Governance and well-being in academia: Negative consequences of applying an agency theory logic in higher education

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dc.contributor.authorFranco-Santos, Monica
dc.contributor.authorNalick, Michael
dc.contributor.authorRivera-Torres, Pilar
dc.contributor.authorGomez-Mejia, Luis
dc.date.accessioned2017-10-05T14:58:49Z
dc.date.available2017-10-05T14:58:49Z
dc.date.issued2017-09-14
dc.description.abstractThis study examines the relationship between alternative university governance practices and staff well-being. Specifically, it investigates how people in academic and professional services roles are managed and how various governance mechanisms such as the use of performance measures and targets influence their sense of vitality and stress. Drawing from agency theory and stewardship theory research, the authors expected universities to align their governance practices to the nature of their employment roles to enhance well-being. Based on data collected in the UK, the authors find that, for some academic roles, there is a misalignment between the responsibilities and job demands and the way institutions govern people in such roles, which is shown to affect their well-being. These results suggest that well-being responses to governance mechanisms change, depending on the role an employee performs and the position he or she occupies. Interestingly, these data suggest that the governance and well-being experiences of academic leaders are more closely aligned with those of professional service leaders than with those of academics without leadership positions. Taking these data together, this investigation notes several shortcomings in the internal governance practices of higher-education institutions that can have unexpected consequences and require close attention and further research.en_UK
dc.identifier.citationFranco-Santos M, Nalick M, Rivera P, Gomez-Mejia L, Governance and well-being in academia: The negative consequences of applying an agency theory logic in higher education, British Journal of Management, Volume 28, Issue 4, October 2017, pp. 711-730en_UK
dc.identifier.cris17774707
dc.identifier.issn1045-3172
dc.identifier.urihttps://doi.org/10.1111/1467-8551.12249
dc.identifier.urihttps://dspace.lib.cranfield.ac.uk/handle/1826/12601
dc.language.isoenen_UK
dc.publisherWileyen_UK
dc.rightsAttribution-NonCommercial 3.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/
dc.titleGovernance and well-being in academia: Negative consequences of applying an agency theory logic in higher educationen_UK
dc.typeArticleen_UK

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