This timely Research Handbook provides a broad analysis and discussion on how academics are managed. It addresses key issues, including the changing nature of academic work and academic labour markets, issues of power, leadership, ageing, human resource management practices, and mobility. As academia is increasingly questioned as an elite profession, a narrative of casualisation, precarity, inequality, long hours, surveillance, austerity, erosion of pay, exacerbated competition, and harmful power relations has come to dominate. Expert contributors provide multiple perspectives on how academics are managed and how the management of academics influences their roles and careers. Chapters consider how academics' characteristics, such as gender, age, and position in their academic career, influence or are influenced by the way in which academics are managed. Drawing together a range of theoretical approaches as well as a broad geographical coverage, this Research Handbook offers an important contribution to the debates surrounding the shifting frontiers of managing academics and the questions raised for individuals, higher education institutions, and higher education systems. This Research Handbook will be a useful resource for academics and advanced students with an interest in human resource management, management and universities, and management education. Higher education professionals and policy makers will also find it to be a helpful guide.

This book analyses the structural and institutional transformations undergone by doctoral education, and the extent to which these transformations are in line with social, political and doctoral candidates' expectations. Higher education has gone through profound changes driven by the massification and diversification of the student body, the rise of neoliberal policies coupled with the reduction in public funding and the emergence of the knowledge society and economy. As a result, higher education has been assigned new and more outward-looking missions, which have subsequently affected doctoral education. The editors and contributors examine these transformations and changes at the macro, meso and micro levels: wider and more structural changes as well as doctoral candidates' experience of the degree itself. This book will be of interest and value to scholars of doctoral education and the transformation of the university more widely.

This book analyses the structural and institutional transformations undergone by doctoral education, and the extent to which these transformations are in line with social, political and doctoral candidates' expectations. Higher education has gone through profound changes driven by the massification and diversification of the student body, the rise of neoliberal policies coupled with the reduction in public funding and the emergence of the knowledge society and economy. As a result, higher education has been assigned new and more outward-looking missions, which have subsequently affected doctoral education. The editors and contributors examine these transformations and changes at the macro, meso and micro levels: wider and more structural changes as well as doctoral candidates' experience of the degree itself. This book will be of interest and value to scholars of doctoral education and the transformation of the university more widely.

Over the past three decades, professions across the European Union have faced significant and radical challenges. This book analyses three professional groups involved in the academic and health sectors and how they are affected by different national Welfare State models such as Mediterranean, Scandinavian and Anglo Saxon.

Known as either 'soft' or 'hard' 'managerialism', 'new managerialism' or 'new public management', this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers-deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that 'managerialist' pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance.

Known as either 'soft' or 'hard' 'managerialism', 'new managerialism' or 'new public management', this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers-deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that 'managerialist' pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance.