An interpretation of study programme leaders’ mandates in higher education

Figures & data

Figure 1. Alvesson, Blom and Sveningsson's (Alvesson et al., 2017, p. 23, Figure 2.1) “Modes of organizing as overlapping coordination mechanisms”.

Figure 2. Example of grouping and merging verbs.

Table 1. Example of analysis.

Coded verb/Unit of meaning	Subtheme	Main theme
To ensure comprehensive study programmes where the composition and content of courses and learning activities will together meet the learning outcomes. To quality assure comprehensive study programmes, including the correlation between learning outcomes and teaching and assessment methods. To make sure that the learning outcome descriptors of the study programme reflect its ambitions, and that the courses included help students to reach the learning outcomes. To ensure coherence and progression in the learning outcome descriptors as well as in the teaching, learning, and assessment methods of the study programme. To monitor that the study programme has a shared comprehensive approach to learning and assessment methods across all courses.	Ensure the programme's completeness and coherence	Controlling

Figure 3. Themes describing study programme leadership.

Figure 4. Our findings seen through Alvesson, Blom and Sveningsson' (2017, p. 23, Figure 2.1): “Alternative modes of organizing”.

Alvesson, M., Blom, M., & Sveningsson, S. (2017). Reflexive leadership: Organising in an imperfect world. Sage.

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