Abstract
In this chapter, we explore the shifting nature of academic work at European and US research universities. Our analyses reveal four trends. First, despite significant differences in higher education governance, institutional environments have led to a shift away from the “integrated scholar” model toward structurally differentiated academic roles. Second, the priorities of external funding agencies influence the types of research performed in the United States and Europe, leading faculty to use diverse strategies to preserve their autonomy and address externally-defined research agendas. Third, in Europe, the quantification of research outputs has become a common trend whereas in the United States, publish-or-perish logics define the academic hierarchy of disciplines and institutions. Fourth, faculty identity is increasingly shaped by the institutional context such as the norms of academic capitalism, especially in the United States. The study revealed that research would benefit from employing innovative theoretical frameworks that explain changes in academic work.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Agasisti, T., & Perez-Esparrells, C. (2010). Comparing efficiency in a cross-country perspective: The case of Italian and Spanish state universities. Higher Education, 59, 85–103.
Akerlind, G. (2005). Postdoctoral researchers: Roles, functions and career prospects. Higher Education Research and Development, 24, 21–40.
Akerlind, G. (2008). An academic perspective on research and being a researcher: An integration of the literature. Studies in Higher Education, 33, 17–32.
Alexander, F. K. (2000). The changing face of accountability: Monitoring and assessing institutional performance in higher education. Journal of Higher Education, 71(4), 411–431.
Ali, M., Bhattacharyya, P., & Olejniczak, A. (2010). The effects of scholarly productivity and institutional characteristics on the distribution of federal research grants. Journal of Higher Education, 81(2), 164–178.
Alpert, D. (1985). Performance and paralysis: The organizational context of the American research university. Journal of Higher Education, 56(3), 241–281.
Altbach, P. (2004). The costs and benefits of world-class universities. Academe, 90(1), 20–23.
Amaral, A., Meek, V., & Larsen, I. (Eds.). (2003). The higher education managerial revolution. Dordrecht: Kluwer.
Anderson, M. (2001). The complex relations between the academy and industry. Journal of Higher Education, 72(2), 226–246.
Archibald, R., & Feldman, D. (2006). State higher education spending and the tax revolt. Journal of Higher Education, 77(4), 618–644.
Association of Governing Boards. (1996). Renewing the academic presidency: Stronger leadership for tougher times. Washington: Association of Governing Boards.
Austin, A., & Gamson, Z. (1983). The academic workplace: New demands, heightened tensions. (ASHE-ERIC Higher Education Research Report No. 10). Washington: Association for the Study of Higher Education.
Balconi, M., & Laboranti, A. (2006). University—industry interactions in applied research: The case of microelectronics. Research Policy, 35, 1616–1630.
Baldwin, R., & Chronister, J. (2001). Teaching without tenure: Policies and practices for a new era. Baltimore: Johns Hopkins University Press.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184.
Barjak, F., & Robinson, S. (2007). International collaboration, mobility and team diversity in the life sciences: Impact on research performance. Social Geography Discussion, 3, 121–157.
Barnett, R. (2003). Beyond all reason: Living with ideology in the university. Open University Press.
Barnett, R. (2008). Being an academic in a time-impoverished age. In A. Amaral, I. Bleiklie, & C. Musselin (Eds.), From governance to identity (pp. 7–18). Dordrecht: Springer.
Barrett, L., & Barrett, P. (2008). The management of academic workloads: Full report on findings. Research and development series. London: Leadership Foundation for Higher Education.
Barrier, J. (2010). La science en projets. Régimes de financement et reconfigurations du travail des chercheurs académiques. Ph.D. thesis. Paris: Science PO, CSO.
Barrier, J. (2011). La science en projets: Financements sur project, autonomie professionnelle et transformations du travail des chercheurs académiques. Sociologie du travail, 53(4), 515–536.
Barrier, J., & Musselin, C. (2009). The rationalization of academic work and careers: Ongoing transformations of the profession and policy challenges. In B. Kehm, J. Huisman, & B. Stensaker (Eds.), The European higher education area: Perspectives on a moving target (pp. 203–221). Rotterdam: Sense Publishers.
Bastedo, M., & Bowman, N. (2011). College rankings as an inter-organizational dependency: Establishing the foundations for strategic and institutional accounts. Research in Higher Education, 52, 3–23.
Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Buckingham: Open University Press/SRHE.
Becher, T., & Trowler, P. (2001). Academic tribes and territories (2nd ed.). Buckingham: Open University Press/SRHE.
Beerkens, M., Benneworth, P., de Boer, H., Cremonini, L., Jongbloed, B., Leisyte, L., Vossensteyn, J. & Weert, E. (2011, February). Quality-related funding, performance agreements, and profiling in higher education: An international comparative study. Enschede: CHEPS.
Ben-David, J. (1972). American higher education: Directions old and new. New York: McGraw Hill.
Benninghoff, M., & Ramuz, R. (2002). Les transformations de systèmes de recherché publique Suisse et français. Politiques et Management Public, 20(1), 31–47.
Bentley, R., & Blackburn, R. (1990). Changes in academic research performance over time: A study of institutional accumulative advantage. Research in Higher Education, 31(4), 327–353.
Berdahl, R. (1990). Academic freedom, autonomy, and accountability in British universities. Studies in Higher Education, 15(2), 169–180.
Berger, M., & Kostal, T. (2002). Financial resources, regulation, and enrollment in U.S. public higher education. Economics of Education Review, 21, 101–110.
Berrivin, R., & Musselin, C. (1996). Les politiques de contractualisation entre contralisation et decentralization: Les case de l’équipement et de l’enseignement supérieur. Sociologie du Travail, 38(4), 575–596.
Bess, J. (1988). Collegiality and bureaucracy in the modern university. New York: Teachers College Press.
Bess, J. (2006). Strategic ambiguity: Antidote to managerialism in academia. In J. Smart (Ed.), Higher education: Handbook of theory and research (pp. 491–533). Dordrecht: Kluwer.
Bess, J. & Dee, J. (2008). Understanding college and university organization: Theories for effective policy and practice (Vol. 1). Sterling: Stylus Publishing.
Birnbaum, R. (2000). Management fads in higher education: Where they come from, what they do, why they fail. San Francisco: Jossey-Bass.
Blackburn, R., & Lawrence, J. (1995). Faculty at work: Motivation, expectation, satisfaction. Baltimore: Johns Hopkins University Press.
Bland, C., Center, B., Finstad, D., Risbey, K., & Staples, J. (2006). The impact of appointment type on the productivity and commitment of full-time faculty in research and doctoral institutions. Journal of Higher Education, 77(1), 89–123.
Bleikie, I., Musselin, C., & Amaral, A. (2008). Introduction. In A. Amaral, I. Bleiklie, & C. Musselin, (Eds.), From governance to identity. Dordrecht: Springer.
Bleiklie, I., Enders, J., Lepori, B., & Musselin, C. (2011). NPM, network governance, and the university as a changing professional organization. In T. Christensen & P. Lagreid (Eds.), The Ashgate research companion to: New public management (pp. 161–176). Surrey: Ashgate.
Bogue, E. G., & Saunders, R. (1992). The evidence for quality: Strengthening the tests of academic and administrative effectiveness. San Francisco: Jossey-Bass.
Bok, D. (2003). Universities in the marketplace: The commercialization of higher education. Princeton: Princeton University Press.
Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press.
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching.
Braun, D., & Merrien, F. (1999). Towards a model of governance for universities: A comparative view. London: Kingsley Publishers.
Braxton, J., Luckey, W., & Helland, P. (2002). Institutionalizing a broader view of scholarship through Boyer’s four domains. San Francisco: Jossey-Bass.
Brennan, J., & Patel, K. (2008). Student identities in mass higher education. In A. Amaral, I. Bleiklie, & C. Musselin (Eds.), From governance to identity. Dordrecht: Springer.
Brew, A., & Akerlind, G. (2009). Conclusion: Directions for future research. In A. Brew & L. Lucas (Eds.), Academic research and researchers. Maidenhead: Open University Press, McGraw Hill.
Brew, A., & Lucas, L. (Eds.). (2009). Academic research and researchers. Maidenhead: Open University Press, McGraw Hill.
Brown, R. (2009). Effectiveness or economy? Policy drivers in UK higher education, 1985–2005. In J. Huisman (Ed.), International perspectives on the governance of higher education: Alternative frameworks for coordination (pp. 129–144). New York: Routledge.
Bunton, S. & Mallon, W. (2007). The impact of centers and institutes on faculty life: Findings from a study of life sciences faculty at research-intensive universities’ medical schools. Innovative Higher Education, 32, 93–103.
Burgan, M. (2006). Whatever happened to the faculty? Drift and decision in higher education. Baltimore: Johns Hopkins University Press.
Callon, M. (Ed.). (1989). La science et ses réseaux. Genèse et circulation des faits scientifiques. Paris: La découverte.
Campbell, T., & Slaughter, S. (1999). Faculty and administrators’ attitudes toward potential conflicts of interest, commitment, and equity in university-industry relations. Journal of Higher Education, 70(3), 309–352.
Chandler, A. (1962). Strategy and structure: Chapters in the history of the American industrial enterprise. Cambridge: MIT Press.
Chandler, J., Barry, J., & Clark, H. (2002). Stressing academe: The wear and tear of the New Public Management. Human Relations, 55(9), 1051–1069.
Chiang, K-H. (2006). Relationship between research and teaching in doctoral education in French universities: The case of economics, management, and chemistry. Report to the Ministry of Education and to the CNRS Direction for European and International Affairs. Dijon: IREDU, University of Dijon.
Clancy, P., & Dill, D. (2009). The research mission of the university: Policy reforms and institutional response. Rotterdam: Sense Publishers.
Clark, B. (1973). Development of the Sociology of Higher Education. Sociology of Education, 46(Winter), 2–14.
Clark, B. (1983). The higher education system: Academic organization in cross-national perspective. Berkeley: University of California Press.
Clark, B. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. New York: Pergamon.
Clery, S., & Lee, J. (2002). Faculty salaries: Recent trends. In C. Lehane (Ed.), The NEA 2002 almanac of higher education (pp. 11–20). Washington: National Education Association.
Coate, K., Barnett, R., & Williams, G. (2001). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2), 158–174. doi:10.1111/1468–2273.00180.
Colbeck, C. (1998). Merging in a seamless blend: How faculty integrate teaching and research. Journal of Higher Education, 69(6), 647–671.
Corbett, A. (2005). Universities and the Europe of Knowledge. Basingstoke: Palgrave Macmillan.
Court, S. (1998). Academic tenure and employment in the UK. Sociological Perspectives, 41, 767–774.
Cummins, W. & Finkelstein, M. (2009). Global trends in academic governance. Academe, 95(6), 31–36.
Currie, J., DeAngelis, R., de Boer, H., Huisman, J., & Lacotte, C. (2003). Globalizing practices and university responses: European and Anglo-American differences. London: Praeger.
Dearlove, J. (1997). The academic labour process: From collegiality and professionalism to managerialism and proletarianisation? Higher Education Review, 30, 56–75.
de Boer, H., & Goedegebuure, L. (2009). The changing nature of the academic deanship. Leadership, 5(3), 347–364.
de Boer, H., Enders, J., & Leisyte, L. (2007a). On striking the right notes: Shifts in governance and the organizational transformation of universities. Public Administration, 85(1), 27–46.
de Boer, H., Enders, J., & Schimank, U. (2007b). On the way towards New Public Management? The governance of university systems in England, the Netherlands, Austria, and Germany. In D. Jansen (Ed.), New forms of governance in research organizations: Disciplinary approaches, interfaces, and integration (pp. 137–152). Dordrecht: Springer.
de Boer, H., Jongbloed, B., Enders, J., & File, J. (2010). Progress in higher education reforms across Europe: Governance reform. Brussels: DG EAC. http://ec.europa.eu/education/news/news2259_en.htm. Accessed 20 June 2011.
Dee, J. (2006). Institutional autonomy and state-level accountability: Loosely-coupled governance and the public good. In W. Tierney (Ed.) Governance and the public good (pp. 133–155). Albany: SUNY Press.
Deem, R. (2006). Changing research perspectives on the management of higher education: Can research permeate the activities of manager-academics? Higher Education Quarterly, 60(3), 203–228.
Deem, R., Hillyard, S., & Reed, M. (2007). Knowledge, higher education, and the new managerialism. Oxford: Oxford University Press.
Deem, R., & Lucas, L. (2007). Research and teaching cultures in two contrasting UK policy contexts: Academic life in education departments in five English and Scottish universities. Higher Education, 54, 115–133.
de Weert, E. (2009). The organised contradictions of teaching and research: Reshaping the profession. In J. Enders & E. de Weert (Eds.), The changing face of academic life. Basingstoke: MacMillan.
Dey, E., Milem, J., & Berger, J. (1997). Changing patterns of publication productivity: Accumulative advantage or institutional isomorphism. Sociology of Education, 70, 308–323.
Dill, D. (2001). The regulation of public research universities: Changes in academic competition and implications for university autonomy and accountability. Higher Education Policy, 14(1), 21–35.
Dill, D., & van Vught, F. (2010). National innovation and the academic research enterprise: Public policy in global perspective. Baltimore: Johns Hopkins University Press.
Dobbins, M., & Knill, C. (2009). Higher education policies in Central and Eastern Europe: Convergence towards a common model? Governance, 22(3), 397–430.
Douglass, M. (1970). Natural symbols: Explorations in cosmology. London: Barrie & Rockliff.
Douglass, M. (1982). In the active voice. London: Routledge and Kegan.
Eckel, P. (2000). The role of shared governance in institutional hard decisions: Enabler or antagonist? Review of Higher Education, 24, 15–39.
Eckel, P. (2007). Redefining competition constructively: The challenges of privatization, competition, and market-based state policy in the United States. Higher Education Management and Policy, 19(1), 77–93.
Eckel, P., & Morphew, C. (2009). The organizational dynamics of privatization in public research universities. In C. Morphew & P. Eckel (Eds.), Privatizing the public university: Perspectives from across the academy (pp. 88–108). Baltimore: Johns Hopkins University Press.
Elton, L. (1986). Research and teaching: Symbiosis or conflict? Higher Education, 15(3–4), 299–304. doi:10.1007/BF00129218.
Elton, L. (2001). Research and teaching: Conditions for a positive link. Teaching in Higher Education, 6(1), 43–56.
Enders, J., & de Boer, H. (2009). The mission impossible of the European university: Institutional confusion and institutional diversity. In A. Amaral, G. Neave, C. Musselin, & P. Maassen (Eds.), European integration and the governance of higher education and research. Dordrecht: Springer.
Enders, J., & de Weert, E. (Eds.). (2004). The international attractiveness of the academic workplace in Europe. Frankfurt am Main: Materialen und Dokumente, Hochschule und Forschung.
Enders, J., & de Weert, E. (2009). The changing face of academic life: Analytical and comparative perspectives. Basinstoke: MacMillan.
Enders, J., & Musselin, C. (2008). Back to the future? The academic profession in the 21st century. In Organisation for Economic Co-Operation and Development (OECD) (Ed.), Higher education to 2030, Vol. 1, demography (pp. 125–150). Paris: OECD.
Enders, J., & Teichler, U. (1996). The academic profession in Germany. In P. Altbach (Ed.), The international academic profession. Princeton: The Carnegie Foundation for the Advancement of Teaching.
Epping, E. (2010). Post-graduation strategies for students from developing countries: An exploration of four developed countries through the lenses of brain drain, brain gain, and brain circulation. University of Twente, the Netherlands.
Estermann, T., & Nokkala, T. (2010). University autonomy in Europe. Brussels: EUA.
Etzkowitz, H., & Leydesdorff, L. (1997). Universities and the global knowledge economy: A triple helix of university-industry-government relations. London: Pinter.
Etzkowitz, H., Webster, A., & Healey, P. (1998). Capitalizing knowledge: New intersections of industry and academia. Albany: State University of New York Press.
Fairweather, J. (2002). The mythologies of faculty productivity: Implications for institutional policy and decision making. Journal of Higher Education, 73(1), 26–48.
Fairweather, J. (2005). Beyond the rhetoric: Trends in the relative value of teaching and research in faculty salaries. Journal of Higher Education, 76(4), 401–422.
Fairweather, J., & Beach, A. (2002). Variations in faculty work at research universities: Implications for state and institutional policy. Review of Higher Education, 26(1), 97–115.
Farnham, D. (2009). Employment relations in Europe: A comparative and critical review. In J. Enders & E. de Weert (Eds.), The changing face of academic life: Analytical and comparative perspective (pp. 195–217). Basinstoke: MacMillan.
Feldman, K. (1987). Research productivity and scholarly accomplishments of college teachers as related to their instructional effectiveness: A review and exploration. Research in Higher Education, 26(3), 227–298.
Feller, I. (1997). Technology transfer from universities. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 12, pp. 1–42). New York: Agathon Press.
Finkelstein, M., & Schuster, J. (2001, October). Assessing the silent revolution: How changing demographics are reshaping the academic profession. AAHE Bulletin, 54, 3–7.
Fox, M. & Mohapatra, S. (2007). Social-organizational characteristics of work and publication productivity among academic scientists in doctoral-granting departments. Journal of Higher Education, 78(5), 542–571.
Fulton, O. (1996). Which academic profession are you in? In R. Cuthbert (Ed.), Working in higher education (pp. 157–169). London: SRHE and Open University Press.
Fumasoli, T., & Lepori, B. (2011). Patterns of strategies in Swiss higher education institutions. Higher Education, 61(2), 157–178.
Geiger, R. (2004). Knowledge and money: Research universities and the paradox of the marketplace. Stanford: Stanford University Press.
Geiger, R. (2006). The quest for “economic relevance” by US research universities. Higher Education Policy, 19(4), 411–431.
Geiger, R., & Sá, C. (2005). Beyond technology transfer: US state policies to harness university research for economic development. Minerva: A Review of Science, Learning & Policy, 43(1), 1–21.
Gioia, D., & Thomas, J. (1996). Identity, image, and issue interpretation: Sense making during strategic change in academia. Administrative Science Quarterly, 41(3), 370–403.
Gläser, J., Lange, S., Laudel, G., & Schimank, U. (2010a). Informed authority? The limited use of research evaluation systems for managerial control in universities. In R. Whitley, J. Gläser, & L. Engwall (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation (pp. 149–183). Oxford: Oxford University Press.
Gläser, J., Lange, S., Laudel, G., & Schimank, U. (2010b). The limits of universality: How field-specific epistemic conditions affect authority relations and their consequences. In R. Whitley, J. Gläser, & L. Engwall (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation (pp. 266–290). Oxford: Oxford University Press.
Gordon, G., & Whitchurch, C. (2010). Academic and professional identities in higher education. New York: Routledge.
Gornitzka, A., Kogan, M., & Amaral, A. (2007). Reform and change in higher education. Dordrecht: Springer.
Gouldner, A. (1957). Cosmopolitans and locals: Toward an analysis of latent social roles—I. Administrative Science Quarterly, 2, 281–306.
Gulbrandsen, M., & Smeby, J. (2005). Industry funding and university professors’ research performance. Research Policy, 34(6), 932–950.
Gumport, P. (1993). The contested terrain of academic program reduction. Journal of Higher Education, 64(3), 283–311.
Gumport, P., & Pusser, B. (1995). A case of bureaucratic accretion: Context and consequences. Journal of Higher Education, 66(5), 493–520.
Hakala, J. (2009). The future of the academic calling? Junior researchers in the entrepreneurial university. Higher Education, 57(2), 173–190.
Hall, S. (1996). Who needs “identity”? In S. Hall & P. Du Gay (Eds.), Questions of cultural identity. London: Sage.
Halsey, A. (1995). Decline of donnish dominion: The British academic professions in the twentieth century. Oxford: Oxford University Press.
Halsey, A., & Trow, M. (1971). The British academics. London: Faber and Faber.
Harley, S. (2002). The impact of research assessment on academic work and identity in UK universities. Studies in Higher Education, 27, 187–205.
Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542.
Hazelkorn, E. (2007). Impact and influence of league tables and ranking systems on higher education decision-making. Higher Education Management and Policy, 19(2), 87–110.
Hearn, J. (2003). Diversifying campus revenue streams: Opportunities and risks. Washington: American Council on Education.
Henkel, M. (2000). Academic identities and policy change in higher education (Vol. 46). London: Kingsley Publishers.
Henkel, M. (2005). Academic identity and autonomy revisited. In I. Bleiklie & M. Henkel (Eds.), Governing knowledge: A study of continuity and change in higher education—A festschrift in honor of Maurice Kogan. Dordrecht: Springer.
Herzberg, F. (1968, Jan-Feb). One more time: How do you motivate employees? Harvard Business Review, 46, 53–62.
Hessels, L., van Lente, H., & Smits, R. (2009). In search of relevance: The changing contract between science and society. Science and Public Policy, 36(5), 387–401.
Hicks, D. (2009). Evolving regimes of multi-university research evaluation. Higher Education, 57, 393–404.
Horta, H., & Lacey, T. (2011). How does size matter for science? Exploring the effects of research unit size on academics’ scientific productivity and information exchange behaviors. Science and Public Policy, 38(6), 449–462.
Jaffe, A. (1989). Real effects of academic research. American Economic Review, 79, 957–970.
Jain, S., George, G., & Maltarich, M. (2009). Academics or entrepreneurs? Investigating role identity modification of university scientists involved in commercialization activity. Research Policy, 38, 922–935.
Jencks, C., & Riesman, D. (1968). The academic revolution. Garden City: Doubleday.
Jenkins, A. (1995). The research assessment exercise: Funding and teaching quality. Quality Assurance in Education, 3(2), 4–12.
Jenkins, A. (2004). A guide to the research evidence on teaching research relations. York: Higher Education Academy.
Jenkins, A., Breen, R., Lindsay, R., & Brew, A. (2003). Re-shaping higher education: Linking teaching and research. London: Falmer.
Jermier, J., Knights, D., & Nord, W. R. (1994). Resistance and power in organizations. London: Routledge.
Johnson, M., & Kortunov, A. (2011). The state, the university, and society in Soviet and Russian higher education. In D. Rhoten & C. Calhoun (Eds.), Knowledge matters: The public mission of the research university (pp. 130–158). New York: Columbia University Press.
Jongbloed, B., & van der Meulen, B. (2006). De follow-up van onderzoeksvisitaties. Onderzoek in opdracht van de Commissie Dynamisering. Eindrapportage. Investeren in dynamiek. Eindrapport commissie Dynamisering (deel 2). Enschede: CHEPS.
Jongbloed, B., de Boer, H., Enders, J., & File. J. (2010). Progress in higher education reforms across Europe: Funding reform. Brussels: DG EAC. http://ec.europa.eu/education/news/news2259_en.htm. Accessed 20 June 2011.
Kaplan, G. (2009). Governing the privatized public research university. In C. Morphew & P. Eckel (Eds.), Privatizing the public university: Perspectives from across the academy (pp. 109–133). Baltimore: Johns Hopkins University Press.
Kearl, M., & Gordon, C. (1992). Social psychology. Boston: Allyn & Bacon.
Kehm, B., & Lanzendorf, U. (2006). Reforming university governance: Changing conditions for research in four European countries. Bonn: Lemmens.
Kehm, B., & Leisyte, L. (2010). Effects of new governance on research in the humanities: The example of medieval history. In D. Jansen (Ed.), Governance and performance in the German public research sector. Dordrecht: Springer
Keller, G. (1983). Academic strategy: The management revolution in higher education. Baltimore: Johns Hopkins University Press.
Kerr, C. (1963). The uses of the university. Cambridge: Harvard University Press.
Kezar, A., & Lester, J. (2009). Organizing higher education for collaboration: A guide for campus leaders. San Francisco: Jossey-Bass.
Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge: Harvard University Press.
Knott, J., & Payne, A. (2004). The impact of state governance structures on management performance of public organizations: A study of higher education institutions. Journal of Policy Analysis and Management, 23, 13–30.
Kolsaker, A. (2008). Academic professionalism in the managerialist era: A study of English universities. Studies in Higher Education, 33(5), 513–526.
Krücken, G., Meier, F., & Müller, A. (2007). Information, cooperation, and the blurring of boundaries: Technology transfer in German and American discourses. Higher Education, 53, 675–696.
Krücken, G., Meier, F., & Müller, A. (2009). Linkages to the civil society as “leisure time activities”? Experiences at a German university. Science and Public Policy, 36(2), 139–144.
Krücken, G., & Meier, F. (2006). Turning the university into an organizational actor. In G. Drori, J. Meyer, & H. Hwang (Eds.), Globalization and organization: World society and organizational change (pp. 241–257). Oxford: Oxford University Press.
Lallement, M. (2007) Le travail. Une sociologie contemporaine. Paris: Gallimard.
Lamont, M. (2009). How professors think: Inside the curious world of academic judgment. Cambridge: Harvard University Press.
Langfeldt, L., Stensaker, B., Harvey, L., Huisman, J., & Westerheijden, D. (2010). The role of peer review in Norwegian quality assurance: Potential consequences for excellence and diversity. Higher Education, 59(4), 391–405. doi:10.1007/s10734-009-9255-4.
Lapworth, S. (2004). Arresting decline in shared governance: Towards a flexible model for academic participation. Higher Education Quarterly, 58(4), 299–314.
Laredo, P. (2007). Revisiting the third mission of universities: Toward a renewed categorization of university activities. Higher Education Policy, 20, 441–456.
Larsen, M. (2011). The implications of academic enterprise for public science: An overview of the empirical evidence. Research Policy, 40, 6–19.
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge: Harvard University Press.
Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Beverly Hills: Sage.
Laudel, G. (2006). The art of getting funded: How scientists adapt to their research conditions. Science and Public Policy, 33, 489–504.
Lee, J., & Rhoads, R. (2004). Faculty entrepreneurialism and the challenge to undergraduate education at research universities. Research in Higher Education, 45(7), 739–760.
Lee, S., & Bozeman, B. (2005). The impact of research collaboration on scientific productivity. Social Studies of Science, 35(5), 673–702.
Leisyte, L. (2007). University governance and academic research: Case studies of research units in Dutch and English universities. Ph.D. thesis. Enschede: University of Twente, CHEPS.
Leisyte, L. (2011). Research commercialization policies and their implementation in the Netherlands and in the U.S. Science and Public Policy, 38(6), 437–448.
Leisyte, L., & Dobbins, M. (2011, August). Analyzing the transformation of higher education governance in Bulgaria and Lithuania. Paper for the ECPR conference, Reykjavik.
Leisyte, L., & Enders, J. (2011, January). Understanding knowledge disclosure of life scientists: A question of contextual and organizational ambidexterity? Paper presented at the RESUP conference, Paris: Science Po.
Leisyte, L., & Horta, H. (2011). Introduction to the special issue: Academic knowledge production, diffusion, and commercialization policies and practices. Science and Public Policy, 38(6), 422–424.
Leisyte, L., & Kizniene, D. (2006). New public management in Lithuania’s higher education. Higher Education Policy, 19, 377–396.
Leisyte, L., van der Steen, M., & Enders, J. (2008, September). Beyond the isomorphistic view of the academic entrepreneur: An empirical exploration of norms and values of knowledge dissemination of university scientists. Paper presented at PRIME conference, Mexico City.
Leisyte, L., Enders, J., & de Boer, H. (2009). The balance between teaching and research in Dutch and English universities in the context of university governance reforms. Higher Education, 58(5), 619–635.
Leisyte, L., Enders, J., & de Boer, H. (2010). Mediating problem choice: Academic researchers’ responses to changes in their institutional environment. In R. Whitley, J. Gläser, & L. Engwall (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation (pp. 291–324). Oxford: Oxford University Press.
Leisyte, L., Benneworth, P., File, J., Kottmann, A., & de Weert, E. (2011). Human resources in the Czech R&D system. Enschede: Technopolis Project Report.
Lemaine, G. et al. (1973). Les voies du succès: sur quelques facteurs de la réussite des laboratoires de recherche fondamentale en France. Société des amis du Centre d’études sociologiques, Paris.
Lepori, B. (2006). Public research funding and research policy: A long-term analysis for the Swiss case. Science and Public Policy, 33(3), 205–216.
Long, J. S. (1978). Productivity and academic position in the scientific career. American Sociological Review, 43, 889–908.
Louvel, S. (2010). Changing authority relations within French academic research units since the 1960s: From patronage to partnership. In R. Whitley, J. Gläser, & L. Engwall (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation. Oxford: Oxford University Press.
Lowry, R. (2007). The political economy of public universities in the United States: A review essay. State Politics and Policy Quarterly, 7, 303–324.
Lucas, L. (2006). The research game in academic life. Maidenhead: Open University Press, McGraw-Hill.
Maassen, P. (1996). Governmental steering and the academic culture: The intangibility of the human factor in Dutch and German universities. Utrecht: De Tijdstroom.
Mallon, W. (2006). Centers, institutes, and academic decision making: Addressing “suburban sprawl” through strategies for “smart growth.” In P. Eckel (Ed.), The shifting frontiers of academic decision making: Responding to new priorities, following new pathways (pp. 55–74). Westport: ACE/Praeger.
Mangset, M. (2009). The discipline of historians: A comparative study of historians’ constructions of the discipline of history in English, French, and Norwegian Universities. Ph.D. thesis. Bergen: University of Bergen and Paris: Science Po.
Massy, W., & Zemsky, R. (1994). Faculty discretionary time: Departments and the “academic ratchet.” Journal of Higher Education, 65(1), 1–22.
McInnis, C. (2010). Traditions of academic professionalism and shifting academic identities. In G. Gordon & C. Whitchurch (Eds.), Academic and professional identities in higher education: The challenges of a diversifying workforce (pp. 147–166). New York: Routledge.
McLendon, M. (2003). Setting the governmental agenda for state decentralization of higher education. Journal of Higher Education, 74(5), 479–515.
McLendon, M., & Mokher, C. (2009). The origins and growth of state policies that privatize public higher education. In C. Morphew & P. Eckel (Eds.), Privatizing the public university: Perspectives from across the academy (pp. 7–32). Baltimore: Johns Hopkins University Press.
McNay, I. (1995). From the collegial academy to corporate enterprise: The changing cultures of universities. In T. Schuller (Ed.), The changing university? Buckingham: SRHE/Open University Press.
McNay, I. (2003). Assessing the assessment: An analysis of the UK Research Assessment Exercise, 2001, and its outcomes, with special reference to research in education. Science and Public Policy, 20(10), 1–8.
Meier, F., & Schimank, U. (2010). Mission now possible: Profile building and leadership in German universities. In R. Whitley, J. Gläser, & L. Engwall (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation. Oxford: Oxford University Press.
Melguizo, T., & Strober, M. (2007). Faculty salaries and the maximization of prestige. Research in Higher Education, 48(6), 633–668.
Mendoza, P. (2007). Academic capitalism and doctoral student socialization: A case study. Journal of Higher Education, 78(1), 71–96.
Merton, R. (1968). The Matthew effect in science. Science, 159(3810), 56–63.
Merton, R. (1973). The sociology of science. Chicago: University of Chicago Press.
Middlehurst, R. (2004). Changing internal governance: A discussion of leadership roles and management structures in UK universities. Higher Education Quarterly, 58(4), 258–279.
Midgaard, K. (1982). Norway: The interplay of local and central decisions. In H. Dallder & E. Shiils (Eds.), Universities, politicians, and bureaucrats. Cambridge: Cambridge University Press.
Mignot-Gérard, S., & Musselin, C. (2002). More leadership for French universities, but also more divergences between the presidents and the deans. In M. Dewatripont, F. Thys-Clhysip, & L. Wilkin (Eds.), European universities: Change and convergence (pp. 123–145). Bruxelles: Editions de l’Université de Bruxelles.
Milem, J., Berger, J., & Dey, E. (2000). Faculty time allocation: A study of change over twenty years. Journal of Higher Education, 71(4), 454–475.
Mintzberg, H. (1983). Power in and around the organization. Englewood Cliffs: Prentice-Hall.
Mora, J-G., Detmer, A., & Vieira, M-J. (2010). Good practices in university-enterprise partnerships, GOODUEP. Brussels: DG EAC.
Morley, L. (2003). Quality and power in higher education. Buckingham: SRHE/Open University Press.
Morphew, C. (2009). Conceptualizing change in the institutional diversity of U.S. colleges and universities. Journal of Higher Education, 80(3), 243–269.
Morphew, C. (2002). A rose by any other name: Which colleges became universities. Review of Higher Education, 25(2), 207–223
Morphew, C., & Eckel, P. (Eds.) (2009). Privatizing the public university: Perspectives from across the academy. Baltimore: Johns Hopkins University Press.
Morris, N. (2004). Scientists responding to science policy. Enschede: University of Twente.
Morris, N. (2010). Authority relations as condition for, and outcome of, shifts in governance: The limited impact of the UK Research Assessment Exercise on the biosciences. In R. Whitley, J. Gläser, & L. Engwall (Eds.), Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation (pp. 239–265). Oxford: Oxford University Press.
Morris, N., & Rip, A. (2006). Scientists’ coping strategies in an evolving research system: The case of life scientists in the UK. Science and Public Policy, 33(4), 253–263.
Moscati, R. (1993). Moving towards institutional differentiation: The Italian case. In C. Gellert (Ed.), Higher education in Europe. London: Kingsley Publisher.
Mowery, D., Nelson, R., Sampat, B., & Ziedonis, A. (2004). Ivory tower and industrial innovation: University-industry technology transfer before and after the Bayh-Dole Act. Stanford: Stanford University Press.
Mulkay, M. (1979). Science and the sociology of knowledge. London: Allen and Unwin.
Musselin, C. (2005). Le Marché des universitaires. France, Allemagne, États-Unis. Paris: Science Po.
Musselin, C. (2008). Towards the sociology of academic work. In A. Amaral, I. Bleiklie, & C. Musselin (Eds.), From governance to identity (pp. 47–56). Dordrecht: Springer.
Musselin, C. (2009). Profession, market, and organization: How is academia regulated? In J. Enders & E. de Weert (Eds.), The changing face of academic life: Analytical and comparative perspectives. Basingstoke: Macmillan.
Musselin, C. (2010). The market of academics. New York: Routledge.
Musselin, C. (2011). The academic workplace: What we already know, what we still do not know, and what we would like to know. In D. Rhoten & C. Calhoun (Eds.), Knowledge matters: The public mission of the research university (pp. 423–456). New York: Columbia University Press.
Musselin, C., & Becquet, V. (2008). Academic work and academic identities: A comparison between four disciplines. In J. Välimaa & O.-H. Ylijoki (Eds.), Cultural perspectives on higher education. Dordrecht: Springer.
National Center for Education Statistics (NCES). (2010). Digest of education statistics. Washington: U.S. Department of Education.
National Science Foundation (NSF). (2011). Industry and university cooperative research program. www.nsf.gov/eng/iip/iucrc. Accessed 1 June 2011.
Neave, G. (1998). The evaluative state reconsidered. European Journal of Education, 33(3), 265–284.
Neave, G. (2002). On stakeholders, Cheshire cats, and seers: Changing visions of the university. The CHEPS inaugural lectures. Enschede: CHEPS.
Neave, G., & Rhoades, G. (1987). The academic estate in Western Europe. In B. Clark (Ed.), The academic profession (pp. 211–270). Berkeley: University of California Press.
Neave, G., & van Vught, F. (1994). Government and higher education relationships across three continents: The winds of change. Oxford: Pergamon.
Neumann, R. (1994). The teaching-research nexus: Applying a framework to university students’ learning experiences. European Journal of Education, 29(3), 323–339. doi:10.2307/1503744.
Neumann, R. (1996). Researching the teaching-research nexus: A critical review. Australian Journal of Education, 40(1), 5–18.
Nixon, J. (2001). Not without dust and heat: The moral bases of the “new” academic professionalism. British Journal of Educational Studies, 49(2), 173–186.
Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Oxford: Polity Press.
Oliver, C. (1991). Strategic responses to institutional processes. Academy of Management Review, 16(1), 145–179.
Olsen, J. (2009). The institutional dynamics of the European university. In P. Maassen & J. Olsen (Eds.), University dynamics and European integration. Dordrecht: Springer.
O’Meara, K. (2005). Encouraging multiple forms of scholarship in faculty reward systems: Does it make a difference? Research in Higher Education, 46(5), 479–510.
Paradeise, C., Reale, E., & Goastellec, G. (2009). A comparative approach to higher education reforms in Western European countries. In C. Paradeise, E. Reale, I. Bleiklie, & E. Ferlie (Eds.), University governance: Western European comparative perspectives. Dordrecht: Springer.
Pechar, H. (2004). The changing academic workplace: From civil servants to private employees. In J. Enders & E. de Weert (Eds.), The international attractiveness of the academic workplace in Europe. Frankfurt am Main: Materialen und Dokumente, Hochschule und Forschung.
Powers, J., & Campbell, E. (2011). Technology commercialization effects on the conduct of research in higher education. Research in Higher Education, 52(3), 245–260.
Press, E., & Washburn, J. (2000, March). The kept university. Atlantic Monthly, 285, 39–54.
Rhoades, G. (1998). Managed professionals: Unionized faculty and restructuring academic labor. Albany: State University of New York Press.
Rhoades, G., & Slaughter, S. (1991). Professors, administrators, and patents: The negotiation of technology transfer. Sociology of Education, 64(2), 65–77.
Rice, R. E., Sorcinelli, M., & Austin, A. (2000). Heeding new voices: Academic careers for a new generation. New Pathways Working Paper Series, Inquiry #7. Washington: American Association for Higher Education.
Roach, M., & Sauermann, H. (2010). A taste for science? Ph.D. scientists’ academic orientation and self-selection into research careers in industry. Research Policy, 39, 422–434.
Robertson, J. (2007). Beyond the research/teaching nexus: Exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541–556
Robertson, J., & Bond, C. (2003, December). The research-teaching relation: Variation in communities of enquiry. Paper presented to the Society for Research in Higher Education conference, Royal Holloway College, University of London.
Robertson, J., & Bond, C. (2005). The research/teaching relation: A view from the l Hollow. Higher Education, 50(3), 509–535.
Sadowski, D., Schneider, P., & Thaller, N. (2008). Do we need incentives for Ph.D. supervisors? European Journal of Education, 43(3), 315–329.
Schimank, U., & Stucke, A. (2004). Coping with trouble: how science reacts to political disturbances of research conditions. Basingstoke: Palgrave/St Martin’s Press.
Schimank, U., & Winnes, M. (2000). Beyond Humboldt? The relationship between teaching and research in European university systems. Science and Public Policy, 27(6), 397–408.
Schuster, J., & Finkelstein, M. (2006). The American faculty: The restructuring of academic work and careers. Baltimore: Johns Hopkins University Press.
Schuster, J., Smith, D., Corak, K., & Yamada, M. (1994). Strategic academic governance: How to make big decisions better. Phoenix: Oryx.
Scott, P. (2009). Markets and new modes of knowledge production. In J. Enders & E. de Weert (Eds.), The changing face of academic life. Basingstoke: MacMillan.
Shattock, M. (2003). Managing successful universities. Buckingham: The Society for Research into Higher Education and Open University Press.
Shelley, L. (2010). Research managers uncovered: Changing roles and “shifting arenas” in the academy. Higher Education Quarterly, 64(1), 41–64.
Slaughter, S., Archerd, C., & Campbell, T. (2004). Boundaries and quandaries: How professors negotiate market relations. Review of Higher Education, 28(1), 129–165.
Slaughter, S., & Leslie, L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. Baltimore: Johns Hopkins University Press.
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Baltimore: Johns Hopkins University Press.
Smeby, J. (1998). Knowledge production and knowledge transmission: The interaction between research and teaching at universities. Teaching in Higher Education, 3(1), 7–20. doi:10.1080/1356215980030101.
Stephan, P. & Levin, S. (1992). Striking the mother lode in science: The importance of age, place, and time. New York: Oxford University Press.
Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington: The Brookings Institution.
Stromquist, N., Gil-Anton, M., Colatrella, C., Mabokela, R., Smolentseva, A., & Balbachevsky, E. (2007). The contemporary professoriate: Towards a diversified or segmented profession? Higher Education Quarterly, 61(2), 114–135.
Tammi, T. (2009). The competitive funding of university research: The case of Finnish science universities. Higher Education, 57, 657–679.
Tassey, G. (2001). R&D policy models and data needs. In M. Feldman & A. Link (eds.), Innovation policy in the knowledge-based economy (pp. 37–71). Boston: Kluwer.
Taylor, C. (1989). The sources of the self: The making of modern identity. Cambridge: Harvard University Press.
Taylor, J. (2007). The teaching-research nexus: A model for institutional management. Higher Education, 54(6), 867–884.
Thompson, M., Ellis, R., & Wildawsky, A. (1990). Cultural theory. Boulder: Westview Press.
Thursby, J., & Thursby, M. (2011). Faculty participation in licensing: Implications for research. Research Policy, 40, 20–29.
Tierney, W. (Ed.). (2006). Governance and the public good. Albany: State University of New York Press.
Tierney, W. & Bensimon, E. (1996). Promotion and tenure: Community and socialization in academe. Albany: State University of New York Press.
Tierney, W., & Minor, J. (2003). Challenges for governance: A national report. Los Angeles: Center for Higher Education Policy Analysis, University of Southern California.
Toma, J. D. (2007). Expanding peripheral activities, increasing accountability demands, and reconsidering governance in U.S. higher education. Higher Education Research and Development, 26(1), 57–72.
Toutkoushian, R. (2009). An economist’s perspective on the privatization of public higher education. In C. Morphew & P. Eckel (Eds.), Privatizing the public university: Perspectives from across the academy (pp. 60–87). Baltimore: Johns Hopkins University Press.
Trowler, P. (1998). Academics responding to change: New higher education frameworks and academic cultures. Buckingham: SRHE and Open University Press.
van der Most, F. (2009). Research councils facing new science and technology. Ph.D. thesis. Enschede: University of Twente.
van der Rijst, R. (2009). The research-teaching nexus in the sciences: Scientific research disposition and teaching practice. Leiden: ICLON.
van Raan, A. (1998). The influence of international collaboration on the impact of research results. Scientometrics, 42(3), 423–428
Vardi, I. (2009). The impacts of different types of workload allocation models on academic satisfaction and working life. Higher Education, 57, 499–508.
Veiga, A., Rosa, M., & Amaral, A. (2011). Understanding the impacts of quality assessment: An exploratory use of cultural theory. Quality in Higher Education, 17(1), 53–67.
Visser-Wijnveen, G. (2009). The research-teaching nexus in the humanities: Variations among academics. Leiden: ICLON.
Whitley, R., & Gläser, J. (Eds.) (2007). The changing governance of the sciences: The advent of research evaluation systems. Dordrecht: Springer.
Whitley, R., Gläser, J., & Engwall, L. (Eds.) (2010). Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation. Oxford: Oxford University Press.
Wigren-Kristoferson, C., Gabrielsson, J., & Kitagawa, F. (2011). Mind the gap and bridge the gap: Research excellence and diffusion of academic knowledge in Sweden. Science and Public Policy, 38(6), 481–492.
Ylijoki, O.-H. (2003). Entangled in academic capitalism? A case study on changing ideals and practices of university research. Higher Education, 45(3), 307–335.
Zemsky, R., Wegner, G., & Massy, W. (2005). Remaking the American university: Market-smart and mission-centered. Piscataway: Rutgers University Press.
Ziman, J. (1994). Prometheus bound: Science in a dynamic steady state. Cambridge: Cambridge University Press.
Ziman, J. (2000). Real Science. What it is, and what it means. Cambridge: Cambridge University Press.
Zomer, A., Jongbloed, B., & Enders, J. (2010). Do spin-offs make the academics’ heads spin? The impacts of spin-off companies on their parent research organization. Minerva, 48(3), 331–353.
Zubrick, A., Reid, I., & Rossiter, P. (2001). Strengthening the nexus between teaching and research. Canberra: Department of Education, Training, and Youth Affairs.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Leisyte, L., Dee, J.R. (2012). Understanding Academic Work in a Changing Institutional Environment. In: Smart, J., Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 27. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2950-6_3
Download citation
DOI: https://doi.org/10.1007/978-94-007-2950-6_3
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-2949-0
Online ISBN: 978-94-007-2950-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)