The increasing pressure to increase research productivity in higher education institutions (HEIs) has led many universities to
regulate faculty research activities through various accountability and incentive policies around the globe. However, few empirical studies
have been conducted to understand how university administrators and faculty make sense of these policies and implement them. The study sought
to understand how faculty and administrators from two disciplinary areas (health and arts/science/education), at a Saudi university,
understand, perceive and make sense of the university faculty research policies, while highlighting variation among the different levels of
institutional actors. The use of the sensemaking theory provided an in-depth analysis of how research policies unfold at the practice level,
while accounting for the power structure based on the faculty nationalities. The findings revealed divergent perceptions among the different
levels of institutional actors, which resulted in resistance among the implementers, and negative consequences on the faculty’s morale and
commitment. Furthermore, it highlighted the lack of involvement of faculty in decision-making as well as the lack of organizational changes
as barriers to policy implementation. / A Dissertation submitted to the Department of Educational Leadership and Policy studies in partial
fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2017. / October 31, 2017. / Includes bibliographical references. / Motoko Akiba, Professor Directing Dissertation; John Myers, University Representative; Marytza Gawlik,
Committee Member; Tamara Bertrand Jones, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_605088 |
| Contributors | Almubarak, Samaa H. (author), Akiba, Motoko (professor directing dissertation), Myers, John P. (John Patrick) (university representative), Gawlik, Marytza, 1973- (committee member), Jones, Tamara Bertrand (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (220 pages), computer, application/pdf |
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