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The Managerial Tutor: A producer of knowledge in a global arenaRoland Fletcheraa University of Glamorgan, UK

To cite this Article Fletcher, Roland(2007) 'The Managerial Tutor: A producer of knowledge in a global arena', Journal ofHigher Education Policy and Management, 29: 3, 303 314

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The Managerial Tutor: A producer ofknowledge in a global arena

Roland Fletcher*University of Glamorgan, Pontypridd, UK

The role of the educational professional and the speed at which educational reforms have been

introduced within higher education has transformed the academic into a manager. This is explained

through a variety of changes; for example, technology and the transformation of traditional

workplaces being replaced by virtual workplaces through the use of computing and advanced

communication networks. The UK government has developed the role of the academic by producing

policies that have initiated mass higher education and increased the number of knowledge-based

workers to manage employability within a global labour market. This process has produced the

managerial tutor. The managerial tutor is the amalgamation of the academic and manager who must

be committed to the development of total quality through the delivery of educational provision

within both domestic and global markets. This discussion draws upon the national and international

policies that have led to the various changes within higher educational institutions and the directeffect these changes have had on the role of the educational profession. It will be shown how tutors

have been re-positioned as knowledge producers for a knowledge economy in a global market, and

who must be able to trade through a new form of currencyeducation.

Introduction

The role of the educational professional is continuing to evolve as a result of the

impact of globalization and educational policies introduced and being introduced to

accommodate the needs of educational provision within a global market. The speed

at which educational reforms have been introduced has been referred to as a policyepidemic (Levin, 1998) and this epidemic has reformed the role of those who deliver

educational provision (Ball, 2001, p. 2). These changes, arguably, question the social

identity (Bernstein, 1996, p. 73) of those who provide and deliver education. As

Willmott (1993) suggests:

employees are simultaneously required, individually and collectively, to recognise and

take responsibility for the relationship between the security of their employment and their

contribution to the competitiveness of the goods and services they produce. (p. 522)

*Law School, University of Glamorgan, Pontypridd, Wales, UK CF37 1DL. Email: rfletch1

@glam.ac.uk

Journal of Higher Education Policy and Management

Vol. 29, No. 3, November 2007, pp. 303313

ISSN 1360-080X (print)/ISSN 1469-9508 (online)/07/030303-11

2007 Association for Tertiary Education Management

DOI: 10.1080/13600800701457897

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Consequently, the role of the tutor or lecturer has mutated and produced the

manager (Ball, 2001, p. 5). The impact of the managerial role placed upon the tutor or

lecturer has led to the educational profession emulating the business techniques of the

private sector and undertaking self-management. This has produced a new identitythe managerial tutor who must be committed to the development of total quality

management within their institution. It will be argued that this approach fits with a

framework that will allow education to be used as a global product in a knowledge-

based economy. Peters (2003) discusses the work of Carnoy and Rhoten (2002), who

believe that a knowledge economy is fundamental to the development of a global

economy. The need to supply this knowledge is shaping and reconstructing

educational institutions. It will be shown how education in a knowledge-driven global

economy presents many challenges for the teaching profession. The profession needs

to respond to the proliferation of macro policies introduced by successive British

governments in order to produce a world-class education system (Bottery, 2004, p. 1)

that is flexible and able to compete at a global level.

It is within this context that the provision of education and the role of the

educational profession will be evaluated in order to understand todays practices and

educational activities within higher educational institutions. Assessing some of these

macro policies and their impact on the educational profession will deepen

understanding and broaden perception of the role of the educational profession.

Certain government policies have resulted in higher educational institutions

adopting a business strategy and producing a culture and language that is best

suited to multinational organizations. This goes some way to explain why theimplementation of best business practices (e.g. performance targets) dominates the

policy agenda; promoting the development of domestic structures alongside an

increasing number of students. This is instrumental in the British governments

White Paper The Future of Higher Education (DES, 2003a, p. 57), which discusses the

expansion of higher education to meet the needs of the UK (global) economy. This

has had a direct effect upon the educational profession, who has implemented the

demands and initiated mass higher education to increase the number and

employability of knowledge-based workers within a global labour market. This will

be considered in conjunction with changes introduced in the 1990s that have madeuniversities more accountable and, again, changed the role of the academic by

increasing their managerial responsibilities.

International Boundaries and Higher Education

Globalization and education needs to be viewed as a whole unit and not as a member

state joining another state and being part of an economic community. For example,

Waters (1995) believes that our preconceived ideas and understanding of a global

economy needs to be re-evaluated because of the advancement of technology

emails and the Internet have built bridges between continents. He suggests (Waters,

1995, p. 3) that we need to view globalization as a social process in which the

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constraints of geography on social and cultural arrangements recede and in which

people become increasingly aware that they are receding. Within this framework

Peters (2003) believes that:

The transformation of knowledge production and its legitimationare central to an

understanding of globalization and its effects on education policy. If transformation in

knowledge production entails a rethinking of economic fundamentals, the shift to a

knowledge economy also requires a profound rethinking of education as emerging forms

of knowledge capitalism, involving knowledge creation, acquisition, transmission and

organization. (p. 363)

Peters (2003) model mirror images a culture of competitive performance being

used to introduce a culture in which targets are used as an inducement to bring about

changes inside an organization to produce self-management and school improve-ments (Ball, 2001, p. 5). This, it is suggested (Du Gay, 1996, p. 62), allows for

individual initiative and an opportunity for every member of an organization to

develop their full potential and deliver the services of the organization. Therefore,

the reformation of the education system and the delivery of this knowledge is being

carried out through the work of the manager, the new hero of educational reform

(Ball, 2001, p. 5). This is linked directly to Peters (2003) perception and the re-

packaging of education as a product or a commodity to export. This, in turn, has

developed the role of the academic, who must develop the infrastructure of the

organization by redesigning or producing programmes to accommodate the

transmission of this intellectual property within a global market.

A global community is about sharing and merging economic policies that include

educational provision, and at the same time produces economic globalization. This

view is supported by Burton-Jones (1999, p. vi), who believes that knowledge is the

most important form of capitalism in a global community. His evaluation of various

reports produced by the Organization for Economic Cooperation and Development

(OECD) (1996a; 1996b; 1996c) and the World Bank (1994; 1998) suggests that

there should be a coalition between education, learning and work. This approach is

now being adopted by national governments. For example, the World Bank (1998,

p. 2) report draws upon the connection between knowledge and the role universitiesplay in the development of future industries around the world and, as Burton-Jones

(2003, p. 317) points out, a fact not missed by countries like China who are busy

restructuring their university system for the knowledge economy. The role of the

World Bank is changing to accommodate these advancements. This approach is

supported by the former Chief Economist, Joseph Stiglitz, of the World Bank, who

wrote: We now see economic development as less like the construction business and

more like education in the broad, and comprehensive sense that covers knowledge,

institutions and culture (Stiglitz, 1999, p. 2). If this is correct, then the role of the

educational profession and the management of education within this framework(model) are being recycled to produce a new type of educational professionthe

managerial tutor.

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Management of Knowledge and the Educational Professional

By the middle of the 1980s there was an international focus on higher education and its

role within a global economy. The political agenda centred on a transition from elite to a

mass system that would produce a workforce with the necessary knowledge and skills

needed within a global marketplace (Marginson, 1993; Dudley & Vidovich, 1995). This

market has been developed by domestic governments, which liaise with international

governmental organizations in order to trade within each others market. A prime

example is the World Bank, which supports developing countries by attempting to

engage in a free market by negotiating and eliminating trade barriers. This is made

possible by providing financial incentives for developed countries, who subsequently

allow developing countries to participate in their (developed) market by removing any

economic barriers. This demonstrates the relocation of political power, within a global

economy, and should not be overlooked as it allows for a global community to prosper,while at the same time it illustrates political power being removed from a nation State in

exchange for increased global competitiveness. However, Bottery (2004, p. 4) believes

this approach has led to domestic States limiting their future prospects by locking

themselves into international financial arrangements and, at the same time, providing

the knowledge and skills to compete within this market.

When considering the impact of globalization upon the educational professional,

the correlation between economics and a nation States dependency upon a global

market must not be overlooked. For example, the management of knowledge has

introduced the notion of intellectual capital (see Stewart, 1998). This capital places

the educational profession within a global market that must now trade through a new

form of currencyeducation. This has placed even greater pressure on the

educational profession and has brought about a fundamental change that has

increased managerial responsibility and fostered the role of the managerial tutor. Ball

(2001, p. 5) believes: The act of teaching and the subjectivity of the teacher are both

profoundly changed within the new management panopticism (of quality and

excellence) and the new forms of entrepreneurial control (through marketing and

competition). This has resulted in the introduction of various policies and piecemeal

legislation that continues to shape the infrastructure of higher educational

institutions and the role of the education profession.

A Quasi-Independent State of Affairs

Many of these rapid changes came about at a time when the global market was under

economic constraints and domestic governments were being placed under increased

pressure to reduce public expenditure and at the same time demonstrate higher

educational institutions were indeed value for money. The British governments

response was to reduce funding (inputs) and instead introduced a new system of

funding based upon outcomes and structured around performance indicators(Van Vught & Westerheijden, 1994). Therefore, the relaxation of State support has

re-positioned higher educational institutions and produced a quasi-independent

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state of affairs. For example, the Further and Higher Education Act 1992 initially

redesigned the framework that governs higher education and led to the introduction

of funding councils. This in turn produced a stringent system dealing with quality

assurance and has made universities more accountable. Between 1992 and 1994 aproliferation of reports were published dealing with the future of higher education.

Many of these reports focused on the changes needed to increase student numbers

and how to manage mass higher education (HEFCE, 1993; Morley, 2003, p. 16)

and the overseas market. The current position is that successive governments have

achieved greater control over universities through the implementation of quality

(macro) policies that are linked directly to funding mechanisms. The educational

profession implements policies and quality is measured through productivity and

providing student (customer) satisfaction (Morley, 2003, p. 17). This is illustrated

through the work of Gibbs (1997), who produced a report for the HEFCE to

examine various approaches to teaching and learning. Gibbs concluded that

funding should be linked to learning strategies. This is known as incentive funding

and has been adopted by some higher educational institutions in the United States

(Morley, 2003). This strategy, arguably, is forcing an educational institution to

demonstrate their worth and how they are performing in the market. Currie and

Newson (1998) are critical of this approach and believe that:

Performance indicators have opened up the possibility of gaining control over the

academic work process; that is, of shifting from collegial forms of control within

autonomous institutions to managerial forms that give priority to objectives that are not

necessarily academic. (p. 178)

Orzach (1992) examined the use of performance indicators within a global setting

and their effect upon the role of the educational profession. He focused on the

production and process of universal standards and believes that the introduction of

international performance indicators would produce a single global university

system. This may be the next stage but Orzachs recommendations need careful

consideration, alongside issues of quality control, before they are realized.

Quality assurance in a global market has involved a degree of change for many

academics, who must now produce and deliver programmes not only for a domesticaudience but also for a global audience. This involves a degree of multiskilling

academics have to operate as managers and providers of educational provision

hence the term managerial tutor. Given the increased pressure placed upon

managerial tutors to achieve various political goals; that is, provide quality education

and manage projects, it is arguable that professional knowledge is at risk in favour of

managerialism. Peters (2003) believes that the tide will not turn and he suggests that:

In the age of knowledge capitalism, we can expect governments in the West to further

ease themselves out of the public provision of education as they begin in earnest to

privatise the means of knowledge production and experiment with new ways of designingand promoting a permeable interface between knowledge business and public education

at all levels. (p. 376)

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It would seem that national government policy is re-positioning the role of the

educational professional through a new educational system designed to meet the needs

of a global educational market. Furthermore, this approach has redefined higher

education and brought about significant changes for the educational profession.

Redefining Higher Education

Higher educational institutions have changed radically over the past 30 years (Foley,

2004, p. 3). The very idea of every university being a corporate campus, competing in a

global market, while every project is overseen by the educational professional who must

manage, produce and deliver the project adds weight to the saying that every

professional person should understand themselves to be a leader (McWilliam et al.,

1999, p. 60). This in itself is a paradoxknowledge producers are expected to operate

managerially (re-positioned), while being led by macro policies. It tends to sum up the

phrase: responsibility without any authority. For example, Foley (2004) suggests that

education has become another product that can be sold within a global market and, in

order to do so, providers of educational provision have adapted their role and

restructured their organisations to compete in this market. Foley (2004, p. 132) clearly

describes this evolutionary process: The mantra of neoliberal economics is endlessly

repeated: adult education must help economies become lean, mean and internationally

competitive. The educational profession has thus been re-invented in order to deliver

teaching and learning for a new market. In conjunction with this political policy is the

re-shaping of the educational profession, driven by domestic and international marketsrather than the will of the educational profession. Kenway et al. (2004) believes:

that current knowledge economy policies and innovation systems tend to ignore the

distinctive features of universities and scholarly communities and that, in so doing, they

put in peril aspects of what they seek to achieve and much else besides. This is a damning

statement and arguably reflects the current infrastructure within which the educational

profession operates. (p. 331)

The infrastructure of higher educational institutions and the duties placed upon

the education profession has been examined by Miller (1995), who carried out an

assessment of the decision-making processes within UK universities. His findings

revealed the feelings of many academics who are adapting to their new roles and

found that tutors have become managers as well as providing educational provision.

Miller (1995) illustrates the feelings of one academic who was interviewed. This

short extract demonstrates the impact such change is having upon the roles of

educational professionals:

Its the ethos of the market, the language being used is the management style, completely

market led, almost a profit driven type of enterprise and we thought we were academics.The talk is of clients or consumers rather than students. But the management style is

discredited, [sic] it uses techniques which are pretty naff [outdated and na ve] in terms of

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modern business practice the breaking up of academic communities into a rigid

hierarchical structure. We used to elect Deans! (p. 58)

Bottery (2004, p. 7) refers to such organisations as a knowledge-based companyand Stewart (1998, p. 189) believes that the job of managers and leaders then moves

from the traditional one of POEM (plan, organize, execute and measure) to that of

DNA (define, nurture, allocate). These organizations are referred to as learning

organizations (see Bottery, 2004) and the re-positioning of the educational

profession as managerial tutor accommodates this structure. It is arguable that this

structure appears to be a good model; it demonstrates a flexible system, allowing

individuals to develop and promote education through new projects and collaborate

with an overseas market. Alternatively, it may be viewed as a free market that has

allowed universities to manage themselves and have been emancipated by the State.

For example, government intervention has been relaxed but is still an interveningplayer (Currie & Newson, 1998, p. 145) when it comes to accountability and shaping

the role of the managerial tutor in an ever-expanding higher education system.

Mass Education and the Role of the Profession

The expansion of higher education across national and international boundaries has

increased the need to monitor and ensure quality assurance is maintained. Morley

(2003, p. 91) believes this has both re- and de-professionalize[d] academics.

Research on the de-professionalization of educationalists suggest that removing theeducators discretion in the area of pedagogy and imposing specific teaching

practices in order to meet a bureaucratic criteria imposed by the quality assurance

agency, has constrained innovation and autonomy (Bottery & Wright, 1997).

However, the need to have an external body such as the Quality Assurance Audit

(QAA) to enhance quality and maintain professionalism is supported by Hart (1997,

p. 305), who suggests that everyone needs a voice of contradiction somewhere,

which may also be a voice of conscience, to keep them up to the mark. The balance,

it would seem, is between whether the external body replaces the judgement of the

educational professional by asserting that quality assurance becomes the norm

(Morley, 2003). For example, policy, formulated by central government andmonitored by QAA, is how the educational profession is evolving and how the

profession will continue to develop.

Maintaining quality within higher education is importantparticularly as

domestic governments are producing policies to export education to developed

economies, which in turn are reliant upon the production of knowledge and skills

being produced by higher educational institutions to enhance employability (Brown

et al., 2003, p. 107). However, the strong links between accountability and

government funding may be seen as a mechanism to dilute the decision making

process of an organization, which must comply with the demands of a government,and increases pressure to seek funding from overseas projects. Therefore, the

relationship between the monitoring of quality assurance, funding and the

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implementation of global policies has placed even more pressure on those who

provide educational provision. For example, the future of work in the 21st century is

being promoted through a knowledge-based economy, a political objective of the

current British government, and is being fostered through higher education.Consequently, the globalization of educational requirements has produced an

interdependent relationship between education and the worlds economic needs

(Spring, 1998, p. 6). This relationship is a two-way process that allows for mutual

benefits; for example, a global economy needs a high standard of education to be

able to compete and educational institutions are dependent upon a strong economy

to achieve its goals. However, globalization is not just about market forces (although

this is a dominating factor), it is also about cultural integration and social practices.

This is evident when Currie and Newson (1998, p. 1) discuss the shrinkage of time

and space and distinguish between globalization that has speeded-up methods of

communication, allowing individuals to think globally, within the world of business.

It is within the latter perception that the role of the educational profession is being

influenced. Within this framework the priorities of universities have become part of

the political policies being played out through educational institutionsto support a

knowledge based society and the economy. This approach gives a deeper

understanding of why universities are being restructured and the roles of academics

are changing through the implementation of business models that are more

commonly associated with multinational corporations. This is linked directly to

government policies that regulate higher educational institutions, and demonstrates

central government obtaining more control over universities through their policies,while increasing accountability and its relationship with funding.

A Universal Relationship

The globalization of higher education suggests there is a universal move to

economic, political and social relationships. However, Currie and Newson (1998,

p. 2) believe this is far from the truth and argue that each country modifies their

economic and political philosophies to demonstrate a harmonized structure with

other nations, whilst maintaining an individualist approach. This, they believe,

accommodates the notion of choice while allowing for modification to be party to a

wider agenda. If Currie and Newsons (1998) model is accepted, then the role of the

educational profession is changing to fit with a traditional business modelsupply

and demandwhilst keeping overheads down. If this is correct then there is a

conflict of interest between the role of the academic in a higher educational

institution, which is to encourage critical thinking within society and not merely to

reproduce the product. Currie and Newson (1998) echo these very concerns:

we are particularly concerned about the future of universities in that we believe a

significant factor in their functioning is to encourage critical thinking within society.They are institutions where broadly based knowledge is supposed to be developed and

disseminated widely, for social purposes. If the university is silenced, who will be able to

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maintain critical judgments within society and speak with a critical voice to the wider

community? (pp. 23)

Higher educational institutions must be more than mere engines to implementpolitical policy; they must maintain integrity through independent critical analysis of

social issues (see Currie & Newson, 1998, p. 3). For example, Halsey (1992) is

critical of the way universities in the UK have responded to the economic pressures

placed upon them:

Managerialsim gradually comes to dominate collegiate cooperation in the organisation of

both teaching and researchResearch endeavours are increasingly applied to the

requirements of government or industrial demands. The don becomes increasingly a

salaried or even a piecework labourer in the service of an expanding middle class of

administrators and technologists. (p. 13)

The re-positioning of the role of the educational profession is a direct result of

government policy to produce a global producteducationwhich needs to be

repackaged in order to compete in a worldwide market. In conjunction with this,

Polster and Newson (1998, p. 180) argue that the introduction of universal

standards, linked to funding, for higher education may allow for the creation of

a single global system. With governments focusing on the supply side; the demand

to provide this provision lies with the educational profession, which must continue to

adapt and evolve with current trends. This is evident through the efforts being made

to introduce a universal qualification framework to provide increased compatibility

(OECD, 1994; 1997a). This approach supports Orzachs (1992) argument to

introduce universal performance indicators and the engagement of the managerial

tutor to produce such a frameworkherein may lie the future.

Conclusion

The implementation of political policy, to compete within a global market, has had a

significant impact upon the role of the educational profession. The restructuring of

educational institutions to package their product and export this commodity hascreated the managerial tutor. Managerial skills are needed to implement macro

policies, which are monitored by central government through QAA, whilst sustaining

a knowledge-based economy in a global arena. There is no doubt that performance

indicators have taken away academic autonomy and engineered a managerial model

for the academic. This model does not prioritise academic objectives but instead

focuses on performance targets. This has re-positioned the role of the educational

profession, which must create and operate a knowledge-based company and

collaborate with an overseas market. The role of the educational profession, as

knowledge producers for a knowledge economy, is linked directly to the relationshipbetween political policies. This relationship continues to re-shape the infrastructure

of universities and, at the same time, has increased accountability and the pressure to

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perform. This inter-related relationship dominates the role of the educational

profession. Critical thinking and its dissemination are being curtailed unless it pays

for itself. As Halsey (1992) argues (above) this has taken away the right of the

academic to research unless it is funded by a project. Knowledge, as a product, andthe repacking of the product for the overseas market has changed the social identity

of those who are providing educational provision. The academic has evolved and the

result is the managerial tutor. The role of the managerial tutor has replaced the

traditional academic by developing multiple skills. These skills are used to achieve

political goals by producing, managing and delivering projects through a global

market.

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