Neoliberalism and the Crisis in Higher Education: The Cost of Ideology

Mintz, Beth

doi:10.1111/ajes.12370

Cited by 91 publications

(56 citation statements)

References 36 publications

(35 reference statements)

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“…Doctoral students are in training to learn how to create knowledge, and the role they play in the knowledge economy calls into question how they are viewed by the degree-offering institutions as well as the societies they enter into upon completion of their terminal degree. From the perspective of doctoral students, tuition costs are on the rise across the board among American colleges and universities, and Mintz (2021) argues the rising costs are in part due to a general adoption of neoliberal policies and politics that suggest education is a private good. Mintz writes, "Although the potential for personal gain is far from new, in the last few decades, the view of education as a private good and the neoliberal corollary that emphasizes individual responsibility and individual consequences have increasingly framed the discourse of education policy" (p. 84).…”

Section: Doctoral Educationmentioning

confidence: 99%

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Donohue

Lee

Simpson

et al. 2021

IJDS

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Aim/Purpose: The purpose of this study was to document the impacts of the COVID-19 pandemic for doctoral students who were proposing, conducting, or writing up their doctoral thesis, dissertation, or other culminating project. Background: For doctoral students, the process of designing, implementing, and writing a culminating project is a key part of the learning experience. These projects typically require students to direct their own learning and to manage setbacks, obstacles, and challenges as they arise. During the COVID-19 pandemic, doctoral students around the globe had to undertake this key learning experience in the context of a global crisis. Methodology: During August and September 2020, 235 doctoral students from around the world completed an online questionnaire consisting of demographic questions and three open-ended questions about their experience during the COVID-19 pandemic. Analysis involved several cycles of In Vivo Coding of the data, which yielded codes, categories, and eventually themes. At each stage, the researchers collaborated to generate the codes, and the categories and themes arose through several rounds of discussion. Contribution: Our study adds to the small body of knowledge on doctoral students’ experiences from around the world during the COVID-19 pandemic by identifying categories of experience through qualitative, open-ended survey questions. The study highlights doctoral students’ challenges and how these were either exacerbated or mitigated by pandemic-induced changes. Findings: Our survey respondents described impacts on their culminating projects’ progress in five major categories: research design, access to resources, workload, mental health, and finances. Recommendations for Practitioners: The five categories of impacts emerging from our participants’ responses may be useful for faculty and administrators of doctoral programs to consider in reviewing their programs’ responses to the pandemic and making future plans for providing academic continuity in crisis situations as well as re-evaluating the priorities and structures of doctoral program to better support students overall moving forward. Recommendation for Researchers: Further research is needed to better understand how the pandemic impacted individual students’ research and writing processes, including adaptive strategies. Impact on Society: Institutions need to be aware of systemic strain on doctoral students under the best of conditions and be especially aware of the impacts of a crisis and plan contingencies to assist students with a focus on the areas of finances, resource access, workload, research design, and mental health. Future Research: Future research should seek out additional perspectives of male doctoral students. Additionally, data capturing perspectives from students at other points in time are needed as the pandemic continued to unfold after this study’s data collection period.

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Section: Doctoral Educationmentioning

confidence: 99%

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Donohue

Lee

Simpson

et al. 2021

IJDS

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“…In the same way, we found that ELT education programs should reconsider how they are structuring academic spaces for language teaching and teaching practicum, avoiding the spread of ideologies that promote 3 In Colombia, the Ministry of National Education (MEN in Spanish) has established the criteria for granting high-quality accreditation to universities or specialties. These criteria respond to a neoliberal policy established in university education with which entering the world university rankings is intended and thus being part of the world market for higher education (Mintz, 2021;Olsen & Peters, 2005).…”

Section: Stories That Trigger My Interest In Pre-service English Language Teachers' Experiences In Initial Teacher Educationmentioning

confidence: 99%

Reconstructing a Personal Story about Being a Teacher Educator and a Researcher

Castañeda-Trujillo

2021

HOW

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This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.

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“…Political dynamics are shifting as well toward greater accountability and less state funding for higher education institutions (Kelchen, 2018;Macheridis & Paulsson, 2021). Costs of attendance continue to rise as state allocations for higher education shrink, all the while federal and state legislators echo public cries for higher accountability placed on institutions to produce more workforce-ready graduates (Mintz, 2021;Mitchell et al, 2017;Umbricht et al, 2017). Possibly as a side effect of astronomical costs of attendance and a collectively perceived underwhelming return on investment, public ideological perception of the value of higher education has taken a hit (Bowen, 1996;Mintz, 2021).…”

Section: Introductionmentioning

confidence: 99%

Who’s Got the Power: Systems, Culture, and Influence in Higher Education Change Leadership

Phillips¹,

Snodgrass²

2022

johepal

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American higher education has managed to maneuver monumental periods of seismic change throughout the country's history. Recent demographic, political, and ideological shifts within the internal and external environments of higher education indicate that the field is approaching yet another significant period of change; one that could require institutions to undergo significant structural and cultural redesign. The literature on change leadership and organizational theory suggests that those in senior-level leadership roles at institutions are often best positioned to encourage, implement, and lead change initiatives. But what are the actual lived experiences of senior administrators during change processes at the individual, institutional, and spherical level in higher education? This qualitative study examines the experiences of six senior-level administrators at American higher education institutions during periods of internal and external change. The participants described how internal and external factors impacted their perceived influence in implementing, and leading structural and cultural change at various levels within the field. Future studies might consider an examination of the practical influence and/or preparedness of higher education leaders to guide forecasted change initiatives within the field.

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Neoliberalism and the Crisis in Higher Education: The Cost of Ideology

Cited by 91 publications

References 36 publications

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Reconstructing a Personal Story about Being a Teacher Educator and a Researcher

Who’s Got the Power: Systems, Culture, and Influence in Higher Education Change Leadership

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