In the last thirty years there have been significant changes in the governmentality and culture of higher education in the UK; concurrently, day-to-day practice has been transformed by networked computers. This political and technical double-act may be understood as a specific articulation of what Jodi Dean has termed communicative capitalism (2010, p.2-9). This thesis investigates how such political and technocultural changes condition the subjectivity of academic staff across a range of academic activities and contexts. The theoretical model I develop draws notably on a combination of the psychoanalytic theory of Freud and Lacan, using Freud's conception of the ‘uncanny' (1919) and Althusser's theory of ideology (1970), to consider how the academic subject of technoculture is constituted by the particular domain of communicative capitalism I term the Haunted University. To develop this argument the thesis firstly establishes the ‘nature' of the contemporary university – distinguishing it from earlier models and earlier moments of reform. This is developed using cultural history sources and theoretical work from social, cultural and critical higher education studies. Secondly, I use a series of cultural studies methods to identify and explore elements of the new university formation. These include the selection and analysis of relevant digital materials (e.g. academic homepages and blogs) and small qualitative surveys of academic staff. Thirdly, the broadly Lacanian thrust of my argument is developed through leveraging theoretical work from the fields of cultural studies, philosophy, critical labour studies and higher education policy. I conclude that the series of developments and changes enacted by communicative capitalism has tended to transform academic subjectivity, bringing about what may be a permanent change in the ontology and epistemology of the academy. However, despite neoliberalism's attempt to foreclose discursive dissent, there are resistances to its project. My original contribution to knowledge is to theorise how and why the shift in academic subjectivity is being enacted, demonstrating how the technocultural, neoliberal university is beginning to haunt the academy not only from the outside, but from the inside, too.

Digitized by Kansas Correctional Industries

The UK higher education (HE) sector is experiencing a high level of turbulence arising from the introduction of the variable fee regime and the removal of student number controls for full-time HEU (Home/EU) undergraduates, increased competition for overseas students in an unsupportive domestic policy context, and greater government intervention in the name of marketisation and competition –which can be viewed as part of the worldwide ‘financialisation’ of universities (Parker, 2013). In such an environment, the accuracy of budgeting and financial forecasting might be expected to take on increased significance. The purpose of this study was to identify and understand the contingent factors that influence the accuracy of budgeting and forecasting in UK universities and the characteristics of financial scenario modelling in the sector. A mixed methods approach was adopted, with data collected through a comprehensive questionnaire survey of UK HE institutions and supplemented by interviews. The results reveal a degree of inertia in spite of the more dynamic and competitive external environment; traditional methods of budgeting and forecasting have been maintained and more sophisticated approaches are little in evidence. Overall, there appears to be general satisfaction with the level of budgeting accuracy, with the most significant factors affecting this found to be: the perceived accuracy of student number estimating and forecasting (where a problematic relationship with the student number planning function is evident); the difficulties caused by allowing unspent budgets to be carried forward; and the time taken to prepare budgets. Where there is a demand for greater budgeting accuracy, this seems more likely to emanate from lending banks than from senior management or governing bodies. Scenario models incorporate common drivers, but preference is shown for a simple approach – sometimes less than appears to be required by the current funding body, HEFCE. A possible explanation for the overall findings lies in the manner in which the new fees regime has played out and the growth in overseas student numbers, which have led to a period of relative financial strength for many universities, in spite of the limited availability of capital grants during a period of austerity. Thus the focus of any ‘financialisation’ has tended to be on income rather than cost control – though how long this will continue is debateable, particularly in the case of universities with a relatively weak market position. This research contributes to the limited literature on management accounting in universities, particularly in the changing UK environment, and provides additional insights to Parker’s description of financialisation. In focusing on budgeting accuracy, it also highlights an issue that, though implicit, is rarely discussed in the management accounting literature.

The purpose of this research was to investigate the potential utilization of adventure education programs to provide an effective and innovative alternative for enhancing the college undergraduate experience. Initial research consisted of performing an indepth study of higher education's curriculum reform literature and studies and literature on adventure education programs. Specific components of the curriculum reform literature regarding character development were then correlated with attributes discovered in the adventure education literature. The interrelationship that developed provided a theoretical rationale from which to propose that adventure education programs could indeed address many of the objectives of the recommended curriculum.;The next step in the research was the implementation of a quasi experimental study designed to see if an adventure education program located in the traditional college curriculum was affecting the character of the students involved. Four character traits were targeted: responsibility, self-acceptance, socialization, and tolerance. The California Psychological Inventory was administered to the students during the first week of classes and again thirteen weeks later to detect changes. The scores were studied using the ANCOVA statistical method. None of the scores on the four personality scales were found to be significant at the.05 level. However, the sensitivity of the instrument to detect changes over such a short period of time was in question.;A qualitative questionnaire administered along with the posttest did reveal perceived changes in the character of the subjects. Confidence, responsibility, interpersonal or social skills. and risk taking were strongly perceived by the students as being positively affected by their participation in the adventure education course.;It was concluded that adventure education programs could provide an effective and innovative alternative for enhancing the college undergraduate experience. Adventure education programs, possibly more then any single incumbent program, have provided evidence in support of this claim. their implementation in the college curriculum should be considered.;Further study is needed in order to investigate the effectiveness of adventure programs in various settings in the college curriculum and in defining the specific components in the program that are responsible for positively affecting character development.

This dissertation analyzes the process of searching for and selecting a college or university president. Many researchers in the field of higher education have provided commentaries in the form of books and articles on the realities of search and selection procedures. as one composite voice, how do they assess the status of current hiring practices? Also, experts in presidential searches have offered their views on the subject in the form of search guides designed for boards of trustees and administrative personnel to make this activity better understood and more efficient. What the dissertation examines is whether or not these guides provide comprehensive treatment of the process of searching for and selecting a president.;In investigating these questions, the complex nature of the search and selection process is revealed. The analysis expands on what is discussed in the search guides. It focuses on what the search guides offer and what they do not. Recommendations for improving the presidential search and selection process based on this research are offered.

The purpose of this study was to investigate current practices by which Virginia college and university boards assess their president. of prime importance to this study was the degree to which criteria used to conduct presidential performance appraisal reflect accepted standards for personnel evaluation in higher education institutions. This study utilized a mixed design. Completed surveys received from 26 Virginia college and university board chairs (67 percent of the 39 schools targeted) were analyzed using descriptive statistics and Mann-Whitney and Kruskal-Wallis Test analyses. Twenty presidents from this sample's institutions were then interviewed to further explain and interpret how the variables that were revealed as a result of the survey differ and relate to each other.;Findings indicate that representatives of the 26 institutions taking part in the study conduct regular and systematic performance reviews of their president, most of which are informal in nature. Most participants agree on the criteria used to assess the president's performance. Although the criterion, Administrative Leadership and Management, surfaces as the most important factor overall, additional analyses indicate that it is the most important criterion in private liberal arts institutions, whereas Academic Leadership and Management is the most important appraisal criterion in public doctoral and research institutions. In addition, performance criteria currently in place are characteristic of the four attributes the Personnel Evaluation Standards advocates.;Thematic analyses revealed that Virginia board chairs and presidents alike are interested in presidential performance appraisal and want to do it well. Board chairs and presidents agree with higher education researchers that certain criteria are important to consider when reviewing the president's performance. These criteria center around: creation of a vision, being an advocate and role model for the institution, fostering good communication in an atmosphere of integrity, administrative skills, and financial management and fund raising skills.

The purpose of this exploratory study was to determine if urban universities truly support faculty in carrying out the universities' self-stated commitment to professional service. Professional service refers to significant professional activities outside the categories of teaching and scholarship that draw upon one's professional expertise in his or her academic discipline. A secondary purpose was to identify the incentives universities employ to encourage professional service.;Two public, urban universities in Virginia were studied for this project. The population for this study consisted of two groups at each of the two institutions: full-time faculty currently involved (within the past five years) in professional service activity and the continuing education administrator.;The case study approach was used and included content analysis of institutional documents related to professional service and survey analysis.;The main research question addressed was: at institutions which claim professional service as central to their mission, are there incentives or rewards for faculty participation? Five subsidiary research questions were also addressed: (1) Do institutions clearly define professional service? (2) Do institutions have clear cut incentives and rewards for professional service? (3) Are there negative consequences for faculty who engage in professional service? (4) Do institutional policies exist for evaluating professional service? (5) Do institutional leaders actively support professional service?;It was concluded that few incentives exist for faculty who choose to participate in professional service activity. From the perspective of the faculty respondents, this mission of continuing education and professional service as well as other non-research roles are not attractive areas to devote much professional time to, as the time spent on such activities competes with research time and instructional activity which represent greater potential for personal reward. Also, it was concluded that the definition and policy for professional service are often fragmented and vague.;The generalizability of the findings are limited because the faculty participants in this study hold appointments at public, urban universities. Similar studies including a larger number of faculty participants employed at different kinds of institutions would be helpful. Also, further study is needed on specific criteria for evaluating faculty professional service and the leadership role for professional service within the institution.

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