Deepening Understandings of Bourdieu's Academic and Intellectual Capital through a Study of Academic Voice within Academic Governance

Autor/in	Rowlands, Julie
Titel	Deepening Understandings of Bourdieu's Academic and Intellectual Capital through a Study of Academic Voice within Academic Governance
Quelle	In: Studies in Higher Education, 43 (2018) 11, S.1823-1836 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowlands, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1284192
Schlagwörter	Foreign Countries; Governance; Human Capital; Social Capital; College Faculty; Participative Decision Making; Collegiality; Educational Administration; Teacher Role; Power Structure; Reputation; Professional Identity; Governing Boards; United Kingdom (England); United States; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Humankapital; Sozialkapital; Fakultät; Kollegialität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrerrolle; Governing body; Governing bodies; Leitungsgremium; USA; Australien
Abstract	This article presents comparative empirical data from England, the US and Australia on academic boards (also known as faculty senates or academic senates) to highlight ways in which changes within contemporary academic governance effect a diminution of academic voice within decision-making about and that affects teaching and research. Drawing on Bourdieu's notions of academic and intellectual capital, it highlights the limited capacity of analyses of university power relations that are predicated upon managerial and collegial governance as being at opposite ends of a spectrum to account for the multiple academics who have taken up line management or executive-level roles, and the many practising academics who undertake quite substantial administrative roles alongside their teaching and research. The article concludes by arguing that a more nuanced reading of Bourdieu's academic and intellectual capital, combined with his concept of the divided habitus, offers significant potential for a deeper understanding of the complex ways in which the asymmetries of power within universities are developed and maintained. In turn, this opens the way to transformational academic governance practices that could reassert academic voice within decision-making about academic matters. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01