Origin and evolution of the legitimacy management in higher education

Ana  Cruz-Suárez; Domenico  Marino; Camilo Prado-Roman

doi:10.35564/jmbe.2020.0007

Authors

Ana Cruz-Suárez Rey Juan Carlos University https://orcid.org/0000-0001-5525-3695
Domenico Marino Università Mediterranea di Reggio Calabria https://orcid.org/0000-0003-3491-2625
Camilo Prado-Roman Rey Juan Carlos University https://orcid.org/0000-0002-1540-0643

DOI:

https://doi.org/10.35564/jmbe.2020.0007

Keywords:

legitimacy, higher education, management, bibliometrics, citespace, intellectual structure, co-citation

Abstract

What is being researched and which is the sources of knowledge? Those are questions that researchers ask in the construction of new scientific advances. Research on legitimacy and higher education has grown in recent years. This make difficult to get a current view of the situation in which this field of research is. The purpose of this research is to identify and visualize the current state of research in the field of legitimacy and higher education. Through a bibliometric methodology based on co-citations, the current intellectual structure of this research field is analyzed. Furthermore, the main research areas, the main contributors and the means of dissemination of this knowledge are identified. This work contributes to the development of the field of legitimacy and higher education by providing an integral vision of the situation of this domain, a starting point and an adequate theoretical basis for researchers to build new advances.

Downloads

Download data is not yet available.

References

Aparicio, G., Iturralde, T., & Maseda, A. (2019). Conceptual structure and perspectives on entrepreneurship education research: A bibliometric review. European Research on Management and Business Economics, 25(3), 105–113.

https://doi.org/10.1016/j.iedeen.2019.04.003

Cachón Rodríguez, G., Gómez Martínez, R., Martínez Navalón, J. G., & Prado Roman, C. (2019). INTELIGENCIA ARTIFICIAL PARA PREDECIR LA LEALTAD A LA UNIVERSIDAD. Journal of Management and Business Education, 2(1), 17–27.

https://doi.org/10.35564/jmbe.2019.0003

Cachón Rodríguez, G., Prado Román, C., & Zúñiga-Vicente, J. Á. (2019). The relationship between identification and loyalty in a public university: Are there differences between (the perceptions) professors and graduates? European Research on Management and Business Economics, 25(3), 122–128.

https://doi.org/10.1016/j.iedeen.2019.04.005

Chedrawi, C., Howayeck, P., & Tarhini, A. (2019). CSR and legitimacy in higher education accreditation programs, an isomorphic approach of Lebanese business schools. Quality Assurance in Education, 27(1), 70–81.

https://doi.org/10.1108/QAE-04-2018-0053

Chen, C. (2006). CiteSpace II: Detecting and visualizing emerging trends and transient patterns in scientific literature. Journal of the American Society for Information Science and Technology, 57(3), 359–377.

https://doi.org/10.1002/asi.20317

Chen, C., Chen, Y., Horowitz, M., Hou, H., Liu, Z., & Pellegrino, D. (2009). Towards an Explanatory and Computational Theory of Scientific Discovery. Journal of Informetrics, 3(3), 191–209.

Chen, C., Ibekwe-SanJuan, F., & Hou, J. (2010). The Structure and Dynamics of Co-Citation Clusters: A Multiple-Perspective Co-Citation Analysis. Journal of the American Society for Information Science and Technology, 61(7), 1386–1409.

https://doi.org/10.1002/asi.21309

Christensen, L. J., Peirce, E., Hartman, L. P., Hoffman, W. M., & Carrier, J. (2007). Ethics, CSR, and Sustainability Education in the Financial Times Top 50 Global Business Schools: Baseline Data and Future Research Directions. Journal of Business Ethics, 73(4), 347–368.

https://doi.org/10.1007/s10551-006-9211-5

Clegg, S. (2012). Conceptualising higher education research and/or academic development as ‘fields’: a critical analysis. Higher Education Research & Development, 31(5), 667–678.

https://doi.org/10.1080/07294360.2012.690369

De Boer, H. F., Enders, J., & Leisyte, L. (2007). Public sector reform in dutch higher education: the organizational transformation of the university. Public Administration, 85(1), 27–46.

https://doi.org/10.1111/j.1467-9299.2007.00632.x

Díez-de-Castro, E., Peris-Ortiz, M., & Díez-Martín, F. (2018). Criteria for Evaluating the Organizational Legitimacy: A Typology for Legitimacy Jungle. In E. Diez-de-Castro & M. Peris-Ortiz (Eds.), Organizational Legitimacy (pp. 1–21).

https://doi.org/10.1007/978-3-319-75990-6_1

Diez-Martin, F. (Ed.). (2019). CARTA DEL EDITOR. Journal of Management and Business Education, 2(2), 66–68.

https://doi.org/10.35564/jmbe.2019.0007

Diez-Martin, F., Blanco-Gonzalez, A., & Prado-Roman, C. (2019). Factors Affecting Individual Decisions Based on Business Legitimacy. Journal of Promotion Management, 25(2), 181–199.

https://doi.org/10.1080/10496491.2018.1443308

Díez-Martín, F., Blanco-González, A., & Prado-Román, C. (2020). The intellectual structure of organizational legitimacy research: a co-citation analysis in business journals. Review of Managerial Science.

https://doi.org/10.1007/s11846-020-00380-6

Díez-Martín, F., Prado-Roman, C., & Blanco-González, A. (2013). Beyond legitimacy: legitimacy types and organizational success. Management Decision, 51(10), 1954–1969.

https://doi.org/10.1108/md-08-2012-0561

Farrugia, C. A., & Lane, J. E. (2013). Legitimacy in Cross-Border Higher Education. Journal of Studies in International Education, 17(4), 414–432.

https://doi.org/10.1177/1028315312464379

Ferlie, E., Musselin, C., & Andresani, G. (2008). The steering of higher education systems: a public management perspective. Higher Education, 56(3), 325–348.

https://doi.org/10.1007/s10734-008-9125-5

Hinings, C. R., & Greenwood, R. (2002). Disconnects and Consequences in Organization Theory? Administrative Science Quarterly, 47(3), 411.

https://doi.org/10.2307/3094844

Hinton-Smith, T. (2012). Widening Participation in Higher Education.

https://doi.org/10.1057/9781137283412

Hou, J., Yang, X., & Chen, C. (2018). Emerging trends and new developments in information science: a document co-citation analysis (2009–2016). Scientometrics, 115(2), 869–892.

https://doi.org/10.1007/s11192-018-2695-9

Huarng, K.-H., & Rey-Martí, A. (2019). Special issue on digital transformations and value creation in management. European Journal of Management and Business Economics, 28(2), 110–113.

https://doi.org/10.1108/ejmbe-07-2019-140

Hühn, M. P. (2014). You Reap What You Sow: How MBA Programs Undermine Ethics. Journal of Business Ethics, 121(4), 527–541.

https://doi.org/10.1007/s10551-013-1733-z

Khurana, R., & Spender, J. C. (2012). Herbert A. Simon on What Ails Business Schools: More than ‘A Problem in Organizational Design.’ Journal of Management Studies, 49(3), 619–639.

https://doi.org/10.1111/j.1467-6486.2011.01040.x

Krücken, G., & Meier, F. (2006). Turning the University into an Organizational Actor. In G. S. Drori, J. W. Meyer, & H. Hwang (Eds.), Globalization and Organization: World Society and Organizational ChangePublisher. Oxford University Press.

Lafuente-Ruiz-de-Sabando, A., Zorrilla, P., & Forcada, J. (2018). A review of higher education image and reputation literature: Knowledge gaps and a research agenda. European Research on Management and Business Economics, 24(1), 8–16.

https://doi.org/10.1016/j.iedeen.2017.06.005

Leslie, D. W. (1973). Legitimacy of Governance In Higher Education: A Comparative Study. Educational Administration Quarterly, 9(3), 96–114.

https://doi.org/10.1177/0013161X7300900307

Little, D., & Green, D. A. (2012). Betwixt and between: academic developers in the margins. International Journal for Academic Development, 17(3), 203–215.

https://doi.org/10.1080/1360144X.2012.700895

Loewenstein, J., Ocasio, W., & Jones, C. (2012). Vocabularies and Vocabulary Structure: A New Approach Linking Categories, Practices, and Institutions. The Academy of Management Annals, 6(1), 41–86.

https://doi.org/10.1080/19416520.2012.660763

Luckett, K., & Hunma, A. (2014). Making gazes explicit: facilitating epistemic access in the Humanities. Higher Education, 67(2), 183–198.

https://doi.org/10.1007/s10734-013-9651-7

Mampaey, J., Brankovic, J., & Huisman, J. (2019). Inter-institutional differences in defensive stakeholder management in higher education: the case of Serbia. Studies in Higher Education, 44(6), 978–989.

https://doi.org/10.1080/03075079.2017.1405253

Martínez-Navalón, J. G., Blanco-González, A., & Del-Castillo-Feito, C. (2019). ANÁLISIS COMPARADO DE LA SATISFACCIÓN DE LOS ESTUDIANTES Y DOCENTES EN LA UNIVERSIDAD PÚBLICA ESPAÑOLA. Journal of Management and Business Education, 2(1), 36–47.

https://doi.org/10.35564/jmbe.2019.0005

Maton, K. (2009). Cumulative and segmented learning: exploring the role of curriculum structures in knowledge‐building. British Journal of Sociology of Education, 30(1), 43–57.

https://doi.org/10.1080/01425690802514342

Maton, K. (2014). Knowledge and Knowers. Towards a realist sociology of education.

https://doi.org/10.4324/9780203885734

Miotto, G., González, A. B., & Del Castillo Feito, C. (2018). Social responsibility: A tool for legitimation in Spanish universities’ strategic plans. Tripodos.

Miotto, G., Polo López, M., & Rom Rodríguez, J. (2019). Gender Equality and UN Sustainable Development Goals: Priorities and Correlations in the Top Business Schools’ Communication and Legitimation Strategies. Sustainability, 11(2), 302.

https://doi.org/10.3390/su11020302

Muller, J. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22(3), 205–226.

https://doi.org/10.1080/13639080902957905

Paradeise, C., Reale, E., Bleiklie, I., & Ferlie, E. (2009). University governance : Western European comparative perspectives. Springer.

Paradeise, C., & Thoenig, J.-C. (2013). Academic Institutions in Search of Quality: Local Orders and Global Standards. Organization Studies, 34(2), 189–218.

https://doi.org/10.1177/0170840612473550

Pascual-Nebreda, L., Díez-Martín, F., & Prado-Román, C. (2019). The Intellectual Structure of the American Behavioral Scientist: Five Decades of Research. American Behavioral Scientist, 000276421876658.

https://doi.org/10.1177/0002764218766581

Salmi, J. (2009). The Challenge of Establishing World Class Universities.

https://doi.org/10.1596/978-0-8213-7865-6

Shafique, M. (2013). Thinking inside the box? Intellectual structure of the knowledge base of innovation research (1988-2008). Strategic Management Journal, 34(1), 62–93.

https://doi.org/10.1002/smj.2002

Shay, S. (2012). Educational development as a field: are we there yet? Higher Education Research & Development, 31(3), 311–323.

https://doi.org/10.1080/07294360.2011.631520

Small, H. (1973). Co-citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for Information Science, 24(4), 265–269.

https://doi.org/10.1002/asi.4630240406

Tomlinson, M. (2017). Student perceptions of themselves as ‘consumers’ of higher education. British Journal of Sociology of Education, 38(4), 450–467.

https://doi.org/10.1080/01425692.2015.1113856

Wakeling, P., & Savage, M. (2015). Entry to Elite Positions and the Stratification of Higher Education in Britain. The Sociological Review, 63(2), 290–320.

https://doi.org/10.1111/1467-954X.12284

Wilkins, S. (2016). Establishing international branch campuses: a framework for assessing opportunities and risks. Journal of Higher Education Policy and Management, 38(2), 167–182.

https://doi.org/10.1080/1360080X.2016.1150547

Wilkins, S., & Huisman, J. (2012). The international branch campus as transnational strategy in higher education. Higher Education, 64(5), 627–645.

https://doi.org/10.1007/s10734-012-9516-5

Williams, J. (2013). Consuming Higher Education : Why Learning Can’t be Bought.

https://doi.org/10.5040/9781472552839

Zupic, I., & Cater, T. (2015). Bibliometric Methods in Management and Organization. Organizational Research Methods, 18(3), 429–472.

https://doi.org/10.1177/1094428114562629