Legitimacy Dynamics of Professional Support Staff at Higher Education Institutions

Autor/in	Ryttberg, Malin
Titel	Legitimacy Dynamics of Professional Support Staff at Higher Education Institutions
Quelle	In: Higher Education Policy, 35 (2022) 1, S.218-233 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryttberg, Malin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/s41307-020-00206-w
Schlagwörter	Professional Personnel; Paraprofessional School Personnel; Higher Education; Foreign Countries; Collegiality; Role; Sweden + Suchen Sie Ihr Suchwort? Personalbestand; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Kollegialität; Rollen; Schweden
Abstract	The aim of this study is to identify the expressions of legitimacy work available to professional support staff at contemporary higher education institutions (HEIs) and how these expressions can be understood as strategies in their work. Academics are the given audience for this legitimacy work. Professional support staff are commonly described as having blurred boundaries in relation to academics and as actors in a third space. The empirical data comprise 19 interviews with three categories of professional support staff at three HEIs of a technical orientation in Sweden. A finding, in relation to the educational and work experience of these support staff, is that techniques and procedures are at their fingertips in legitimacy work. This also touches upon the more intangible aspects of the categories and structures of the support staff that resemble those of academics. However, one of the main conclusions of this study concerns the strength of the expressions of "professional and personal legitimacy" in their legitimacy work. This conclusion coincides with the view that they are strong actors in a third space, who use their freedom to form their own roles and the pick and choose among alternative means in their strategies to gain and maintain legitimacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01