This paper uses data obtained from a research project about the Bologna Process, carried out in ten degree programmes at one university; six of these degrees are part of a pilot project to implement the European Credit Transfer System (ECTS). In this article, we examine how middle managers in these pilot degrees employ various strategies of management, consensus generation and communication while carrying out the implementation of ECTS. In addition, we examine the responses from academics pertaining to management evaluation, attitudes regarding the reform, and the perceived amount of information. This analysis allows us to identify a number of opportunities and constrictions - derived from management forms considered legitimate by the members of this university - that middle managers have to take into account.
|Publication status||Published - 1 Jan 2011|
- European credit transfer system (ECTS)
- European higher education area (EHEA)
- Higher education management
- Middle management
- University reform