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The New Higher Education Professionals

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The Academic Profession in Europe: New Tasks and New Challenges

Abstract

New higher education professionals (HEPROs) are a heterogeneous group satisfying the growing need of university management for systematic knowledge about the university and releasing academic and administrative staff from a variety of tasks. HEPROs are not primarily active in teaching and research but prepare and support decisions of university management, establish services and actively shape the three missions of research, teaching and transfer of knowledge and technology. Reviewing the literature of the past two decades—mainly from Australia, Germany, Great Britain, Norway and the United States—two trails of research are identified: first, a quantitative research trail grasping the bureaucratisation of universities and growing numbers of personnel and, second, a qualitative research trail, shedding light on the differentiation of university personnel in a shifting working environment. The analysis is concluded by suggesting an Overlap Model, situating HEPROs on a continuum of roles between the two poles of academic and administrative personnel. The Overlap Model provides a simple clear-cut picture of the three spheres and the overlaps of functions and tasks of academic and administrative personnel and HEPROs; it makes the evolution of categories of university personnel explicit and aligns the functions, tasks and roles in the Academic and Administrative Overlap for further research.

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Notes

  1. 1.

    The German sociologist Stichweh (2008) refers to the Bologna Process as the social form of mass higher education.

  2. 2.

    The Dearing Report mentions “higher education personnel professionals” (Dearing 1997, para. 14.15).

  3. 3.

    Not including costs for administration of libraries, student services, research, and physical plant.

  4. 4.

    Including institutional support, student services, and academic support; but excluding libraries.

  5. 5.

    This respective increase took place in private colleges, as well.

  6. 6.

    The study included universities of different size, from different parts of Germany, some were research-intensive universities, some more teaching oriented, some technical universities.

  7. 7.

    For Norway, Gornitzka et al. (1998, pp. 38–39) see the aspect of professional ethics connected with the capacity of administration to react to environmental change.

  8. 8.

    Another wage scheme exists for professors in Germany (Detmer and Preissler 2004, 2006; Pritchard 2006, pp. 106–109).

  9. 9.

    In Germany, non-academic staff, normally referred to as technical-administrative staff, is like academic staff, part of the public service. This does not mean that all staff is employed as civil servants.

  10. 10.

    Conway had a long career in the management of different higher education institutions and was the President of the Association of Tertiary Education Management (ATEM) from 2001 to 2003 (Conway 2007, pp. VI, 32).

  11. 11.

    Another account of the difficulty of finding a suitable terminology with reference to the aims of professional associations is the report on professional managers in higher education in Great Britain by Whitchurch (2006b).

  12. 12.

    Whitchurch, before starting her research and teaching career, had a career as a university administrator and manager in four universities in Great Britain.

  13. 13.

    It has been known for a long time that facts and fictions of management (Mintzberg 1975) are difficult to separate and have to fit organisationally (Mintzberg 1981). For universities as loosely coupled systems (Weick 1976), the management requires an enormous effort of time and personnel. Rather the “garbage-can model of decision-making” (Cohen et al. 1972) became famous, which was used to explicate the decision making of the organised anarchy in institutions of higher education as highly differentiated social organisations (Dill 1996, p. 51).

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  1. International Centre for Higher Education Research Kassel (INCHER-Kassel), University of Kassel, Moenchebergstr. 17, 34109, Kassel, Germany

    Christian Schneijderberg & Nadine Merkator

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    Ulrich Teichler

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Schneijderberg, C., Merkator, N. (2013). The New Higher Education Professionals. In: Kehm, B., Teichler, U. (eds) The Academic Profession in Europe: New Tasks and New Challenges. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4614-5_5

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