Introduction: Universities and the Production of Elites

Bloch, Roland; Mitterle, Alexander; Paradeise, Catherine; Peter, Tobias

doi:10.1007/978-3-319-53970-6_1

Cited by 8 publications

(8 citation statements)

References 70 publications

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“…Eliteness has been an issue for investigation in higher education studies for some time (Bloch et al 2018). Binder (2018: 373) asserts that universities have become 'a central focus for … [understanding] the role of elites in modern society', pointing to views of the sector as a critical site for the construction of elite identities and groups.…”

Section: Eliteness and Elite Bilingualismmentioning

confidence: 99%

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Elite bilingual identities in higher education in the Anglophone world: the stratification of linguistic diversity and reproduction of socio-economic inequalities in the multilingual student population

Preece¹

2019

Journal of Multilingual and Multicultural Development

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As universities in the Anglophone world attend to operating on a global stage, linguistic diversity in the sector has intensified. Historically, higher education has adopted language-as-problem orientations to managing linguistic diversity, viewing multilingual repertoires largely as an obstacle. An emerging body of work informed by language-as-resource orientations seeks to counter these deficit views. While timely, this work often pays little attention to social class among the multilingual student population. This paper addresses this issue by developing a finer-grained understanding of student experiences of their multilingual repertoires with two groups of students from different socioeconomic backgrounds: working-class Black and Minority Ethnic (BME) undergraduate students and international postgraduate students from more socially elite families. By examining students' experiences of their multilingual repertoires in the institution, I demonstrate how universities stratify the linguistic diversity in their midst, arguing that this is resonant with elite-plebeian views of bilingualism. I contend that language-as-resource informed curriculum and pedagogy needs to attend to institutional practices that stratify linguistic diversity to avoid reinforcing a situation in which the multilingualism of students from professional and socially elite groups is reinforced while little is gained when it comes to the multilingualism of working-class BME students.

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Section: Eliteness and Elite Bilingualismmentioning

confidence: 99%

“…Marshall & Moore 2013;Preece et al 2018;Preece & Marshall 2020). As this work develops, attention needs to be focused on the heterogeneity of the multilingual student population as universities have historically been considered sites for the production of elite groups (Bloch et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Elite bilingual identities in higher education in the Anglophone world: the stratification of linguistic diversity and reproduction of socio-economic inequalities in the multilingual student population

Preece¹

2019

Journal of Multilingual and Multicultural Development

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“…Such aspects highlight the dynamic nature of competitive organizational fields (Wedlin 2006;Brankovic et al 2018) and also show how universities increasingly are considered organizational actors along with the "image of an integrated, goal-oriented entity that is deliberately choosing its own actions and that can thus be held responsible for what it does" (Krücken and Meier 2006: 241). If inter-organizational stratification between universities produced by rankings has received considerable attention (Bloch et al 2018), intra-organizational segmentation within university subunits has yet to be studied comprehensively. Recent studies have shed light on how R&R produce differences in resources and status within universities' subunits and trigger strategic behavior (Cantwell and Taylor 2013;Rosinger et al 2016).…”

Section: Institutional Environment and Strategic Actorhood In Higher mentioning

confidence: 99%

Ratings, rankings, research evaluation: how do Schools of Education behave strategically within stratified UK higher education?

Marques

Powell

2019

High Educ

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While higher education research has paid considerable attention to the impact of both ratings and rankings on universities, less attention has been devoted to how university subunits, such as Schools of Education, are affected by such performance measurements. Anchored in a neo-institutional approach, we analyze the formation of a competitive institutional environment in UK higher education in which ratings and rankings assume a central position in promoting competition among Schools of Education (SoE). We apply the concepts of "institutional environment" and "organizational strategic actors" to the SoE to demonstrate how such university subunits articulate their qualities and respond to the institutional environment in which they are embedded-by using ratings and rankings (R&R) to compete for material and symbolical resources as well as inter-organizational and intra-organizational legitimacy. Through findings from 22 in-depth expert interviews with members of the multidisciplinary field of education and a content analysis of websites (n = 75) of SoE that participated in REF 2014, we examine the stratified environment in which SoE are embedded (1). We uncover how R&R are applied by SoE within this competitive, marketized higher education system (2). Finally, we indicate the strategic behaviors that have been triggered by the rise of R&R in a country with a highly formalized and standardized research evaluation system (3). The results show both homogenization and differentiation among SoE in their use of organizational vocabulary and the applications of R&R while simultaneously revealing strategic behavior, ranging from changes in internal practices to changes in organizational structures.

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“…In all, our sample represents a comprehensive picture of the current discourse about trade in elite economic journals. 3 Our focus on the elite economic journals is motivated by the observation that economics exhibits strong forms of institutional stratification and a strong internal hierarchy (Bloch et al 2018;Bühlmann et al 2017;Schultz and Stansbury 2022). In this context, top economic journals play a decisive role for the structure of the economics discipline.…”

Section: Methodological Framework and Datamentioning

confidence: 99%

Biased Trade Narratives and Its Influence on Development Studies: A Multi-level Mixed-Method Approach

Aistleitner

Pühringer

2023

Eur J Dev Res

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Recent evidence from citation analysis (Mitra et al., World Dev 135:105076, 2020) suggests that research published in top economic journals is becoming more influential in the development discourse. In this article, we argue that this trend has nontrivial implications for the development discourse on trade in general. Based on an analysis of more than 400 papers published in high-impact economic journals between 1997 and 2017, we highlight three core trade narratives that stand for different biases apparent in the elite economic discourse on trade: “trade championing”, “Ignorance in a world full of nails” and “microfounding trade benefits”. Further insights derived from citation analysis of five development studies journals and a case-study-oriented approach that focusses on the reception of this particular trade debate in World Development suggests that these biased trade narratives are effectively transmitted into development research.

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Introduction: Universities and the Production of Elites

Cited by 8 publications

References 70 publications

Elite bilingual identities in higher education in the Anglophone world: the stratification of linguistic diversity and reproduction of socio-economic inequalities in the multilingual student population

Elite bilingual identities in higher education in the Anglophone world: the stratification of linguistic diversity and reproduction of socio-economic inequalities in the multilingual student population

Ratings, rankings, research evaluation: how do Schools of Education behave strategically within stratified UK higher education?

Biased Trade Narratives and Its Influence on Development Studies: A Multi-level Mixed-Method Approach

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