ror.org/02grkyz14
Résumés
Abstract
This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen’s, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is important because the SMA process is unique in Ontario, and universities’ responses revealed aspects of their self-understanding. We adopted an organizational theory approach to understand the structure and nature of universities as organizations and explored how they might confront pressures for change. Analysis of the universities’ own proposed strategic mandates found elements of both conformity and striking differentiation, even within this sample of five research-intensive university SMAs. Directions for further work on this planning exercise and on higher education reform more generally are discussed.
Résumé
Cet article propose une analyse empirique de l’exercice de planification de l’accord sur le mandat stratégique dirigé par l’Ontario. En nous penchant sur les mandats stratégiques autogénérés de cinq universités (McMaster, Ottawa, Queen’s, Toronto et Western), nous nous demandons quel a été l’effet de cet exercice de vision stratégique sur ces universités. La réponse à cette question est d’une grande importance puisque le processus d’accord sur le mandat stratégique est unique en Ontario. Pour les universités, les effets relevés ont révélé des aspects de leur propre compréhension. Pour comprendre la structure et la nature des universités en tant qu’organisations, nous adoptons une approche organisationnelle axée sur la théorie, et étudions comment ces institutions pourraient affronter la pression du changement. Une analyse des mandats stratégiques proposés par les universités révèle des éléments de conformité ainsi qu’une différenciation frappante, même au sein de cet échantillon de cinq accords sur le mandat stratégique d’universités axées sur la recherche. En outre, l’article donne des directives quant aux travaux subséquents relatifs à l’exercice de planification, plus précisément quant à une réforme en enseignement supérieur.
Parties annexes
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