The future of universities in a global risk society

Hartmann, Eva

doi:10.1080/14747731.2019.1583412

Cited by 15 publications

(6 citation statements)

References 30 publications

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“…What is usually called the neoliberalisation of higher education, therefore, needs to be seen as only the most recent phase in the co-evolution of knowledge and global socio-political order (see e.g. Hartmann, 2019). The growth of higher education was primarily driven by private investment, either through inter-generational transfer (i.e., parents financing their children's education) or through graduate debt (McGettigan, 2013;Bok, 2003).…”

Section: Capitalist Pastsmentioning

confidence: 99%

Unthinking knowledge production: from post-Covid to post-carbon futures

Baćević¹

2022

Economics and Climate Emergency

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She has a PhD in sociology from the University of Cambridge and a PhD in social anthropology from the University of Belgrade. Previously, she was post-doctoral fellow at the University of Cambridge and the University of Aarhus, and lecturer at the Central European University in Budapest. Her work is in social and political theory, sociology of knowledge, and political economy of knowledge production.

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Section: Capitalist Pastsmentioning

confidence: 99%

Unthinking knowledge production: from post-Covid to post-carbon futures

Baćević¹

2022

Economics and Climate Emergency

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“…Hartmann (2019) debates how an end of the globalization era would affect the relations between academic freedom, accreditation agencies, and strengthening of governmental oversight. Bőlling and Eriksson (2016) discuss the future national public funding model to evaluate HE institutions based on measuring the extent of university-society collaboration.…”

Section: The Debatementioning

confidence: 99%

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

Savić

2020

World Futures Review

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A dramatic global socio-economic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand toward new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers’ dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups—governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities’ futures. Regardless of which scenario prevails, it is likely that academia will undergo a significantly dynamic transformation in the near future. Following a literature review shaped by personal experience in higher education, the author analyzes macro factors that may affect higher education in the forthcoming decade, with the aim of supporting strategic planning by universities. By generating a set of potential scenarios—Transformative, Market, and Fortress, the author identifies three possible futures to add to the debate about the direction and intensity of the required higher education transformation.

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“…Through disintermediation and deterritorialization, weak views can be strongly held and shared. This relationship between the personal, political, professional and academic remains volatile in a higher education system struggling to find a purpose (Hartmann, 2019). It is important for scholars, before they move into a vlog series, that such matters are addressed and resolved.…”

Section: Be Personally Robustmentioning

confidence: 99%

PhD Media: Community, Connection and Communication through Disintermediated Platforms

Brabazon

2020

IJSSES

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The term PhD Media activates action. It is an enabling phrase, concept and trope. As a subset of Media Studies and building relationships with higher education studies, this post-disciplinary article deploys learning-led research to align community, communication and connection. An array of proxiessuch as attrition, long candidatures and rescue supervisionsare used to illustrate that ineffective and concerning practices are emerging in doctoral education. Yet each student fears, concerns and failures are individualized. Their problems are atomized. This means that for generation after generation, cohort after cohort, expansive institutional issues emerging in international higher degrees are sliced away from educational structures and land on an individual and their personal responsibilities, feeding the deficit model of teaching and learning. Media hold a role in such a process. Media are andragogical. They teach viewers and listeners about normative truths and expectations. This article uses the andragogical capacity of visual media to build a 3C model of doctoral education: community, communication and connection.

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The future of universities in a global risk society

Cited by 15 publications

References 30 publications

Unthinking knowledge production: from post-Covid to post-carbon futures

Unthinking knowledge production: from post-Covid to post-carbon futures

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

PhD Media: Community, Connection and Communication through Disintermediated Platforms

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