The Neoliberal University as a Space to Learn/Think/Work in Higher Education

Troiani, Igea; Dutson, Claudia

doi:10.1080/20507828.2021.1898836

Cited by 42 publications

(29 citation statements)

References 13 publications

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“…The result of these changes has been "the neoliberal university. " Troiani and Dutson [16] comment on this development as follows:…”

Section: Application Of the Humboldtian Model Of Higher Education In ...mentioning

confidence: 99%

The Humboldtian Model of Higher Education and its Significance for the European University on Responsible Consumption and Production

Bongaerts

2022

Berg Huettenmaenn Monatsh

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This contribution describes the origins and essential characteristics of the Humboldtian Model of Higher Education. It also shows how this model can be integrated into the European University on Responsible Consumption and Production (EURECA-PRO). Wilhelm von Humboldt and his team developed the innovative Humboldtian Model of Higher Education in Humboldt’s native Prussia between 1809 and 1810 in order to totally reform the education system. After founding the University of Berlin in 1810 and with the support of leading young scientists cum professors, Humboldt intended to implement this new model of tertiary education. The Humboldtian Model requires that universities govern themselves, have academic freedom, and integrate education and research. As a consequence, science is unified and all academic disciplines are present within a given university. This model also calls for university-wide interaction and for all university members to communicate such that students become integrated as researching learners and learning researchers through close co-operation with their teachers. With the emergence of the neoliberal university model in the 1990s, key elements of the Humboldtian Model have been complemented by university obligations to meet expectations from government, the business community, and society at large with regard to the usefulness and benefit of university research and educational outputs. This contribution concludes by discussing the potential of implementing the Humboldtian Model of Higher Education within EURECA-PRO.

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“…The result of these changes has been "the neoliberal university. " Troiani and Dutson [16] comment on this development as follows:…”

Section: Application Of the Humboldtian Model Of Higher Education In ...mentioning

confidence: 99%

The Humboldtian Model of Higher Education and its Significance for the European University on Responsible Consumption and Production

Bongaerts

2022

Berg Huettenmaenn Monatsh

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“…As mentioned in the previous section, postqualitative inquiry developed as a counter to what education researchers saw as an attempt to incorporate ‘minor’ approaches into mainstream discourse in order to meet neoliberal ideals about what research can and should achieve (see Troiani & Dutson, 2021 on ‘the neoliberal university’). At its extreme, postqualitative researchers eschew method altogether in preference for a thinking‐writing practice (St. Pierre, 2018).…”

Section: Speculative Middles Purposeful Entanglements and The Agency ...mentioning

confidence: 99%

Postqualitative geographies

Boyd

2022

Geography Compass

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This essay examines recent literature that advocates for a postqualitative approach to research in the social sciences and humanities. Exploring across disciplinary boundaries, this essay interrogates parallel developments in the field of education, much of which are informed by non‐representational theories in geography as well as current trends within the discipline to advance postphenomenological and posthumanist methodologies. As a starting point, the on‐going contribution of qualitative methods to human geography is acknowledged alongside a questioning of their currency in the light of posthumanism. The extreme position—that ‘conventional’ qualitative methods are based on an outmoded view of the human subject and should, therefore, be discarded—is evaluated before presenting a ‘softer’ version of postqualitative inquiry which re‐thinks the subject and troubles method, rather than rejecting it outright. The essay continues by focussing on work within and beyond human geography that aims to advance a ‘post‐’ sensibility in relation to method—one that does not eschew method itself but rather the kind of proceduralism that qualitative methods often entail—and concludes by considering the practical implications of postqualitative approaches for human geography.

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“…Different strategies have been developed to propel, speed up, or manage this shift, including the adoption of a neoliberal reorganisation of research systems (Morrish, 2020;Troiani, & Dutson, 2021) and the development of responsible research and innovation policies (Von Schomberg, 2013; Stilgoe, Owen, & Macnaghten, 2013).…”

Section: Acknowledgementsmentioning

confidence: 99%

Untitled

2022

fteval JOURNAL

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The Neoliberal University as a Space to Learn/Think/Work in Higher Education

Cited by 42 publications

References 13 publications

The Humboldtian Model of Higher Education and its Significance for the European University on Responsible Consumption and Production

The Humboldtian Model of Higher Education and its Significance for the European University on Responsible Consumption and Production

Postqualitative geographies

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