Citations (30)
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Moira Hulme, Karen Meanwell & Hazel Bryan. (2023) Between a rock and a hard place: leading university teacher education in England. Journal of Further and Higher Education 47:10, pages 1375-1388.
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Saima Husain, Mike Molesworth & Georgiana Grigore. (2023) Expanding knowledge of institutional complexity through the hyphen-spaces opened up by participant videography. Journal of Marketing Management 0:0, pages 1-22.
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Ratna Khanijou & Amalina Zakariah. (2023) Avoiding failure in academia: strategies from non-Western early career researchers in the UK. Journal of Marketing Management 39:9-10, pages 782-806.
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Anita Louise Wheeldon, Stephen Jonathan Whitty & Bronte van der Hoorn. (2023) Centralising professional staff: is this another instrument of symbolic violence in the managerialised university?. Journal of Educational Administration and History 55:2, pages 181-199.
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Javier Mula-Falcón & Katia Caballero. (2022) Neoliberalism and its impact on academics: a qualitative review. Research in Post-Compulsory Education 27:3, pages 373-390.
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Sanna Honkimäki, Päivikki Jääskelä, Joachim Kratochvil & Päivi Tynjälä. (2022) University-wide, top-down curriculum reform at a Finnish university: perceptions of the academic staff. European Journal of Higher Education 12:2, pages 153-170.
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J. Annala, M. Mäkinen, J. Lindén & J. Henriksson. (2022) Change and stability in academic agency in higher education curriculum reform. Journal of Curriculum Studies 54:1, pages 53-69.
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Jennie Billot, Virginia King, Jan Smith & Lynn Clouder. (2021) Borderlanders: academic staff being and becoming doctoral students. Teaching in Higher Education 26:3, pages 438-453.
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Jiming Zhou & Christopher Deneen. (2020) ‘Sandwiched’ or ‘filtering’: middle leaders’ agency in innovation enactment. Journal of Higher Education Policy and Management 42:3, pages 332-346.
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Articles from other publishers (21)
Jie Bao & Dezheng (William) Feng. (2023) When teaching and research are misaligned: Unraveling a university EFL teacher's identity tensions and renegotiations. System 118, pages 103149.
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Andrey Bykov. (2023) A Sociological Perspective on Meaningful Work: Community versus Autonomy. Business Ethics Quarterly, pages 1-31.
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Cristian Bedoya Dorado, Mónica García Solarte & Angélica María Gómez Cano. (2023) Estilos de liderazgo de directivos universitarios en Colombia: un análisis del género, la experiencia y el tipo de institución. Revista CEA 9:21, pages e2411.
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Anita Louise Wheeldon, Stephen Jonathan Whitty & Bronte van der Hoorn. (2023) Historical role preparedness: A Bourdieusian analysis of the differential positions of professional staff and academics in an Australian managerialised university. Educational Management Administration & Leadership.
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Danling Li & Yongyan Li. (2021) Masked Resistance in Neoliberal Academia: Academics’ Responses to the Research Assessment Exercise 2020 in Hong Kong. Higher Education Policy 36:2, pages 270-288.
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Javier Mula-Falcón & Katia Caballero. (2023) Early career academic's odyssey: A narrative study of her professional identity construction. Research Evaluation.
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Mark Sterling, Lia Blaj-Ward, Rosalind Simpson & Karin CrawfordMark Sterling, Lia Blaj-Ward, Rosalind Simpson & Karin Crawford. 2023. Redeveloping Academic Career Frameworks for Twenty-First Century Higher Education. Redeveloping Academic Career Frameworks for Twenty-First Century Higher Education
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Javier Mula, Carmen Lucena Rodríguez, Jesús Domingo Segovia & Cristina Cruz‐González. (2021) Early career researchers' identity: A qualitative review. Higher Education Quarterly 76:4, pages 786-799.
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Lauren Gurrieri & Mike Reid. (2022) The Future of the Australasian Marketing Academy: Challenges and Priorities. Australasian Marketing Journal 30:3, pages 161-167.
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Shanshan Yang, Dingfang Shu & Hongbiao Yin. (2021) “Teaching, my passion; publishing, my pain”: unpacking academics’ professional identity tensions through the lens of emotional resilience. Higher Education 84:2, pages 235-254.
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Danna Greenberg & Paul Hibbert. (2022) Beyond Legitimacy: A Bold Agenda for MLE Scholarship. Academy of Management Learning & Education 21:2, pages 161-166.
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Eric Lavigne, Summer Cowley & Creso M. Sá. (2022) Scholarship, management, and leadership in academic administration: The case of Canadian university presidents and provosts. Tertiary Education and Management 28:2, pages 121-134.
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Robbie W. Robichau & Billie Sandberg. (2021) Creating Meaningfulness in Public Service Work: A Qualitative Comparative Analysis of Public and Nonprofit Managers’ Experience of Work. The American Review of Public Administration 52:2, pages 122-138.
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Javier Mula-Falcón, Katia Caballero & Jesús Domingo Segovia. (2021) Exploring academics’ identities in today’s universities: a systematic review. Quality Assurance in Education 30:1, pages 118-134.
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Denis Hurtubise. 2022. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic
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Rimantas Želvys, Liudvika Leišytė, Sude Pekşen, Rūta Bružienė & Anna-Lena Rose. (2021) From Collegiality to Managerialism in Lithuanian Higher Education. Acta Paedagogica Vilnensia 46, pages 27-42.
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Lisa Jane Callagher, Ziad El Sahn, Paul Hibbert, Stefan Korber & Frank Siedlok. (2021) Early career researchers’ identity threats in the field: The shelter and shadow of collective support. Management Learning 52:4, pages 442-465.
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Lina Ba & W. G. Will Zhao. (2021) Symbolic Convergence or Divergence? Making Sense of (the Rhetorical) Senses of a University-Wide Organizational Change. Frontiers in Psychology 12.
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Guillermo Murillo Vargas, Cristian Bedoya Dorado & Carlos Hernán González Campo. (2021) Competencias directivas en la gestión universitaria en Colombia. Educación y Educadores 23:4, pages 685-708.
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Gjalt de Graaf. (2020) Value conflicts in academic teaching. Teaching Public Administration 39:1, pages 107-124.
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Danna Greenberg & Paul Hibbert. (2020) From the Editors—Covid-19: Learning to Hope and Hoping to Learn. Academy of Management Learning & Education 19:2, pages 123-130.
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