A leap of faith: overcoming doubt to do good when policy is absurd

Article

Margetts, Fiona, Whitty, Stephen Jonathan and van der Hoorn, Bronte. 2024. "A leap of faith: overcoming doubt to do good when policy is absurd." Journal of Education Policy. 39 (2), pp. 191-213. https://doi.org/10.1080/02680939.2023.2198488
Article Title

A leap of faith: overcoming doubt to do good when policy is absurd

ERA Journal ID19916
Article CategoryArticle
AuthorsMargetts, Fiona, Whitty, Stephen Jonathan and van der Hoorn, Bronte
Journal TitleJournal of Education Policy
Journal Citation39 (2), pp. 191-213
Number of Pages23
Year2024
Place of PublicationUnited Kingdom
ISSN0268-0939
1464-5106
Digital Object Identifier (DOI)https://doi.org/10.1080/02680939.2023.2198488
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/02680939.2023.2198488
AbstractUniversity institutional policy is poorly understood. While policy is required by law for universities to accept funding and is revered for articulating values, mitigating risk, and guiding practice, policy is frequently considered absurd and resisted in practice. This is the policy-practice divide. To gain a better understanding of this divide and the nature of the resistance, we asked policy actors to describe their experiences with policy development, implementation, enactment, and review. We asked: If policy is absurd, what is the nature of the relationship between policy and university management, and how do those who enact policy deal with this absurdity? We discovered that university management has an infinitely regressive self-fulfilling relationship with policy because they intentionally exclude the workforce from policy-making and see themselves as solely responsible for policy interpretation and implementation. However, when Kierkegaard’s concepts of absurdity, faith, hope, and doubt are applied to policy actors’ experiences, we see that resistance can be characterised positively as a ‘leap of faith’, where those who enact policy overcome their doubts and reinterpret it to achieve some semblance of good. This is an unintended consequence for managerialism, as deliberately creating a policy-practice divide solicits resistive ‘good’ practices from policy actors.
KeywordsHigher education; institutional policy; policy-practice divide; cognitive dissonance
ANZSRC Field of Research 2020390303. Higher education
Byline AffiliationsSchool of Business
School of Surveying and Built Environment
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