Performance funding and the academic profession: a New Zealand case study

Abstract

Purpose

In recent times, universities have been faced with the challenge of implementing neoliberal ideas as a survival tactic. For instance, there is increasing pressure on academics globally to publish because of performance funding and other metrics like global rankings, which consider where and how much academics publish. This study explores how neoliberalism in higher education has influenced the academic profession.

Design/methodology/approach

The study used two New Zealand universities as case studies to understand how the universities' academics respond to government formula for allocating public funding to universities and also how the universities respond to the changing higher education system in New Zealand. In total, 21 academics were interviewed and documents such as the strategic plans of the universities; policies, guidelines and procedures; Tertiary Education Union reports and media reports were analysed.

Findings

The study finds that neoliberal practices could lead to occupational stress that comes with the pressure to publish, increased teaching workload and casualisation of the academic job, especially amongst emerging academics.

Originality/value

Whilst the topic is not entirely original, this study is pertinent and offers the following advice to stakeholders. A university's success is a function of its academics, and academics perform at an exceptional level because academics want to, not because academics are being made to. Unless governments and universities address the intense competition that results from funding allocation procedures, the less well-off academics will fail and some will be forced to compromise the duties that academics have. A collaborative and collegial higher education system that focuses on serving the public good can be an alternative.

Citation

Sarpong, J. (2023), "Performance funding and the academic profession: a New Zealand case study", Higher Education, Skills and Work-Based Learning, Vol. 13 No. 3, pp. 502-514. https://doi.org/10.1108/HESWBL-12-2022-0288