What’s Happened To The University?

Furedi, Frank; Johnson, Marguerite; Schwartz, Steven D.

doi:10.4324/9781315449609

Cited by 41 publications

(20 citation statements)

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“…Analyses have applied a range of historical models to the sector (Brandist 2016 ); focused upon particular fractions of academic labour, like professors (Evans 2018 ); highlighted enclosures through discourses of policy and language (Morrish and Sauntson 2019 ); and centred upon the acceleration of the Platform University (Hoofd 2017 ). Alternatives include recovering ‘the public university’ (Holmwood 2011 ); building educational co-operatives (Woodin and Shaw 2019 ); recovering reified norms of academic freedom (Furedi 2017 ); refining the idea of the University in relation to the market (Frank, Gower, and Naef 2019 ); or considering the social and ecological futures of the University and its publics (Facer 2019 ). The University is an anchor point in any social re-imagination, but it needs to be re-centred away from dominant, neoliberal discourse.…”

Section: The University At the End Of Historymentioning

confidence: 99%

The Hopeless University: Intellectual Work at the End of the End of History

Hall

2020

Postdigit Sci Educ

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The University is being explicitly restructured for the production, circulation and accumulation of value, materialised in the form of rents and surpluses on operating activities. The pace of restructuring is affected by the interplay between financial crisis and Covid-19, through which the public value of the University is continually questioned. In this conjuncture of crises that affect the body of the institution and the bodies of its labourers, the desires of Capital trump human needs. The structural adjustment of sectoral and institutional structures as forms, cultures as pathologies, and activities as methodologies enacts scarring. However, the visibility of scars has led to a reawakening of politics inside and beyond the University. The idea that History had ended because there is no alternative to capitalism or its political horizon, is in question. Instead, the political content of the University has reasserted itself at the end of The End of History . In this article, the idea that the University at The End of History has become a hopeless space, unable both to fulfil the desires of those who labour within it for a good life and to contribute solutions to socio-economic and socio-environmental ruptures, is developed dialectically. This enables us to consider the potential for reimagining intellectual work as a movement of sensuous human activity in the world, rather than being commodified for value.

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Section: The University At the End Of Historymentioning

confidence: 99%

The Hopeless University: Intellectual Work at the End of the End of History

Hall

2020

Postdigit Sci Educ

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“…Corporatization in education is viewed as having become more established in the UK than the USA; Holmwood (2014) explains that this is owing to infrastructural ability to impose systemic changes on HEI en masse by successive neo-liberal British governments, in contrast to the more gradual transition that has occurred across the US. Prominent critics, Collini (2012) and Frank Furedi (2017), explore the shifting terrain of UK HEI, along with the new values and practices of the corporate institution displacing shared understandings of what tertiary education has meant. Such attitudinal shifts can be traced in educational policy: the Robbins Report (1963) was the blueprint for UK academia, emphasizing the greater social utility of HE where economic growth was seen as only one of four major contributions academia made to society; by 2010, only fiscal benefits were recognised in the Browne Review Report (Holmwood, 2014).…”

Section: Critiques Of the Corporate Academymentioning

confidence: 99%

“…These critiques are often framed in terms of the undesirable consequences of far-reaching changes to universities. Such critiques are diverse in terms of perspectives and analyses, relating to issues of university governance (Brown, 2015); creeping bureaucratization in Higher Education (HE), along with shifting rationales, premises, and practices (Collini, 2012;Furedi, 2017); the marginalization of women (Ashencaen and Shiel, 2018) and minority ethnic (ME) faculty (Gabriel and Tate, 2017); or the impact of speed and standardization upon pedagogy (Berg and Seeber, 2016). What unites these critiques are references to aspects of academic life connected to global trends in HE as a corporate, capitalist body subject to all the ills of "bureaupathology" (Kowalewski, 2012), together with a scrutiny of the resultant implications for academics and students.…”

Section: Introductionmentioning

confidence: 99%

Donning the ‘Slow Professor’: A Feminist Action Research Project

Crabtree

Hemingway²,

Sudbury

et al. 2020

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Corporatization of Higher Education has introduced new performance measurements as well as an acceleration of academic tasks creating working environments characterised by speed, pressure and stress. This paper discusses findings from a qualitative, feminist participatory action research (PAR) study undertaken by an interdisciplinary team of women academics at a modern, corporate university in England. The study illuminates how corporatized HE erodes faculty autonomy, degrades learning environments, damages professional satisfaction and health. Strategies for resistance and liberation developed through the PAR process are discussed.Key words: slow professor, corporatized academy, Higher Education.

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“…The ‘graduate’ profile and the access to unparalleled opportunities it claims to afford have become distinctively important among the claims universities make for their ‘relevance’ in contemporary economic, cultural and social contexts. As scholars have noted, this tendency is already having significant qualitative consequences with respect to the purpose of higher education itself (Collini, 2012; Furedi, 2006, 2009, 2016), its very fate (Readings, 1996; Roberts, 2002), the position of students (Williams, 2013) and the role of academics (Williams, 2016). That the corporate logo on the mat is less prominent than that of the business school which has secured this alliance is, as we learnt subsequently, intentional.…”

Section: The Figure Of the ‘Graduate’ In Contextmentioning

confidence: 99%

Reappraising Charles Webb’s The Graduate (1963): Exploring cultural and historical elements of a character in the contemporary economy

Watt

Costea

2019

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This article seeks to examine, in a cultural–historical perspective, how the ‘graduate’ has developed as a character central to a significant segment of the contemporary labour market. The argument begins by showing how the rise of the ‘new’ or ‘knowledge economy’ (throughout the 1990s and 2000s) became a new source of pressure on generations entering the world of work. Higher education has been, and continues to be, presented by political, corporate and educational institutions as a core platform upon which future possibilities of personal achievement and accomplishment depend. Gradually, the vocabulary and character of the ‘graduate’ has become more visible through complex and refined modes of cultural dissemination. The themes through which this character is articulated today have, we argue, cultural roots that are not entirely new. With reference to David Riesman’s early understanding of the formation of this kind of cultural ‘character’, we examine Charles Webb’s 1963 novel The Graduate. As a cultural–historical resource, it can be revisited half a century later in order to investigate the historical movement of certain themes and questions that now outline what a ‘graduate’ could and should be. The imperatives that underlie the labour market for graduate schemes open up questions that pertain not only to immediate matters of employment. Rather, the discourses of ‘graduate work’ and ‘employability’ now appropriate deeper concerns regarding the meaning of individual freedom, choice and self-determination. Who is the ‘graduate’ and what are some of its cultural roots?

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What’s Happened To The University?

Cited by 41 publications

References 0 publications

The Hopeless University: Intellectual Work at the End of the End of History

The Hopeless University: Intellectual Work at the End of the End of History

Donning the ‘Slow Professor’: A Feminist Action Research Project

Reappraising Charles Webb’s The Graduate (1963): Exploring cultural and historical elements of a character in the contemporary economy

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