"议席"：从教代会主席的视角构建共同治理的概念模型

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2024-07-03 DOI:10.1057/s41307-024-00370-3

Jon McNaughtan, Esther A. Enright, Nathan F. Harris

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引用次数: 0

摘要

有关共同治理的现状和潜力的研究十分有限。在本研究中，我们利用基础理论建立了一个新的概念模型，可用于构建共同治理研究与实践的框架。我们分析了 13 位四年制公立地区综合大学教代会主席的观点，重点是了解他们如何定义和体验共同治理。这项探索性研究得出的概念模型强调了数据中明显存在的四种紧张关系，包括过程中的不透明与透明、有限参与与包容性参与、不妥协与妥协取向，以及积极主动与被动反应。我们讨论了对高等教育领导者的若干影响，并概述了可应用新概念模型的未来研究方向。

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“A Seat at the Table”: A Conceptual Model to Frame Shared Governance from the Perspectives of Faculty Senate Presidents

Research on the current state and potential of shared governance is limited. In this study, we utilize grounded theory to develop a new conceptual model that can be used to frame shared governance research and practice. Perspectives of 13 faculty senate presidents at 4-year public regional comprehensive universities are analyzed with a focus on understanding how they define and experience shared governance. The resulting conceptual model of this exploratory study highlights four tensions evident in the data including opaqueness versus transparency in the process, limited versus inclusive participation, intransigent versus compromising orientation, and a proactive versus reactive approach. We discussed several implications for higher education leaders and outline directions for future research that can apply the new conceptual model.

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.