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[1]<\/a> \u00a0\u00a0\u00a0 \u03a3\u03c4\u03bf \u03c0\u03b1\u03c1\u03cc\u03bd \u03ba\u03b5\u03af\u03bc\u03b5\u03bd\u03bf \u03c7\u03c1\u03b7\u03c3\u03b9\u03bc\u03bf\u03c0\u03bf\u03b9\u03b5\u03af\u03c4\u03b1\u03b9 \u03bf \u03cc\u03c1\u03bf\u03c2 \u00ab\u03c5\u03c0\u03bf\u03c3\u03c4\u03b7\u03c1\u03b9\u03ba\u03c4\u03b9\u03ba\u03cc \u03c0\u03c1\u03bf\u03c3\u03c9\u03c0\u03b9\u03ba\u03cc\u00bb, \u03c3\u03c5\u03bc\u03c0\u03b5\u03c1\u03b9\u03bb\u03b1\u03bc\u03b2\u03ac\u03bd\u03bf\u03bd\u03c4\u03b1\u03c2 \u03b4\u03b9\u03bf\u03b9\u03ba\u03b7\u03c4\u03b9\u03ba\u03cc \u03ba\u03b1\u03b9 \u03c4\u03b5\u03c7\u03bd\u03b9\u03ba\u03cc \u03c0\u03c1\u03bf\u03c3\u03c9\u03c0\u03b9\u03ba\u03cc, \u03c3\u03c4\u03bf \u03bf\u03c0\u03bf\u03af\u03bf, \u03b5\u03c0\u03b9\u03c3\u03ae\u03bc\u03c9\u03c2, \u03b4\u03b5\u03bd \u03b1\u03bd\u03b1\u03c4\u03af\u03b8\u03b5\u03bd\u03c4\u03b1\u03b9 \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03ba\u03b1\u03b8\u03ae\u03ba\u03bf\u03bd\u03c4\u03b1, \u03b3\u03b9\u03b1 \u03bb\u03cc\u03b3\u03bf\u03c5\u03c2 \u03c3\u03c5\u03b3\u03ba\u03c1\u03b9\u03c3\u03b9\u03bc\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03bc\u03b5 \u03c4\u03b1 \u03b4\u03b9\u03b5\u03b8\u03bd\u03ae \u03c3\u03c4\u03b1\u03c4\u03b9\u03c3\u03c4\u03b9\u03ba\u03ac \u03c3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03b1.<\/em><\/p>\n<\/div>\n
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[2]<\/a> \u00a0\u00a0\u00a0 Hoare, D. (Chair) (1995). Higher education management review. Canberra: AGPS.<\/em><\/p>\n<\/div>\n
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[3]<\/a> \u00a0\u00a0\u00a0 Graham, C. (2009). Investing in early career general staff, Journal of Higher Education Policy and Management, 31(2), pp.175-183.<\/em><\/p>\n<\/div>\n
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[4]<\/a> \u00a0\u00a0\u00a0 \u0394\u03b9\u03b5\u03b8\u03bd\u03ce\u03c2, \u03c4\u03b1 \u03c4\u03b5\u03bb\u03b5\u03c5\u03c4\u03b1\u03af\u03b1 \u03c7\u03c1\u03cc\u03bd\u03b9\u03b1 \u03c5\u03c0\u03ac\u03c1\u03c7\u03b5\u03b9 \u03bc\u03b9\u03b1 \u03c3\u03c5\u03c3\u03c4\u03b7\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u03c0\u03c1\u03bf\u03c3\u03c0\u03ac\u03b8\u03b5\u03b9\u03b1 \u03b1\u03c0\u03b1\u03bb\u03bf\u03b9\u03c6\u03ae\u03c2 \u03c4\u03bf\u03c5 \u03cc\u03c1\u03bf\u03c5 \u201cnon-academic staff\u201d, \u03ba\u03b1\u03b8\u03ce\u03c2 \u03b8\u03b5\u03c9\u03c1\u03b5\u03af\u03c4\u03b1\u03b9 \u03c5\u03c0\u03bf\u03c4\u03b9\u03bc\u03b7\u03c4\u03b9\u03ba\u03cc\u03c2 \u03ba\u03b1\u03b9 \u03c7\u03c1\u03b7\u03c3\u03b9\u03bc\u03bf\u03c0\u03bf\u03b9\u03bf\u03cd\u03bd\u03c4\u03b1\u03b9 \u03bf\u03b9 \u03cc\u03c1\u03bf\u03b9 \u201cgeneral staff\u201d \u03ae \u201cprofessional staff\u201d (\u03b2\u03bb. \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03ac\u03b4\u03b5\u03b9\u03b3\u03bc\u03b1: Sebalj, D., Holbrook, A. & Bourke, S. (2012). The rise of \u2018professional staff\u2019 and demise of the \u2018non-academic\u2019: a study of university staffing nomenclature preferences, Journal of Higher Education Policy and Management, 34(5), pp. 463-472).<\/em><\/p>\n<\/div>\n
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[5]<\/a> \u00a0\u00a0\u00a0 Middleton, S. (2006). The divided house in tertiary: The importance of service departments in positive academic outcomes. Paper presented at the Association for Tertiary Education Management Conference, Sydney, August 2006. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/pandora.nla.gov.au\/pan\/10533\/20061010-0000\/www.temc.org.au\/downloads\/papers\/TheDividedHouseinTertiary_MIDDLETON.pdf<\/a><\/em><\/p>\n<\/div>\n
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[6]<\/a> \u00a0\u00a0\u00a0 Prebble, T., Hargreaves, H., Leach, L., Naidoo., Suddaby, G., Zepoke, N., (2005). The impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research. NZ Ministry of Education.<\/em><\/p>\n<\/div>\n
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[7]<\/a> \u00a0\u00a0\u00a0 Graham, C. (2012). Transforming spaces and identities: the contributions of professional staff to learning spaces in higher education, Journal of Higher Education Policy and Management, 34 (4), pp. 437-452.<\/em><\/p>\n<\/div>\n
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[8]<\/a> \u00a0\u00a0\u00a0 Bassnett, S. (2005). The importance of professional university administration: A perspective from a senior university manager. Perspectives: Policy and Practice in Higher Education, 9, pp. 98\u2013102.<\/em><\/p>\n<\/div>\n
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[9]<\/a> \u00a0\u00a0\u00a0 Welsh, J.& Metcalf, J. (2003). Administrative support for institutional effectiveness activities: responses to the \u2018new accountability\u2019, Journal of Higher Education Policy and Management, 25(2), pp. 183-193.<\/em><\/p>\n<\/div>\n
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[10]<\/a> \u00a0\u00a0 Szekeres, J. (2004). The Invisible Workers, Journal of Higher Education Policy and Management, 26(1), pp. 7-22.<\/em><\/p>\n<\/div>\n
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[11]<\/a> \u00a0\u00a0 Whitchurch, C. (2008). Beyond administration and management: reconstructing the identities of professional staff in UK higher education, Journal of Higher Education Policy and Management, 30(4), pp. 375-386.<\/em><\/p>\n<\/div>\n
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[12]<\/a> \u00a0\u00a0 Graham (2010). Hearing the voices of general staff: a Delphi study of the contributions of general staff to student outcomes, Journal of Higher Education Policy and Management, 32(3), pp. 213-223.<\/em><\/p>\n<\/div>\n
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[13]<\/a> \u00a0\u00a0 \u03b2\u03bb. \u03c5\u03c0\u2019 \u03b1\u03c1\u03b9\u03b8\u03bc. 113287\/14-8-2013\/\u0399\u0392 \u03ad\u03b3\u03b3\u03c1\u03b1\u03c6\u03bf \u03c4\u03bf\u03c5 \u03a5\u03c0\u03bf\u03c5\u03c1\u03b3\u03b5\u03af\u03bf\u03c5 \u03a0\u03b1\u03b9\u03b4\u03b5\u03af\u03b1\u03c2 \u03ba\u03b1\u03b9 \u0398\u03c1\u03b7\u03c3\u03ba\u03b5\u03c5\u03bc\u03ac\u03c4\u03c9\u03bd<\/em><\/p>\n<\/div>\n
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[14]<\/a> \u00a0\u00a0 \u03a1\u03b5\u03c0\u03bf\u03c1\u03c4\u03ac\u03b6 \u03c4\u03bf\u03c5 esos.gr \u03bc\u03b5 \u03c4\u03af\u03c4\u03bb\u03bf \u00ab\u0397 \u03b4\u03b9\u03b1\u03b8\u03b5\u03c3\u03b9\u03bc\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c5\u03c0\u03b1\u03bb\u03bb\u03ae\u03bb\u03c9\u03bd \u03b1\u03c6\u03bf\u03c1\u03ac \u03cc\u03bb\u03b1 \u03c4\u03b1 \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03b1 \u03ba\u03b1\u03b9 \u03a4\u0395\u0399\u00bb. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/esos.gr\/article\/eidisis-tritovathmia-ekpaidefsi\/diathesimothta-ypallilon-afora-ola-panepisthmia-tei<\/a><\/em><\/p>\n<\/div>\n
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[15]<\/a> \u00a0\u00a0 \u039a\u03ac\u03c4\u03c3\u03b9\u03ba\u03b1\u03c2, \u03a7. (2013). \u0391\u03c0\u03cc \u03c4\u03bf \u03a3\u03b5\u03c0\u03c4\u03ad\u03bc\u03b2\u03c1\u03b9\u03bf: \u0394\u03b9\u03b1\u03b3\u03c1\u03ac\u03c6\u03bf\u03c5\u03bd \u03ad\u03bd\u03b1\u03bd \u03c3\u03c4\u03bf\u03c5\u03c2 \u03c4\u03c1\u03b5\u03b9\u03c2 \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2, \u0395\u03c6\u03b7\u03bc\u03b5\u03c1\u03af\u03b4\u03b1 \u03c4\u03c9\u03bd \u03a3\u03c5\u03bd\u03c4\u03b1\u03ba\u03c4\u03ce\u03bd 8\/4\/2013. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/www.efsyn.gr\/?p=38252<\/a><\/em><\/p>\n<\/div>\n
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[16]<\/a> \u00a0\u00a0 \u03a0\u03b5\u03c1\u03b9\u03bb\u03b7\u03c0\u03c4\u03b9\u03ba\u03ac \u03ba\u03b1\u03b9 \u03b1\u03bd\u03b1\u03bb\u03c5\u03c4\u03b9\u03ba\u03ac \u03c3\u03c4\u03b1\u03c4\u03b9\u03c3\u03c4\u03b9\u03ba\u03ac \u03c3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03b1 \u03b5\u03af\u03bd\u03b1\u03b9 \u03b4\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03b1 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b5\u03cd\u03b8\u03c5\u03bd\u03c3\u03b7: http:\/\/www.hesa.ac.uk\/index.php?option=com_content&task=view&id=1898&Itemid=239<\/a><\/em><\/p>\n<\/div>\n
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[17]<\/a> \u00a0\u00a0 \u03a0\u03b5\u03c1\u03b9\u03bb\u03b7\u03c0\u03c4\u03b9\u03ba\u03ac \u03ba\u03b1\u03b9 \u03b1\u03bd\u03b1\u03bb\u03c5\u03c4\u03b9\u03ba\u03ac \u03c3\u03c4\u03b1\u03c4\u03b9\u03c3\u03c4\u03b9\u03ba\u03ac \u03c3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03b1 \u03b5\u03af\u03bd\u03b1\u03b9 \u03b4\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03b1 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b5\u03cd\u03b8\u03c5\u03bd\u03c3\u03b7: http:\/\/www.hesa.ac.uk\/index.php?option=com_content&task=view&id=1897&Itemid=239<\/a>. \u0398\u03b1 \u03c0\u03c1\u03ad\u03c0\u03b5\u03b9 \u03b5\u03c0\u03af\u03c3\u03b7\u03c2 \u03bd\u03b1 \u03c3\u03b7\u03bc\u03b5\u03b9\u03c9\u03b8\u03b5\u03af \u03cc\u03c4\u03b9 \u03b7 HESA \u03ba\u03b1\u03c4\u03b1\u03b3\u03c1\u03ac\u03c6\u03b5\u03b9 \u03bc\u03ad\u03c3\u03b1 \u03c3\u03c4\u03bf \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03b9\u03ba\u03cc \u03c0\u03bb\u03b7\u03b8\u03c5\u03c3\u03bc\u03cc \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2 \u03c0\u03bf\u03c5 \u03b5\u03af\u03bd\u03b1\u03b9 \u03b5\u03b3\u03b3\u03b5\u03b3\u03c1\u03b1\u03bc\u03bc\u03ad\u03bd\u03bf\u03b9 \u03c3\u03b5 \u03b1\u03b3\u03b3\u03bb\u03b9\u03ba\u03ac \u03c0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03b1 \u03b1\u03bb\u03bb\u03ac \u03b4\u03b5\u03bd \u03c6\u03bf\u03b9\u03c4\u03bf\u03cd\u03bd \u03c3\u03c4\u03bf \u0397\u03bd\u03c9\u03bc\u03ad\u03bd\u03bf \u0392\u03b1\u03c3\u03af\u03bb\u03b5\u03b9\u03bf (\u03bc\u03ad\u03c3\u03c9 \u03c3\u03c5\u03bc\u03c6\u03c9\u03bd\u03b9\u03ce\u03bd \u03c3\u03c5\u03bd\u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2\/franchising), \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2 \u03c0\u03bf\u03c5 \u03c6\u03bf\u03b9\u03c4\u03bf\u03cd\u03bd \u03c3\u03b5 \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03b1 \u00ab\u03b1\u03c0\u03cc \u03b1\u03c0\u03cc\u03c3\u03c4\u03b1\u03c3\u03b7\u00bb, \u03ba.\u03ac., \u03cc\u03c0\u03c9\u03c2 \u03c6\u03b1\u03af\u03bd\u03b5\u03c4\u03b1\u03b9 \u03b1\u03c0\u03cc \u03c4\u03bf\u03c5\u03c2 \u03bf\u03c1\u03b9\u03c3\u03bc\u03bf\u03cd\u03c2 \u03c0\u03bf\u03c5 \u03b4\u03af\u03bd\u03bf\u03bd\u03c4\u03b1\u03b9 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b5\u03cd\u03b8\u03c5\u03bd\u03c3\u03b7: http:\/\/www.hesa.ac.uk\/content\/view\/1902\/#SRP<\/a> . \u03a3\u03c5\u03bd\u03b5\u03c0\u03ce\u03c2, \u03bf\u03b9 \u03b1\u03bd\u03b1\u03bb\u03bf\u03b3\u03bf\u03cd\u03bd\u03c4\u03b5\u03c2 \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2 \u03b1\u03bd\u03ac \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03cc \u03ba\u03b1\u03b9 \u03c5\u03c0\u03bf\u03c3\u03c4\u03b7\u03c1\u03b9\u03ba\u03c4\u03b9\u03ba\u03cc \u03c0\u03c1\u03bf\u03c3\u03c9\u03c0\u03b9\u03ba\u03cc \u03c3\u03c4\u03b1 \u03c0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03b1 \u03c4\u03bf\u03c5 \u0397\u03bd\u03c9\u03bc\u03ad\u03bd\u03bf\u03c5 \u0392\u03b1\u03c3\u03b9\u03bb\u03b5\u03af\u03bf\u03c5 \u03b5\u03bd\u03b4\u03ad\u03c7\u03b5\u03c4\u03b1\u03b9 \u03bd\u03b1 \u03b5\u03af\u03bd\u03b1\u03b9 \u03b1\u03ba\u03cc\u03bc\u03b7 \u03bb\u03b9\u03b3\u03cc\u03c4\u03b5\u03c1\u03bf\u03b9.<\/em><\/p>\n<\/div>\n
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[18]<\/a> \u00a0\u00a0 MIT Facts 2013, Faculty and Staff. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/web.mit.edu\/facts\/faculty.html<\/a><\/em><\/p>\n<\/div>\n
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[19]<\/a> \u00a0\u00a0 MIT Facts 2013, \u039c\u0399\u03a4 at a Glance. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/web.mit.edu\/facts\/faqs.html<\/a><\/em><\/p>\n<\/div>\n
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[20]<\/a> \u00a0\u00a0 Stanford, Stanford Facts: Administration. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/facts.stanford.edu\/administration\/<\/a><\/em><\/p>\n<\/div>\n
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[21]<\/a> \u00a0\u00a0 Stanford, Stanford University Common Data Set 2012-2013. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/ucomm.stanford.edu\/cds\/2012<\/a><\/em><\/p>\n<\/div>\n
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[22]<\/a> \u00a0\u00a0 Stanford, Stanford Facts: Research. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/facts.stanford.edu\/research\/faculty<\/a><\/em><\/p>\n<\/div>\n
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[23]<\/a> \u00a0\u00a0 Stanford, Stanford Facts: Academics. \u0394\u03b9\u03b1\u03b8\u03ad\u03c3\u03b9\u03bc\u03bf: http:\/\/facts.stanford.edu\/academics\/undergraduate<\/a><\/em><\/p>\n<\/div>\n
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[24]<\/a> \u00a0\u00a0 California Institute of Technology, At a glance. \u0394\u03b9\u03b5\u03cd\u03b8\u03c5\u03bd\u03c3\u03b7: http:\/\/www.caltech.edu\/content\/glance<\/a><\/em><\/p>\n<\/div>\n
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[25]<\/a> \u00a0\u00a0 Princeton University, Profile 2012-2013. \u0394\u03b9\u03b5\u03cd\u03b8\u03c5\u03bd\u03c3\u03b7: http:\/\/www.princeton.edu\/pub\/profile\/PU-profile-2012-13.pdf<\/a><\/em><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"
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