Identity constructions and sensemaking in higher education – a case study of Danish higher education department heads

Abstract

Academic values and norms have as a consequence of the wave of European higher education reforms been put under pressure by the increasing expectations and demands of flexibility, entrepreneurialism and accountability. This article examines how these changes affect identity construction processes at department head level in the case of Danish universities, and how these processes influence management practice. The analysis shows how the structural demands, institutional scripts and values, as well as personal cognitive frames result in very different identity dilemmas for department heads. Three different stereotypical department head types are presented and the implications of the characteristics of these types are discussed.