Amenable Performance Management in Higher Education: Integrating Principles of Agency and Stewardship Theories

Autor/in	Seyama, Sadi Mokhaneli
Titel	Amenable Performance Management in Higher Education: Integrating Principles of Agency and Stewardship Theories
Quelle	In: Africa Education Review, 12 (2015) 4, S.664-679 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2015.1112157
Schlagwörter	Higher Education; Phenomenology; Department Heads; Accountability; College Administration; Performance Contracts; Qualitative Research; Merit Pay; Incentive Grants; Rewards; Recognition (Achievement); Collegiality; Leadership Styles; Administrative Principles; Social Theories; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Verantwortung; College administrators; Hochschulverwaltung; Leistungsvereinbarung; Qualitative Forschung; Leistungszulage; Finanzieller Anreiz; Reward; Belohnung; Soziale Anerkennung; Kollegialität; Führungsstil; Gesellschaftstheorie; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The considerable transformation of higher education (HE), driven by the South African government's demand for accountability of resources for the attainment of its mandate has altered the "business" of academia. In response to the financial austerity measures, performance management (PM) systems have been implemented in South African HE to monitor and enhance staff performance. This article conceptualizes PM in higher education using agency and stewardship theories. Data emanates from a phenomenological study of academic heads of department's (HOD) experiences of PM. There is evidence that agency theory may be an appropriate mechanism to achieve explicit accountability, and to monitor and enhance performance. However, it is fraught with problems within academic contexts. The findings demonstrate limitations of agency theory with regard to the stewardship of academics. Thus foregrounding the need for the retention of approaches underpinned by stewardship theory. This article thus makes a contribution in terms of providing a proposition for an analytical framework that integrates agency and stewardship theories in researching PM in HE. Central to this proposition is working within a continuum of these theories to mediate the apparent tension between control and collaboration/collegiality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01