Managing Human Resources in Higher Education: The Implications of a Diversifying Workforce

2004; and to professional managers, Whitchurch, 2006a and 2006b). Nevertheless, the challenges
created are demanding and there is, therefore, scope for further research, particularly in respect of the
changing career paths of both academic and professional staff.

Rapid and ongoing developments in the workforce map are likely to demand greater flexibility
than is offered by traditional organisational structures and processes. Examples of good practice in this
environment include specific arrangements for new entrants to the profession, such as career booster
schemes; mid-career fellowships and training in relation to both teaching and research; and more
flexible approaches to career paths and work-life balance
(www.uhs.berkeley.edu/facstaff/care/eldercare). Furthermore, human resources and staff development
professionals are also considering how they might interface most effectively with line managers, at all
levels, in the field (Knight, 2005). In developing their human resource strategies, therefore, institutions
may wish to take cognizance of examples of good practice that are beginning to emerge.

Notwithstanding differences in national systems that affect their autonomy, higher education
institutions are facing similar challenges in terms of the global environments in which they work and
the roles expected of them. To meet the demands of governments for mass higher education, a
strengthening of the national research base, and institutional involvement in partnership and enterprise,
an increasingly diversified workforce is required. This means, for instance, that career structures are
no longer necessarily homogeneous or linear, and that boundaries are blurring between academic and
professional roles. Individual institutions are, therefore, likely to become increasingly creative and
innovative in their approach to human resource management, which has become critical in the
building of institutional capacity for the future.

Note: Celia Whitchurch wishes to acknowledge the support of King’s College London and the
UK Leadership Foundation for Higher Education for the projects that have informed this paper.

The Authors:

Emeritus Professor George Gordon

Research Professor

Centre for Academic Practice and Learning Enhancement

University of Strathclyde

50 George Street

Glasgow G1 1QE

United Kingdom

E-mail: [email protected]

Celia Whitchurch

Visiting Research Fellow

Department of Management

School of Social Science and Public Policy

King's College London, Hodgkin Building, Guy's Campus

London SE1 9RT

United Kingdom

E-mail: [email protected]

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