Ser professor na universidade do século XXI Profissionalismo sob pressão na academia do Reino Unido
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
Baseado na investigação que recolheu dados de mais de 1.200 professores/as sediados/as no Reino Unido, este documento ilustra como, ao tentar responder às expectativas, o seu profissionalismo “exigido” se transformou em profissionalismo sob pressão à medida que estes/as académicos/as lutavam para encontrar formas de exercer a liderança académica. No contexto britânico, a liderança académica é muitas vezes interpretada como uma necessidade de ser tudo para todas as pessoas, e a pressão para a exercer criou ansiedade de desempenho, uma vez que os/as professores/as foram impedidos/as de alcançar o que consideravam ser a sua situação de trabalho ideal. No entanto, sugere-se que as exigências e pressões associadas à universidade neoliberal de hoje estão presentes no meio académico há séculos.
Recebido: 9/5/2022
Aceite: 16/7/2022
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
Como Citar
Referências
Archer, Louise (2008). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23(3), 256-285. https://doi.org/10.1080/02680930701754047
Bacon, Edwin (2014). Neo-collegiality: Restoring academic engagement in the managerial university. The Leadership Foundation for Higher Education.
Barnett, Ronald (2011) Towards an ecological professionalism. In Ciaran Sugrue & Tone Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 29-41). Routledge.
Birnbaum, Robert (1992). How academic leadership works: Understanding success and failure in 25 the college presidency. Jossey-Bass.
Bolden, Richard, Gosling, Jonathan, O’Brien, Anne, Peters, Kim, Ryan, Michelle, Haslam, Alex, Longsworth, Luz, Davidovic, Anna, & Winkleman, Kathryn (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education, research and development series: Full report to the Leadership Foundation for Higher Education. Leadership Foundation for Higher Education. http://dx.doi.org/10.13140/2.1.1957.6009
Bolman, Lee, & Gallos, Joan (2011). Reframing academic leadership. Jossey-Bass.
Collinson, Patrick, Rex, Richard, & Stanton, Graham (2003). Lady Margaret Beaufort and her professors of divinity at Cambridge, 1502 to 1649. Cambridge University Press.
Cunliffe, Ann, & Erikson, Matthew (2011). Relational leadership. Human Relations, 64(11), 1425-1449. https://doi.org/10.1177/0018726711418388
Davies, Bronwyn, & Petersen, Eva (2005). Neo-liberal discourse in the academy: The forestalling of (collective) resistance. Learning and teaching in the Social Sciences, 2(2), 77-98.
Debowski, Shelda, & Blake, Vivienne (2004). The developmental needs of higher education academic leaders in encouraging effective teaching and learning. In Seeking educational excellence: Proceedings of the 13th annual teaching learning forum. Murdoch University.
Enders, Jürgen (2000). Academic staff in Europe: Changing employment and working conditions. In Malcolm Tight (Ed.), Academic work and life: What it is to be an academic and how this is changing (pp. 7-32). Elsevier. https://doi.org/10.1016/S1479-3628(00)80097-0
Enders, Jürgen, de Boer, Harry, & Leišytė, Liudvika (2009). New public management and the academic profession: The rationalization of academic work revisited. In Jürgen Enders & Egbert de Weert (Eds.), The changing face of academic life: Analytical and comparative perspectives (pp. 36-57). Palgrave Macmillan. https://doi.org/10.1057/9780230242166_3
Evans, Linda (2013). The professional status of educational research: Professionalism and developmentalism in 21st century working life. British Journal of Educational Studies, 61(4), 471-490. https://doi.org/10.1080/00071005.2013.831396
Evans, Linda (2014). What is effective research leadership? A research-informed perspective. Higher Education Research and Development, 33(1), 46-58. https://doi.org/10.1080/07294360.2013.864617
Evans, Linda (2015a). A changing role for university professors? Professorial academic leadership as it is perceived by ‘the led’. British Educational Research Journal, 41(4), 666-685. https://doi.org/10.1002/berj.3163
Evans, Linda (2015b). What academics want from their professors: Findings from a study of professorial academic leadership in the UK. In Ulrich Teichler & William K. Cummings (Eds.), Forming, recruiting and managing the academic profession (pp. 51-78). Springer. https://doi.org/10.1007/978-3-319-16080-1_4
Evans, Linda (2016). The purpose of professors: Professionalism, pressures and performance − a commissioned stimulus paper. The Leadership Foundation for Higher Education.
Evans, Linda (2017). University professors as academic leaders: Professorial leadership development needs and provision. Educational Management, Administration & Leadership, 45(1), 123-140. https://doi.org/10.1177/1741143215578449
Evans, Linda (2018). Professors as academic leaders: Expectations, enacted professionalism and evolving roles. Bloomsbury.
Evans, Linda (2022a). Is educational leadership (still) worth studying? An epistemic worthiness-informed analysis. Educational Management, Administration and Leadership, 50(2), 325-348. https://doi.org/10.1177/17411432211066273
Evans, Linda (2022b) Is leadership a myth? A ‘new wave’ critical leadership-focused research agenda for recontouring the landscape of educational leadership. Educational Management, Administration and Leadership, 50(3), 403-435. 10.1177/17411432211066274
Evans, Linda, Homer, Matthew, & Rayner, Stephen (2013). Professors as academic leaders: The perspectives of ‘the led’. Educational Management, Administration and Leadership, 41(5), 674-689. https://doi.org/10.1177/1741143213488589
Evetts, Julia (2013) Professionalism: Value and ideology. Current Sociology, 61(5-6), 778-796. https://doi.org/10.1177/0011392113479316
Fagan, Colette, & Teasdale, Nina (2021). Women professors across STEMM and non-STEMM disciplines: Navigating gendered spaces and playing the academic game. Work, Employment and Society, 35(4), 774-792. https://doi.org/10.1177/0950017020916182
Frost, Peter, & Taylor, Susan (Eds.). (1996). Rhythms of academic life: Personal accounts of careers in academia. SAGE.
Gallos, Joan (2002). The dean’s squeeze: Myths and realities of academic leadership in the middle. Academy of Management Learning and Education, 1(2), 174-184. http://www.jstor.org/stable/40214150
Hecht, Irene, Higgerson, Mary Lou, Gmelch, Walter, & Tucker, Allan (1999). The Department chair as academic leader. American Council on Education; Oryx Press.
Higher Education Statistics Association. (2021) Higher education staff statistics: UK, 2019/20: Statistical bulletin, https://www.hesa.ac.uk/news/19-01-2021/sb259-higher-education-staff-statistics
Humphries, John, Novicevic, Milorad, Smothers, Jack, Pane Haden, Stephanie, Hayek, Mario, Williams, Wallace, Oyler, Jennifer, & Clayton, Russell (2015). The collective endorsement of James Meredith: Initiating a leader identity construction process. Human Relations, 89(9), 1389-1413. https://doi.org/10.1177/0018726714556292
Jasso, Guillermina (1988). Principles of theoretical analysis. Sociological Theory, 6(1), 1-20. https://doi.org/10.2307/201910
Juntrasook, Adisorn (2014). “You do not have to be the boss to be a leader”: Contested meanings of leadership in higher education. Higher Education Research and Development, 33(1), 19-27. https://doi.org/10.1080/07294360.2013.864610
Juntrasook, Adisorn, Nairn, Karen, Bond, Carol & Sproken-Smith, Rachel (2013). Unpacking the narrative of non-positional leadership in academia: Hero and/or victim? Higher Education Research and Development, 32(2), 201-213. https://doi.org/10.1080/07294360.2011.643858
Kauppi, Niilo (2015). The academic condition: Unstable structures, ambivalent narratives, dislocated identities. In Linda Evans & Jon Nixon (Eds.), Academic identities in higher education: The changing European landscape (pp. 31-46). Bloomsbury.
Kelly, Bridget, McCann, Kristin, & Porter, Kamaria (2018). White women faculty’s socialization: Persisting within and against a gendered tenure system. The Review of Higher Education, 41(4), 523-547. https://doi.org/10.1353/rhe.2018.0024
Kelly, Simon (2014). Towards a negative ontology of leadership. Human Relations 67(8), 905-22. https://doi.org/10.1177/0018726713503177
Levin, Morten, & Greenwood, Davydd (2016). Creating a new public university and reviving democracy: Action research in higher education. Berghahn.
Lybeck, Eric (2018) The coming crisis of academic authority. In Torsten Geelan, Marcos Gonzalez-Hernando, & Peter Walsh (Eds.), From financial crisis to social change (pp. 53-66). Palgrave Macmillan.
Macfarlane, Bruce (2011). Professors as intellectual leaders: Formation, identity and role. Studies in Higher Education, 36(1), 57-73. https://doi.org/10.1080/03075070903443734
Macfarlane, Bruce (2012). Intellectual leadership in higher education: Renewing the role of the university professor. Routledge.
Marine, Susan, & Martínez-Alemán, Ana (2018). Women faculty, professional identity and generational disposition. The Review of Higher Education, 41(2), 217-252. https://doi.org/10.1353/rhe.2018.0002
Montagno, Ray (1996). On becoming a professor. In Peter Frost & Susan Taylor (Eds.), Rhythms of academic life: Personal accounts of careers in academia (pp. 335-340). SAGE.
Montero-Hernadez, Virginia, López Arines, Elsa, & Caballero García, Marta (2019). Self-castigated perception and distress among female academics in a Mexican public state university. The Review of Higher Education, 42, 425-456. https://doi.org/10.1353/rhe.2019.0058
Moore, Rob (2003) Curriculum restructuring in South African higher education: Academic identities and policy implementation. Studies in Higher Education, 28(3), 303-319. https://doi.org/10.1080/03075070309294
Nixon, Jon (2003). Professional renewal as a condition of institutional change: Rethinking academic work. International Studies in Sociology of Education, 13(1), 3-15. https://doi.org/10.1080/09620210300200100
Noordegraaf, Mirko (2007). From ‘pure’ to ‘hybrid’ professionalism: Present-day professionalism in ambiguous public domains. Administration and Society, 39(6), 761-785. https://doi.org/10.1177/0095399707304434
Perkin, Harold (1969). Key profession: The history of the Association of University Teachers. Routledge & Kegan Paul.
Pifer, Meghan, Baker, Vicki, & Lunsford, Laura (2019). Culture, colleagues and leadership: The academic department as a location of faculty experiences in liberal arts. The Review of Higher Education, 42(2), 537-564. https://doi.org/10.1353/rhe.2019.0006
Ramsden, Paul (1998). Managing the effective university. Higher Education Research and Development, 17(3), 347-370. https://doi.org/10.1080/0729436980170307
Rayner, Stephen, Fuller, Mary, McEwen, Lindsey, & Roberts, Hazel (2010). Managing leadership in the UK university: A case for researching the missing professoriate? Studies in Higher Education, 35(6), 617-631. https://doi.org/10.1080/03075070903243100
Rode, Joseph (2004). Job satisfaction and life satisfaction: A longitudinal test of an integrated model. Human Relations, 57(9), 1205-1230. https://doi.org/10.1177/0018726704047143
Rynes, Sara (1996). Becoming a full professor. In Peter Frost & Susan Taylor (Eds.). Rhythms of academic life: Personal accounts of careers in academia (pp. 341-348). SAGE.
Scott, Geoff, Coates, Hamish, & Anderson, Michelle (2008). Learning leaders in times of change: Academic leadership capabilities for Australian higher education. Australian Learning and Teaching Council.
Smyth, John (2017). The toxic university: Zombie leadership, academic rock stars and neoliberal ideology. Palgrave Macmillan.
Spiller, Dorothy (2010). Language and academic leadership: Exploring and evaluating the narratives. Higher Education Research and Development, 29(6), 679-692. https://doi.org/10.1080/07294360.2010.501072
Stets, Jan, & Burke, Peter (2000). Identity theory and social identity. Social Psychology Quarterly, 63(3), 224-237. https://doi.org/10.2307/2695870
Sullivan, Teresa (2014). Greedy institutions, overwork and work-life balance. Sociological Inquiry, 84(1), 1-15. https://doi.org/10.1111/soin.12029
Tight, Malcolm (2002). What does it mean to be a professor? Higher Education Review, 34(2), 15-32.
Tight, Malcolm (2010). The golden age of academe: Myth or memory? British Journal of Educational Studies, 58(1), 105-116. https://doi.org/10.1080/00071000903516502
Veenhoven, Ruut (1991). Questions on happiness: Classic topics, modern answers, blind spots. In Fritz Strack, Michael Argyle, & Norbert Schwarz (Eds.), Subjective well being (pp. 7-26). Pergamon.
Weiss, Howard (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173-194. https://doi.org/10.1016/S1053-4822(02)00045-1
Wright, Susan, & Greenwood, Davydd (2017a). Introduction. Recreating universities for the public good: Pathways to a better world. Learning and Teaching in the Social Sciences, 10(1), 1-4. https://doi.org/10.3167/latiss.2017.100101
Wright, Susan, & Greenwood, Davydd (2017b). Universities run for, by, and with the faculty, students and staff: Alternatives to the neoliberal destruction of higher education. Learning and Teaching in the Social Sciences, 10(1), 42-65. https://doi.org/10.3167/latiss.2017.100104
Youngs, Howard (2017). A critical exploration of collaborative and distributed leadership in higher education: Developing an alternative ontology through leadership-as-practice. Journal of Higher Education Policy and Management, 39(2), 140-154. https://doi.org/10.1080/1360080X.2017.1276662