Learning to manage the university. Tales of training and experience.

Autor/in	Johnson, Rachel
Titel	Learning to manage the university. Tales of training and experience.
Quelle	In: Higher education quarterly, 56 (2002) 1, S. 33-51Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/1468-2273.00201
Schlagwörter	Hochschulreform; Hochschule; Verwaltung; Ausland; Großbritannien
Abstract	The paper draws on interviews with 'manager-academics' (Pro-Vice Chancellors, Deputy Vice Chancellors and Heads of Department) in UK universities to examine their views on their preparation, training and support for their roles. Following a brief description of the ESRC-funded study, the paper describes manager-academics' reported career trajectories, motivations and initial experiences, and the training they received: their views both of training and of less formal learning are ambivalent and often hesitant. However, the interviews reveal processes and contexts that manager-academics consider beneficial to their own learning and development, and this analysis suggests both theoretical understanding and practical guidelines. Manager-academics' learning occurs through engagement in practice and through social interaction, and is context-specific. Institutions can foster learning and good management by acknowledging these characteristics and promoting opportunities for self-critical reflection, peer feedback and collective articulation and sharing of experience. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2003_(CD)