DescriptionIn the context of growing policy pressures for societal impact, the “third pillar” of academic work has gained increased significance. Yet, little is known about how engagement with the external environment influences professionals, and how they resolve associated tensions. This research attempts to explore these issues by utilizing a novel framework for the analysis of academic sensemaking and role identities based on institutional logics perspective, and by conducting a qualitative case study. Results reveal that societal engagement is largely subordinated to research as the core of the academic profession, which helps academics to make sense of the element external to the Humboldtian model and involves a hybridization of multiple institutional logics besides that of the market. Findings also suggest that logics-specific variations in academics’ identities and goals are of paramount importance to policymakers and leaders striving to support third mission activities and augment the societal impact of academic work.
|4 Sept 2017
|39th EAIR Forum 2017: Under pressure? Higher education institutions coping with multiple challenges
|Degree of Recognition