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Don Sanderson Queensland University of Technology Vivaldi: The Four Seasons (from The Trial Between Harmony & Inven

A comparison of academic and non-academic staff perceptions of higher education changes using a competing values framework: A question of balance. Don Sanderson Queensland University of Technology Vivaldi: The Four Seasons (from The Trial Between Harmony & Invention).

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Don Sanderson Queensland University of Technology Vivaldi: The Four Seasons (from The Trial Between Harmony & Inven

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  1. A comparison of academic and non-academic staff perceptions of higher education changes using a competing values framework: A question of balance Don Sanderson Queensland University of Technology Vivaldi: The Four Seasons (from The Trial Between Harmony & Invention)

  2. Overview of Presentation“Kites & Compasses” • Focus of presentation • Methodology • Results • Discussion ATEM QLD May 26, 2006

  3. Foci • Loss of human relations values felt more acutely by non-academic staff • Academic staff and non-academic staff numbers – balance and imbalance ATEM QLD May 26, 2006

  4. Corporatisation Losses and gains Change and higher education ATEM QLD May 26, 2006

  5. “When the literature on higher education draws on such work, it generally contrasts administrators’ and professionals’ different bases of authority (position versus expertise) and aims of control (accountability versus autonomy)” … and the danger is that administrators can be cast as ‘villains’” (Rhoades & Slaughter, 1991, p. 189). ‘Them and us’ ATEM QLD May 26, 2006

  6. An untenable polemic • Polemic is too simplistic. • It is more likely that organisational participants operate in dual or multiple capacities, across value structures or paradigms. ATEM QLD May 26, 2006

  7. Methodology • Method • Triangulation • Participants • Limitations ATEM QLD May 26, 2006

  8. Interview participants (n = 12) ATEM QLD May 26, 2006

  9. The Competing Values Framework (CVF) ATEM QLD May 26, 2006

  10. ATEM QLD May 26, 2006

  11. Quadrant strength by attribute frequency: Both groups ATEM QLD May 26, 2006

  12. Academic and Non-Academic groups - Interviews ATEM QLD May 26, 2006

  13. Survey resultsRespondent groups rating by culture type ATEM QLD May 26, 2006

  14. Academic and Non-Academic groups - Survey ATEM QLD May 26, 2006

  15. Comparison between Interview and Survey Academics ATEM QLD May 26, 2006

  16. Comparison between Interview and Survey Non-Academics ATEM QLD May 26, 2006

  17. Comparison of Academic and Non-Academic groups: Model strength ATEM QLD May 26, 2006

  18. All respondents ATEM QLD May 26, 2006

  19. Ohio State University Extension ATEM QLD May 26, 2006

  20. Point 2. Balancing numbers • Study research • Case study • Other organisations ATEM QLD May 26, 2006

  21. Research • Halfond reports that in the US over the period 1975 to 1990, • “EEOC figures show, student enrollment has risen 10 percent and the number of full-time faculty members has increased 21 percent. Administrative positions, however, increased 45 percent”. • Source: Halfond, 1991, p. 17 ATEM QLD May 26, 2006

  22. Other government-funded organisations • Department of Family Services 2004: 52% of the staff were involved in field work while 48% were involved in non-field activities • Queensland Health 2005: 47.34% in clinical duties, with 52.66% in non-clinical duties • CMC (2004, p. 149) RECOMMENDATION 5.5 That the current regional structure used by the Department of Families be critically reviewed, with a view to improving the ratio of direct service delivery staff to management and administration staff. • Reason: The ratio of management and administrative staff to direct service delivery staff is unsatisfactory. The current regional structure appears unwieldy and may be contributing to an imbalance between frontline staff and management/administrative positions. • Sources: Crime and Misconduct Commission, 2004; Queensland Health, 2005 ATEM QLD May 26, 2006

  23. Case study figures • From 1991 to 2004 the study’s university saw its student numbers grow by 18.21%, with an increase of 10.66% in academic staff and 15.62% in general staff in terms of actual bodies • Or an increase of 12.92% for equivalent full time (EFT) students, 13.29% EFT academics and 14.96% in EFT general staff. • In 2005: 41.12% academic and 58.88% non-academic ATEM QLD May 26, 2006

  24. Comparison of government-funded organisations – by staff percentages ATEM QLD May 26, 2006

  25. Case Study: Balance between Academic and Non-Academic staff numbers 1976 - 2005 ATEM QLD May 26, 2006

  26. Thankyou Any questions?

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