The changing nature of academic middle management: a framework for analysis

Harry F. de Boer*, Leo Goedegebuure, V. Lynn Meek

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    Abstract

    The objective of this chapter is to present an analytical framework that encourages further research on middle management in higher education and that will help us to further understand how universities are being led and managed. It is argued that notwithstanding the contributions in this volume, in general, middle management in higher education is under-researched. Given that middle-management positions are becoming increasingly important because of a number of external and internal environmental changes, this in itself is problematic. To the extent that middle management in higher education has been the object of study, with a few exceptions, this has been done largely through case studies in an Anglo-American context. Drawing on the Competing Values Framework, a framework is proposed that could facilitate a more empirical research agenda linking leadership styles to organisational effectiveness.
    Original languageEnglish
    Title of host publicationThe changing dynamics of higher education middle management
    EditorsV. Lynn Meek, Leo Goedegebuure, Rui Santiago, Teresa Carvalho
    Place of PublicationDordrecht
    PublisherSpringer
    Pages229-242
    ISBN (Print)9789048191628
    DOIs
    Publication statusPublished - 2010

    Publication series

    NameHigher Education Dynamics
    PublisherSpringer
    Number33

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    Keywords

    • High education
    • Data envelopment analysis
    • Leadership style
    • High education system
    • Middle manager

    Cite this

    de Boer, H. F., Goedegebuure, L., & Meek, V. L. (2010). The changing nature of academic middle management: a framework for analysis. In V. L. Meek, L. Goedegebuure, R. Santiago, & T. Carvalho (Eds.), The changing dynamics of higher education middle management (pp. 229-242). (Higher Education Dynamics; No. 33). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9163-5_12