, local responses in higher education. The contemporary issues in national and comparative perspective: Vol. 6. Higher education research in the 21st century series, ser. ed. B. Kehm, and C. Musselin & vol. ed. J. Branković, M. Klemenčić, P. Lažetić, and P. Zgaga, 35–58. Rotterdam: Sense Publishers.Google Scholar
  53. Santiago, R., Teresa Carvalho, and Sónia Cardoso. 2015. Portuguese academics perceptions on higher education institutions governance and management: A generational perspective. Special issue – Generational Change and Academic Work of Studies in Higher Education 40 (8): 1471–1484.Google Scholar
  54. Waring, M. 2010. Moments of vision: HRM and the individualisation of academic workers. Unpublished PhD thesis, School of Management, University of Wales, Institute Cardiff.Google Scholar
  55. Winter, Richard P., and Wayne O’Donohue. 2012. Academic identity tensions in the public university: Which values really matter? Journal of Higher Education Policy and Management 34 (6): 565–573.CrossRefGoogle Scholar
  56. Yeatman, A. 1995. The gendered management of equity-oriented change in higher education. Academic Work, 194–205.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2018

Authors and Affiliations

  1. 1.University of Aveiro and CIPESAveiroPortugal

Section editors and affiliations

  • Gaële Goastellec
    • 1
  1. 1.OSPS, LACCUSUniversity of LausanneLausanneSwitzerland