How Do Professional Staff Influence Academic Knowledge Development? A Literature Review and Research Agenda

Changing relationships between government and the higher education system have created a wide range of new tasks within universities. Many have been adopted by an emerging workforce known alternately as professional, non-academic, or support staff. Its rapid growth has sparked a debate about 'administrative bloat'. We aim to move beyond this negative, dismissive framing by reviewing the literature to explore whether and how professional staff influence academic knowledge development. While this specific question has received little scholarly attention, we found relevant research in 54 documents from a diffuse group of journals and authors. Our review makes two specific contributions. First, we examine the competencies and relationships of professional staff and their influence on conditions and processes in universities. We find that professional staff increasingly have a private sector background, but that the implications of such a background for competencies remain opaque. Furthermore, their relationships with university leadership and academics as well as actors beyond the home organization place them in strategic positions in their networks. We claim that their involvement in strategy development and implementation, daily management, and academic practices demonstrate a potential to influence knowledge development. Second, we propose a research agenda to understand this influence. The agenda is built around the institutional logics of professional staff, the institutional work that they engage in to promote these logics, and the resulting influence on knowledge development. We hypothesize that professional staff stimulate convergence in knowledge production and strengthen the higher education system's external legitimacy as a producer of knowledge.