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MARKETS IN HIGHER EDUCATION: TEACHING VERSUS RESEARCH Professor Margaret Thornton ANU College of Law MARKETS IN HIGHER EDUCATION: TEACHING VERSUS RESEARCH Professor Margaret Thornton ANU College of Law

Social Liberalism • 20 th Century political philosophy of western democracies, esp UK, Scandinavia Social Liberalism • 20 th Century political philosophy of western democracies, esp UK, Scandinavia & Australasia - egalitarian • Social liberalism was committed to the common good – free higher education • Government played a central role in minimising inequalities through progressive taxation, social welfare policies such as unemployment benefits, sickness benefits, age pensions, etc 2

Neoliberalism • Influence of Thatcher and George Bush (Snr) – public institutions a drain Neoliberalism • Influence of Thatcher and George Bush (Snr) – public institutions a drain on the state – savage cuts to higher ed – a global phenomenon • Instead of the common good and public responsibility, focus shifted to private markets – eg, utilities, transport and higher education – the imperative in favour of privatisation unstoppable - widening inequality – competition policy • ‘User pays’ philosophy; income generation • The market now the arbiter of the good, but role of govt central – an intimate liaison 3

CORPORATISATION Definition: The application of business practices to universities to make them more like CORPORATISATION Definition: The application of business practices to universities to make them more like private businesses Commodification of knowledge – ‘New knowledge economy’ replaces primary resources & manufacturing. Unis may relish the economic descriptor - academic capitalism, the enterprise university – Competition – between countries, institutions & individuals; global markets in education - inequality – Consumerism - Unis as ‘service providers’ have irrevocably altered the teacher/student relationship 4

The New Environment • Neoliberal subjects - academics as well as students - promotion The New Environment • Neoliberal subjects - academics as well as students - promotion of the self • Risk society – a corollary of the market – Unis seek to guard against through managerialism & metricisation – Contractualism, precarious work – disproportionate impact re gender – Increased workloads, stress - somatechnics 5

TEACHING - SUBSTANCE • Shift from ‘know what’ to ‘know how’ Slough off theory TEACHING - SUBSTANCE • Shift from ‘know what’ to ‘know how’ Slough off theory & critique in favour of applied or ‘useful’ knowledge; technocratic – Resistance to interrogating the knowledge transmitted – positivism & ‘right answers’ favoured – ‘job ready’, use value in market • How best to serve the new knowledge economy • How to make the world safe for markets • Business-related; attack on humanities & soc/sci 6

PEDAGOGICAL PRACTICES Reversion to lectures - Transmission of frozen knowledge – pre-packaged, economically rational PEDAGOGICAL PRACTICES Reversion to lectures - Transmission of frozen knowledge – pre-packaged, economically rational Small group teaching - sloughed off – too expensive in a mass system + interrogation & critique unfashionable Theoretical, critical & feminist subjects less likely to be offered – students don’t want them on their transcripts Flexible delivery – eg block teaching – accommodate needs of customers, esp ‘earner-learners’ On-line & MOOCS – contributes to dehumanisation – obscures greyness & subjectivity of knowledge 7

RESEARCH • Teaching must be ‘excellent’ but relegated to 2 nd order • Research RESEARCH • Teaching must be ‘excellent’ but relegated to 2 nd order • Research grants – incl consultancies • Research entrepreneurialism – ideal academic a ‘technopreneur’ - ‘technoscientific knowledge combined with business acumen’ (Kenway) – biomedicine & technoscience; international ‘stars’ • Knowledge transfer – commercialisation of knowledge – Pursuit of knowledge for its own sake (Newman) now anachronistic. Instrumentalism & functionality • Productivity & performativity 8

AUDIT CULTURE • Publish in international journals (dismissal of the local) • Focus on AUDIT CULTURE • Publish in international journals (dismissal of the local) • Focus on metricisation & calculability • Rankings & league tables – standardisation; sloughing off of diversity between institutions – measure up or face closure • Indvidualised competition - global stars Benschop & Brouns refer to as the Olympian model (masculinist) v that of the agora 9

DELINKING OF TEACHING & RESEARCH • Privileging of research – status + income: Encourages DELINKING OF TEACHING & RESEARCH • Privileging of research – status + income: Encourages competition & hierarchisation of unis – Russell Group v others • The less time spent on teaching = more time for research - knowledge creation • Grants: Buy out teaching time – encourages casualisation (feminised) • Research -inactive: More teaching – a form of punishment 10

DE-LINKING of TEACHING AND RESEARCH • Privileging of research: encourages lowest common denominator approach DE-LINKING of TEACHING AND RESEARCH • Privileging of research: encourages lowest common denominator approach • Teaching – mass pedagogies - lectures, on-line, etc; no time for theory or debate • Assessment – short answer & multiple choice rather than research essays ‘take too long to mark’ • Role of ‘quality’ agencies • Encourages transmission of orthodoxy - ‘how to’, positivistic & applied knowledge • Cf knowledge creation in research 11

Conclusion: A Hybrid Institution Governance: Managerial, bureaucratised & top-down, not collegial or collaborative Managers Conclusion: A Hybrid Institution Governance: Managerial, bureaucratised & top-down, not collegial or collaborative Managers the new university elite - tell academics, the ‘cognitariat’, what to do; NB - Masculinity of managerialism counteracts feminisation of the academy • Markets + managerialism = hybridity – unis no longer public nor fully private 12