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Title: Performance management in higher education : a grounded theory study
Author: Javadi, Seyed
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2013
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This study seeks to explore and understand the phenomenon of performance management in a university in Iran from perspectives of the university staff’s participants. In other words, this research attempts to better understand and acquire empirical knowledge of how a state affiliated university measures, manages and reports its performance, and how its main stakeholders as well as other factors affect the University’s overall performance. By conducting a grounded theory methodology within a qualitative and interpretive research paradigm and through a non-probabilistic purposive sampling, a cross section of fourty four key expert informants at different levels with different functions were sampled. The empirical part of this research was carried out over a period of two months. In addition, a second field trip was done to discuss initial findings with key interview participants. Data gathered were analysed and interpreted through using a set of coding procedures in grounded theory suggested by Strauss and Corbin (1990, 1998). Preliminary analysis resulted in an emerging conceptual model entitled “the exigent conformance model” which describes how the stakeholders and regulators triangular relationships constructed their realities and practices which resulted in the university’s overall exigent behaviour. Furthermore, a new theory emerged which uncovers the influencing role of such steering ciphers and drivers that affect the University’s functionality, causing “struggling for performance” throughout its activities which have gradually resulted in a “progression-regression performance”. The emergent theory (progression-regression performance) helps to explain and support the practices so that the ultimate performance of the university is improved. The analyses, resulting categories and conclusions have been approached through utilising the unique theoretical lens of New Institutional Sociology (NIS) theory. This research not only adds to the understanding of a complex phenomenon in a previously untouched context (understanding of what represents performance management practices and stakeholders interactions on the basis of a case university studied in a developing country), but it also contributes to the adoption of new methodology, use of new institutional theory of sociology (NIS), and emergence of the substantive “Progression-Regression Performance” theory.
Supervisor: Broad, Martin Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB2300 Higher Education