Ser professor na universidade do século XXI Profissionalismo sob pressão na academia do Reino Unido
Barra lateral del artículo
Contenido principal del artículo
Resumen
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##
Detalles del artículo
Número
Sección
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 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.
Cómo citar
Referencias
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