The University in the Age of Acceleration: An Analysis of the Strategic Tension between Institutional and Performative Logics in Iran's Higher Education System
Subject Areas : Educational Management
Amin Rasi Rahimi
1
,
Tooran Soleimani
2
1 - Department of Educational Governance and Human Resources, Ard.C., Islamic Azad University, Ardabil, Iran
2 - Department of Educational Studies and Curriculum Planning, Ard.C., Islamic Azad University, Ardabil, Iran
Keywords: Institutional Logic, Performative Logic, Higher Education Governance, Academic Time, Faculty Evaluation,
Abstract :
Introduction: The contemporary university is navigating a complex field of identity and strategic tension between two conflicting logics: "institutional logic," which emphasizes enduring values such as academic autonomy and long-term social roles, and "performative logic," which demands immediate responsiveness, efficiency, and constant proof of value through quantitative metrics. This research aims to analyze these two logics deeply and examine their implications for the governance of higher education and learning management in Iran.
Methodology: This study employs a conceptual-analytical approach based on documentary analysis. Data were extracted from three main sources: (1) theoretical literature in institutional sociology and the philosophy of higher education; (2) international policy documents from organizations such as UNESCO and the OECD; and (3) national policy documents and key regulations within Iran's higher education system, particularly faculty promotion bylaws. The data were analyzed using qualitative content analysis and systematic conceptual comparison, leading to the development of an integrated conceptual model.
Findings: The findings indicate that institutional logic serves as the guardian of the university's identity and long-term legitimacy. In contrast, performative logic, driven by rankings and a culture of acceleration, leads to the erosion of professional autonomy, the commodification of knowledge, and the replacement of authentic quality with demonstrable performance. The analysis of the Iranian context reveals that the higher education system, by institutionalizing a deficient version of performative logic and merging it with a traditional bureaucratic structure, has trapped itself in a "bureaucratic performativity trap".
Conclusion: The study concludes that the solution lies not in privileging one logic over the other, but in managing their tension through paradox management. By redesigning evaluation systems and safeguarding spaces for deep inquiry, universities can simultaneously address immediate societal demands and preserve their long-term academic mission, thereby strengthening learning management effectiveness.
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