2 - The Hybrid Administrator-scholar Paradigm in Higher Education Leadership in Africa
Corresponding Author(s) : Sindiso Zhou
Revue de l’enseignement supérieur en Afrique,
Vol. 18 No 2 (2020): Revue de l’enseignement supérieur en Afrique: Numéro spécial sur Les universitaires de niveau intermédiaire et le leadership dans les universités africaines
Résumé
Le paysage de l’enseignement supérieur est en pleine mutation depuis le début du XXIe siècle en raison de la pression exercée pour l’internationalisation et l’adoption d’approches entrepreneuriales en réponse à la demande mondiale. Ces exigences n’ont pas épargné les administrateurs intermédiaires de l’université, qui se situent à cheval entre l’administration et l’enseignement. Cet article explore le paradigme administrateur-chercheur dans le contexte de l’élan de mondialisation dans le monde universitaire, en utilisant une approche auto-ethnographique, dans laquelle j’examine mon expérience personnelle et professionnelle en tant que Chef de département dans deux universités sur une période de cinq ans. L’étude accorde une attention particulière à la manière dont ce double rôle a été mis en œuvre et considère le phénomène administrateur-chercheur comme une ressource et non comme un problème, comme l’expliquent les recherches existantes. Je décris les qualités de leadership dont les administrateurs de niveau intermédiaire (plus particulièrement les chefs de département) ont besoin pour maîtriser l’espace contesté et le paysage ambivalent du leadership dans l’enseignement supérieur. Les lacunes institutionnelles et l’absence de socialisation systémique m’ont conduit à développer un modèle d’acculturation de domaine, le leadership collaboratif et démocratique (Divergent Collaborative Leadership), qui met l’accent sur l’administrateur-chercheur dans la construction des identités professionnelles dans l’enseignement supérieur dans le contexte africain.
Mots-clés
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- Alabi, G. B. and Mba, J. C., eds, 2012, The Quality Assurance and Capacity Building Needs of Higher Education in Africa, Accra: Association of African Universities.
- Anderson, L., 2006, Analytic Autoethnography, Journal of Contemporary Ethnography, Vol. 35, pp. 373–395.
- Armstrong, D., 2009, Administrative Passages: Navigating the Transition from Teacher to Assistant Principal, Studies in Educational Leadership, Vol. 4, Dordrecht: Springer.
- Armstrong, D. E. and Woloshyn, V. E., 2017, Exploring the Tensions and Ambiguities of University Department Chairs, Canadian Journal of Higher Education/Revue Canadienne d’Enseignement Supérieur, Vol. 47, No. 1, pp. 97–113.
- Armstrong, P., 2008, Towards an Autoethnographic Pedagogy, Paper presented at the 38th Annual SCUTREA Conference, 2–4 July, Edinburgh.
- Barnett, R., 2003, Beyond All Reason: Living with Ideology in The University, Buckingham, UK: Open University Press.
- Bartnett, P. E., 2011, Discussions Across Difference: Addressing the Affective Dimensions of Teaching Diverse Students About Diversity, Teaching in Higher Education, Vol. 16, No. 6, pp. 666–679 (http://dx.doi.org/10.1080/13562517.2011.570435).
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- Cloete, N., Bunting I. and Van Schalkwyk, F., 2018, Research Universities in Africa, Stellenbosch: African Minds.
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- Denzin, N. K., 2001, Interpretive Interactionism, London, UK: Sage.
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- Mba, J. C., 2017, Challenges and Prospects of Africa’s Higher Education, Washington, DC: World Bank Group Global Partnership for Education.
- McAlpine, L., Amundsen, C. and Turner, G., 2014, Identity-Trajectory: Reframing Early Career Academic Experience, British Educational Research Journal, Vol. 40, No. 6, pp. 952–969.
- Murunga, G., 2019, Beyond the Tyranny of Measurable Outcomes, Presentation, SIDA Science Days, CODESRIA (https://www.sida.se/contentassets/2e6578d62e8e49e6b882939acc96f469/godwin-murunga-sida-science-days-presentation-17052019.pdf).
- Portnoi, L., 2009, Cultivating the Next Generation of Academics in South Africa, Africa Education Review, Vol. 6, No. 2, pp. 187–207.
- Reed, M., 2002, New Managerialism, Professional Power and Organisational Gov- ernance in UK Universities: A Review and Assessment, in Amaral, A., Jones, G. A. and Karseth, B., eds, Governing Higher Education: National Perspectives on Institutional Governance, Dordrecht: Kluwer Academic Publishers.
- Salmi, J., 2017, The Tertiary Education Imperative: Knowledge Skills and Values for Development, Rotterdam: Sense Publishers.
- Sarte, J. P., 1963, The Problem of Method, London, UK: Methuen.
- Simala, K. I., 2015, Deanship, Leadership Dilemmas and Management Challenges Facing the Social Sciences in Public University Education in Kenya, Journal of Higher Education in Africa/Revue de l’Enseignement Supérieur en Afrique, Vol. 12, No. 1, 2014, pp. 1–26.
- Sparkes, A., 2002, Autoethnography: Self-indulgence or Something More?, in Boch- ner, A and Ellis, C., eds, Ethnographically Speaking: Autoethnography, Literature, and Aesthetics, Walnut Creek, CA: AltaMira Press, pp. 209–232.
- Trahar, S., 2013, Autoethnographic Journeys in Learning and Teaching in Higher Education, European Educational Research Journal, Vol. 12, No. 3 (http://dx.doi.org/10.2304/eerj.2013).
- Wenger, E., 1998, Communities of Practice Learning, Meaning and Identity, New York: Cambridge University Press.
Les références
Akioto, J. S., 2011, The Unsung Professionals of Higher Education: A Narrative Inquiry into Perceptions and Experiences of Some Senior Women in Administra- tion in Universities of Ghana, PhD thesis, University of Bristol.
Alabi, G. B. and Mba, J. C., eds, 2012, The Quality Assurance and Capacity Building Needs of Higher Education in Africa, Accra: Association of African Universities.
Anderson, L., 2006, Analytic Autoethnography, Journal of Contemporary Ethnography, Vol. 35, pp. 373–395.
Armstrong, D., 2009, Administrative Passages: Navigating the Transition from Teacher to Assistant Principal, Studies in Educational Leadership, Vol. 4, Dordrecht: Springer.
Armstrong, D. E. and Woloshyn, V. E., 2017, Exploring the Tensions and Ambiguities of University Department Chairs, Canadian Journal of Higher Education/Revue Canadienne d’Enseignement Supérieur, Vol. 47, No. 1, pp. 97–113.
Armstrong, P., 2008, Towards an Autoethnographic Pedagogy, Paper presented at the 38th Annual SCUTREA Conference, 2–4 July, Edinburgh.
Barnett, R., 2003, Beyond All Reason: Living with Ideology in The University, Buckingham, UK: Open University Press.
Bartnett, P. E., 2011, Discussions Across Difference: Addressing the Affective Dimensions of Teaching Diverse Students About Diversity, Teaching in Higher Education, Vol. 16, No. 6, pp. 666–679 (http://dx.doi.org/10.1080/13562517.2011.570435).
Bridges, W., 2003, Managing Transitions: Making the Most Change, 2nd ed., Cam- bridge, MA: De Capo.
Brogden, L. M., 2010, Identities (Academic + Private) = Subjectivities (desire): re: collecting Art-I/f/acts Qualitative Inquiry, Vol. 16, No. 5, pp. 368–377 (http://dx.doi.org/10.177/1077800410364354).
Clandinin, D. J. and Connelly, F. M., 1995, Teachers’ Professional Knowledge Land- scapes, New York: Teachers College Press.
Cloete, N., Bunting I. and Van Schalkwyk, F., 2018, Research Universities in Africa, Stellenbosch: African Minds.
Davies, B. and Gannon, S., eds, 2006, Doing Collective Biography, Maidenhead: Open University Press.
De Certeau, M., Jameson, F. and Lovitt, C., 1980, On the Oppositional Practice of Everyday Life, Social Text, Vol. 1, No. 3, pp. 3–43.
Denzin, N. K., 2001, Interpretive Interactionism, London, UK: Sage.
Ed ards, A., Gilroy, D. and Hartley, D., 2002, Rethinking Teacher Education: Col- laborative Responses to Uncertainty, London, UK: Routledge.
Ellis, C., 2004, The Ethnographic I: A Methodological Novel About Autoethnography, Walnut Creek, CA: AltaMira Press.
Ellis, C. and Bochner, A. P., 2000, Autoethnography, Personal Narrative, Reflexiv- ity: Researcher as Subject, in Denzin, N. K. and Lincoln, Y. S., eds, Handbook of Qualitative Research, London, UK: Sage, pp.733–768.
Feuerverger, G., 2011, Re-bordering Spaces of Trauma: Auto-Ethnographic Reflec- tions on the Immigrant and Refugee Experience in an Inner-City High School in Toronto, International Review of Education, Vol. 37, No. 3–4, pp. 357–376.
Fowler, K., 2015, There Is No Contest Between Academic and Administrative Staff, Times Higher Education, 3 September (https://www.timeshighereducation.com/blog/there-no-contest-between-academic-and-administrative-staff). Accessed 15
May 2019.
Freire, P., 1972, Pedagogy of the Oppressed, Harmondsworth: Penguin.
Hayano, D., 1979, Auto-Ethnography: Paradigms, Problems, and Prospects, Human Organization, Vol. 38, No. 1, pp. 99–104 (https://doi.org/10.17730/humo.38.1.u761n5601t4g318v).
Hayler, M., 2011, Autoethnography, Self-Narrative and Teacher Education, Rotterdam: Sense Publishers (http://dx.doi.org/10.1007/978-94-6091-672-4).
Hill, L. A., 2003, Becoming a Manager: How New Managers Master the Challenges Of Leadership, Boston, MA: Harvard Business School Press (https://www.globalpart-nership.org/blog/challenges-and-prospects-africas-higher-education).
Kierkegaard, S., 1938, The Journals of Søren Kierkegaard, Oxford: Oxford University Press.
Kinyata, G. S. and Siraje, K., 2018, Challenges and Marketing Strategies for Young African Universities, International Journal of Research in Sociology and Anthropology, Vol. 4, No. 4, pp. 39–45 (doi:http://dx.doi.org/10.20431/2454-8677.0404004).
Louis, M. R., 1980, Career Transitions: Varieties and Commonalities, Academy of Management Review, Vol. 5, No. 3, pp. 329–340.
Marginson, S., 2018, World Higher Education Under Conditions of National/ Global Disequilibria, Working Paper 42, London, UK: Centre for Global Higher Education (https://cpcontacts.researchcghe.org/perch/resources/publications/wp422.pdf).
Mba, J. C., 2017, Challenges and Prospects of Africa’s Higher Education, Washington, DC: World Bank Group Global Partnership for Education.
McAlpine, L., Amundsen, C. and Turner, G., 2014, Identity-Trajectory: Reframing Early Career Academic Experience, British Educational Research Journal, Vol. 40, No. 6, pp. 952–969.
Murunga, G., 2019, Beyond the Tyranny of Measurable Outcomes, Presentation, SIDA Science Days, CODESRIA (https://www.sida.se/contentassets/2e6578d62e8e49e6b882939acc96f469/godwin-murunga-sida-science-days-presentation-17052019.pdf).
Portnoi, L., 2009, Cultivating the Next Generation of Academics in South Africa, Africa Education Review, Vol. 6, No. 2, pp. 187–207.
Reed, M., 2002, New Managerialism, Professional Power and Organisational Gov- ernance in UK Universities: A Review and Assessment, in Amaral, A., Jones, G. A. and Karseth, B., eds, Governing Higher Education: National Perspectives on Institutional Governance, Dordrecht: Kluwer Academic Publishers.
Salmi, J., 2017, The Tertiary Education Imperative: Knowledge Skills and Values for Development, Rotterdam: Sense Publishers.
Sarte, J. P., 1963, The Problem of Method, London, UK: Methuen.
Simala, K. I., 2015, Deanship, Leadership Dilemmas and Management Challenges Facing the Social Sciences in Public University Education in Kenya, Journal of Higher Education in Africa/Revue de l’Enseignement Supérieur en Afrique, Vol. 12, No. 1, 2014, pp. 1–26.
Sparkes, A., 2002, Autoethnography: Self-indulgence or Something More?, in Boch- ner, A and Ellis, C., eds, Ethnographically Speaking: Autoethnography, Literature, and Aesthetics, Walnut Creek, CA: AltaMira Press, pp. 209–232.
Trahar, S., 2013, Autoethnographic Journeys in Learning and Teaching in Higher Education, European Educational Research Journal, Vol. 12, No. 3 (http://dx.doi.org/10.2304/eerj.2013).
Wenger, E., 1998, Communities of Practice Learning, Meaning and Identity, New York: Cambridge University Press.