The social origins of university governance: The role of power and knowledge in higher education

Higher education has seen several decades of research surrounding university governance. Each scholar engaged in these discussions have sought to provide an understanding of the underlying mechanisms at work in the functioning of the university. In providing an explanation of governance the researchers have sought to develop theories that both explain and predict. The argument put forth is that, if we can understand the mechanisms of governance, then we can work to improve conditions and anticipate potential actions, is the line of reasoning that is argued. What has happened, with this type of thinking is that university governance has taken a positivist bend. In the movement toward objective analysis, higher education governance has lost some of the human element. To regain the social context of university governance there needs to be another conceptual understanding of this topic. The new conceptual understanding comes from the inclusion of a social constructivist perspective.

By understanding that universities are composed of people, in incorporating an individualistic approach it is possible to refine the theories that seek to explain how a university functions. By conducting research that incorporates a social construction of university governance can serve as a starting point. An element in the social construction of reality that is important to understand is power and power relationships that form knowledge. With that in mind this dissertation seeks to provide greater understanding of the micropolitical relationships of power and knowledge that form in university department. Using a grounded theory approach, it is possible to develop new theories of power and knowledge that can seek to advance understandings of university governance from the standpoint of the social constructs of human relationships.