Organizational changes towards a European academic field. A case study of frictions in the narratives of Europeanization at a German university from an institutional perspective

• Published in: Innovation (Abingdon, England) England), 2018-10, Vol.31 (4), p.484-503
• Main Author: Lueg, Klarissa
• Format: Article
• Language: English
• Subjects: Academic departments; Case studies; College faculty; College professors; Colleges & universities; Consciousness; counter-narrative; Europeanization; Globalization; Governance; Higher education; institutional theory; isomorphism; Leadership; Legitimacy; narrative; Narratives; National standards; Operational definitions; organization; Organization theory; Organizational change; Organizational research; Organizational structure; Questionnaires
• ISSN: 1351-1610; 1469-8412
• DOI: 10.1080/13511610.2018.1490637

Purpose: Departing from institutional theory and the concept of organizational narratives, this study identifies frictions between university professors and university governance. These frictions pertain to the construction and operationalization of university Europeanization, on the way towards a Europeanized academic field. The organization in this study is in a discursive stand-by position, caused by both organizational structures, and contradicting accounts of Europeanization. Design: The data set comprises, first, a thematic analysis of the official internationalization strategy pursued by the university, and an interview with its initiator. Second, a thematic analysis of semi-structured interviews with 13 professors is conducted, complemented by responses to short standardized questionnaires. Findings: The change process is described as mimetic isomorphism, and faculty opposes normative isomorphic change. Three main areas of friction are identified. First, this study demonstrates that professors and university leadership construct Europeanization differently. Second, professors express a high awareness of independence from university governance. Third, professors appear to partially align their and their staff's research activities with national standards. The university leadership, pushing for Europeanized standards, acknowledges the legitimacy of these conflicting strategies. Implications and Value: The Europeanization of higher education is investigated from an institutional-narratological view in an attempt to connect organizational research with research on societal Europeanization. Europeanization is subjected to intra-organizational struggles over the interpretation of the term. Counter-narratives of what Europeanization means should be recognized in order to pursue a pluralistic notion of Europeanization.