Globalization, innovation, and the declining significance of qualifications led social and economic change

Reputation in the sociology of education

“…For example, the reputations of universities like Stanford and MIT, as producers of information technology graduates, are likely to be based on their ability to produce graduates who hold competitive knowledge (i.e. knowledge that is not shared with competitors) (Strathdee 2005).…”

The effects of type of institution attended on graduate earnings in New Zealand: a cross‐field comparison

“…In a variation of this argument, Strathdee (2005) sought to explain differences in the earnings of graduates from different kinds of universities by linking advantage to the production and transmission of innovative knowledge. The argument advanced in that paper was that the production of innovative knowledge was concentrated in elite universities.…”

“…However, the processes that give rise to this can also offer support to the critical account. For example, the concentration of innovative capacity in elite institutions can be conceived as an exclusionary practice (Strathdee 2005).…”

The implementation, evolution and impact of New Zealand’s national qualifications framework

“…This literature is primarily concerned with raising critical questions about the NQF, rather than providing firm empirical answers to important questions (e.g. Black 2001;Irwin, Elley, and Hall 1995;Jordan and Strathdee 2001;Roberts 1997;Robson 1994;Sako 1999;Strathdee 2003Strathdee , 2004Strathdee , 2005aStrathdee , 2006. However, as described in more detail below, a growing number of empirical research papers have been published on the impact of the NQF.…”