| Título: | Betwixt and Between: Academic Women in Transition |
| Autores: |
Bosetti, Lynn; University of Calgary Kawalilak, Colleen; University of Calgary Patterson, Peggy; University of Calgary |
| Fecha: | 2008-08-30 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | University culture is increasingly being infl uenced by globalization, competition, the commercialization of research, and external demands for accountability. Corporate managerial practices that value individualism and productivity bump up against more democratic and col- laborative practices inherent in the traditional academic culture and governance. Tensions result as faculty members are left on their own to make sense of the shifting political, economic and social landscape of higher education and to understand the implications for their professional identity within their Faculty. In an unstable institutional culture that lacks rules or mechanisms to shepherd faculty through this process, individuals can feel anxious, confused or incompetent as they negotiate the contradictions in their professional lives and deal with issues of power and resistance.Grounded in their own experiences of liminality, this paper uses an autoethnographic approach to explore and describe the experiences of three academic women “betwixt and between” their senior management positions, taking up positions as academic members of a Faculty, and the strategies they used to support each other, to reconstruct their professional identities and to understand the norms of the Faculty culture. The paper speaks to the importance of post-heroic forms of lead- ership, dialogue and collaborative communities that contribute to the creation of a culture in which faculty members can flourish.La culture universitaire est de plus en plus infl uencée par la mondialisation, la compétition, la commercialisation de la recherche et les pressions externes pour une imputabilité accrue. Les pratiques managériales corporatives qui mettent l’emphase sur l’individualité et la productivité entrent en collision avec les valeurs plus démocratiques et avec les pratiques collaboratives inhérentes à la culture et à la gouvernance universitaires traditionnelles. Les membres du corps professoral sont ainsi soumis à des tensions, laissés à eux-mêmes face à ces changements dans le paysage politique, économique et social de l’enseignement supérieur et aux impacts de ces changements sur leur identité professionnelle. Situés dans une culture institutionnelle instable qui offre peu d’encadrement aux professeures et professeurs, ces derniers peuvent se sentir anxieux, confus ou incompétents dans leurs tentatives de résolution des contradictions de leur vie professionnelle, aux prises avec des enjeux d’autorité et de résistance.Sur la base de l’expérience liminaire de trois femmes universitaires et d’une approche autoethnographique, cet article explore et décrit cette expérience à « l’envers et l’endroit » de leur poste administratif, de leur prise de position comme membres du corps professoral et des stratégies qu’elles déploient pour se supporter l’une l’autre, reconstruire leur identité professionnelle et comprendre les normes de la culture professorale. Cet article souligne l’importance des formes post-héroïques de leadership, du dialogue et des communautés de collaboration qui contribuent à la création d’une culture au sein de laquelle les professeures et professeurs peuvent grandir. |
| Idioma: | Inglés |
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