Marketisation in Higher Education, Clark's Triangle and the Essential Ingredients of Markets

Abstract

While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted producer autonomy. Through marketisation policy, students and higher education providers have more room to make their own trade-offs and interact more closely on the basis of reliable information. This article discusses eight conditions for a market and the extent to which these are met in Dutch higher education. It is argued that there is still a key role for the government to co-design framework conditions and facilitate interaction in a more demand-driven and liberalised higher education sector.

Revenue generation strategies in Sub-Saharan African universities

“…The current literature on higher education reinforces the view that public funding can only support high-quality university education when the system is relatively modest and inevitably elitist (Barr, 1998;Massy, 2003;Williams, 2009;Jongbloed, 2003;Court, 1999;1 Most African countries entered a phase of economic decline ( i.e., a decline in export volumes, a relative decline in the price of primary products, and inflation), accompanied in some areas by drought, famine and severe ecological degradation, political instability or wars, demographic issues, and national debt crisis (debt overhang and debt serving), beginning in the late 1970s. 2 The Guide to Higher Education in Africa is published by the International Association of Universities (IAU) in partnership with the Association of African Universities (AAU) and the IAU/UNESCO Centre on Higher Education and is considered to be the most comprehensive listing of higher education institutions across Africa.…”

“…The sixth possibility is that public universities may be given the freedom to engage in a number of revenue generating activities that lead to benefits in terms of enriching educational programmes and strengthening research (Jongbloed, 2003;Clark, 1998;Massy, 2009;Liu, 2007;Riechi, 2003;Ouma, 2007). Public universities are advised to improve their financial viability and sustainability by reducing the instability of their funding through revenue generation (Chabotar, 1989).…”

The dynamics of ‘market-making’ in higher education

“…A somewhat different approach is by checking the extent to which higher education policies reflect a perfect free market (Brown 2011b;Jongbloed and de Boer 2012;Jongbloed 2003;Marginson 2013;Marginson 2014). The problem here, of course, is that it implies there is such a thing as a 'free market' -an assumption that Karl Polanyi (1944), amongst others, has criticized as flawed in that a market cannot, and does not, exist outside of any society.…”

“…There is now a large body of work examining the logic of the market in higher education (for example: de Jongbloed, 2003;Kauppinen, 2014;Lynch, 2006;Miller, 2010;Nagavajara, 2014;Noble, 2002;Rutherford, 2005;Slaughter & Rhoades, 2004;Teixeira, 2011Teixeira, , 2006, including its ideological origins (e.g. neoliberalism, New Public Management), symptoms (e.g.…”

The Changing Paths in Academic Careers in European Universities: Minor Steps and Major Milestones

“…"At the university, there is a two-class system of those who are on permanent positions and those who know they have to leave the university eventually" (AT39_HEP). The process of marketization of higher education (Jongbloed 2003) also involves transformations of academic employment relationships. As the modernization and expansion of European higher education proceeds, the working life of institutions has evolved from one rooted in maintaining the privileges of a self-governing academic elite to one centered on recruiting, rewarding and managing a diverse academic workforce in ways aimed at meeting the mutual needs of both employers and academic staff in the employment relationship.…”