The Impact of Research Selectivity on Academic Work and Identity in UK Universities
By S. Harley. 2002
171 citations recorded by the source corpus.
Subfields: General Health Professions, Political Science and International Relations, Public Health, Environmental and Occupational Health
View Paper: https://www.semanticscholar.org/paper/34307d2c8bfd45ebf0f39792a42e8ff38ecc080c
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In General Health Professions
In Political Science and International Relations
- R. Winter
- Paul Baines
- Richard Lynch *
- David Knights
- C. Clarke
- Paul F. Wouters
- Björn Hammarfelt
- A. Rushforth
In Public Health, Environmental and Occupational Health
Citations in the corpus
- From academic communities to managed organisations: The implications for academic careers in UK and German universities (2004, background): “The research was carried out in 1997 and has been reported in full elsewhere (Harley, 2002).”
- Strategy development in UK higher education: towards resource‐based competitive advantages (2004, background): “More generally, strategic planning and its implications have also been explored in HEIs (Patterson, 2001; Pidcock, 2001; Thomas, 2001; Harley, 2002; Taylor, 2002; Willmott, 2003).”
- Academic manager or managed academic? Academic identity schisms in higher education (2009, background): “In an environment of corporate managerialism, academic identity is increasingly tied to ‘the management of student learning’ (Henkel, 1997, p. 138) and the delivery of ‘real world’ vocational business-related courses (Harley, 2002, p. 189).”
- Evaluation practices and effects of indicator use : a literature review (2016, background): “In the UK, findings of ‘playing the RAE game’ (Harley 2002) in this way are numerous (e.”
- It’s a Bittersweet Symphony, this Life: Fragile Academic Selves and Insecure Identities at Work (2014, background): “…2003).3 The context of Higher Education also attracts a diverse and politicized literature that provides a commentary on working lives in academia (Harley, 2002; Ford et al., 2010) as an occupation where “competitiveness, intellectualism, achievement-orientation, hierarchy, and evaluativeness…”