Managing the learning university
Society for Research into Higher Education & Open University Press, 2002 - Business & Economics - 168 pages
This book debunks prevailing modern management theories and fashions as applied to higher education. At the same time it provides practical guidance for a clear and easily understood set of principles as to how universities and colleges can be re-energized and their staff mobilized to be effective in meeting the growing and changing needs of the global knowledge society. It is anchored in knowledge of management and organizational theory and in the literature about higher education which is critiqued from a clear theoretical perspective based on and tested through long experience of university management and leadership.Chris Duke offers challenging advice for managers in tertiary and higher education - from self-managing knowledge workers who may feel themselves to be the new academic proletariat, through to institutional heads, some of whose attempts to manage using strategic planning, management-by-objectives and other techniques seriously unravel because they fail to benefit from the talents and networks which make up the rich 'underlife' of the institution. Loss of institutional memory and failure to tap tacit know-how and mobilize commitment through genuine consultation and shared participatory management inhibits organizational learning and generates apathy - or drives staff dedication and creativity into oppositional channels.Managing the Learning University indicates how higher education institutions can link and network their internal energies with external opportunities and partners to be successful and dynamic learning organizations. It points the way to enabling an enterprising and valued university to thrive in hard times, and to be a community where it is actually a pleasure to work.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Managing and People in Postmodern Times
8 other sections not shown
Other editions - View all
academic heartland administration Australian Vice-Chancellors become behaviour Burton Clark central Chapter complex confidence context core business corporate corporate universities cost create culture curriculum demands distinctive diversity e-learning economic rationalism Emery entrepreneurial environment essential external forms functions funding global Higher Education Supplement higher education system human resources identity individual innovation institution internal issues kind knowledge economy knowledge management knowledge society leader leadership learning organization learning university less levels lifelong learning managerialism managing the learning Mark Latham means ment Merrill Lynch 2000 mission modern university modes OECD Open University opportunities organizational learning partners partnership postmodern productivity purpose relevant requires responsibility role sector Selznick senior managers sense shared sities social staff strategic planning structure successful tion tional traditional understanding univer Universitas 21 university managers University of Warwick university's values Vice-Chancellor