How free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this. A new philosophy of higher education has taken hold in institutions around the world. Its supporters disavow the pursuit of knowledge for its own sake and argue that the only knowledge worth pursuing is that with more or less immediate market value. Every other kind of learning is downgraded, its budget cut. In Knowledge for Sale, Lawrence Busch challenges this market-driven approach. The rationale for the current…mehr
How free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this. A new philosophy of higher education has taken hold in institutions around the world. Its supporters disavow the pursuit of knowledge for its own sake and argue that the only knowledge worth pursuing is that with more or less immediate market value. Every other kind of learning is downgraded, its budget cut. In Knowledge for Sale, Lawrence Busch challenges this market-driven approach. The rationale for the current thinking, Busch explains, comes from neoliberal economics, which calls for reorganizing society around the needs of the market. The market-influenced changes to higher education include shifting the cost of education from the state to the individual, turning education from a public good to a private good subject to consumer demand; redefining higher education as a search for the highest-paying job; and turning scholarly research into a competition based on metrics including number of citations and value of grants. Students, administrators, and scholars have begun to think of themselves as economic actors rather than seekers of knowledge. Arguing for active resistance to this takeover, Busch urges us to burst the neoliberal bubble, to imagine a future not dictated by the market, a future in which there is a more educated citizenry and in which the old dichotomies—market and state, nature and culture, and equality and liberty—break down. In this future, universities value learning and not training, scholarship grapples with society's most pressing problems rather than quick fixes for corporate interests, and democracy is enriched by its educated and engaged citizens.
Preface to the English Language Edition xi Acknowledgments xix The Market for Knowledge 1 Crises 3 Climate change 3 Rising and more volatile food prices 4 Water shortages 5 Rising energy costs 5 Widespread obesity 6 Financial crises 7 Liberalisms and Neoliberalisms 11 Human knowledge is always limited 15 An irrefutable logical model can transcend the limits of human knowledge 15 Institutions must be reshaped so as to fit the logical model 17 The ability of States to intervene in markets must be limited 17 Social justice as both a concept and a set of policies is rejected as a mirage 18 Selves are to be reconstructed as isolated and entrepreneurial 18 Beyond Neoliberalisms 21 The self is social 21 Each institution promotes certain kinds of selves and rejects other kinds 22 People, institutions, and things make society together 23 Communities of scholars and invisible colleges are essential to the creation of knowledge 24 Markets are forms of governance 24 Educated citizens are essential for democracy; without democracy, liberty is illusory 26 Addressing the crises that confront us requires that we imagine, debate, and enact new futures 26 Administration 31 Changing roles and increasing numbers of administrators 32 Shift from academics to managers as administrators 39 Creation of administrative careers 39 Growth in salaries of top administrators 39 Growth in advertising and marketing of universities and research institutes 40 Growth in numbers of part-time and temporary (adjunct) faculty 41 Changing sources of university and research institute financial support 42 Universities by the numbers 43 Education 49 From public good to private good 49 Shift from public support for higher education to individual support 52 Massive Open Online Courses (MOOCs) 55 A decline in foreign language instruction 56 Education solely as a means of maximizing one’s salary 57 Growth in testing and standardizing of knowledge 58 Plagiarism 61 Dumbing down higher education 62 Research 65 Counting publications 65 Counting citations 67 Checking prestige of journals 71 Downgrading of books and book chapters 74 Competing for grants 75 Greater incidence of fraud 77 Ghost and honorary authorship 78 Forced citations by journal editors 79 Rising costs of journals as a few publishers corner the market 80 Conflicts of interest in research 81 Changes in intellectual property rights 84 Public Engagement and Extension 91 Decline in public support 92 Growth of private extension-like services 93 Wider gap between research and extension 93 Decline of public interest research 94 Rise of strongly ideological think tanks 94 Consequences 97 Higher education is being rapidly altered 97 Research is more and more dominated by immediate (often economic) ends 98 Increasing corporate domination of the research enterprise 99 Discouraging innovation and high-risk research 100 The university as a growth machine 101 Isolated scholars and organizational solidarity 101 Can Our Universities and Research Institutes Address These Crises? 107 What kinds of universities and research institutes do we want? 107 How can we grapple with the wicked problems facing us? 108 Remembrance of Things Future: Some Specific Proposals for Change 109 Make universities and research institutes (more) secure places 111 Make universities and research institutes into models of democracy, deliberation, and discourse 116 Help build more sustainable societies 118 Better integrate research and education 122 Recognize the importance of slow scholarship 122 Bring the arts and humanities back in 124 Teach each other and various publics 125 Perform differently 126 Conclusion: Toward a Plural World 131 Notes 135 References 139
Preface to the English Language Edition xi Acknowledgments xix The Market for Knowledge 1 Crises 3 Climate change 3 Rising and more volatile food prices 4 Water shortages 5 Rising energy costs 5 Widespread obesity 6 Financial crises 7 Liberalisms and Neoliberalisms 11 Human knowledge is always limited 15 An irrefutable logical model can transcend the limits of human knowledge 15 Institutions must be reshaped so as to fit the logical model 17 The ability of States to intervene in markets must be limited 17 Social justice as both a concept and a set of policies is rejected as a mirage 18 Selves are to be reconstructed as isolated and entrepreneurial 18 Beyond Neoliberalisms 21 The self is social 21 Each institution promotes certain kinds of selves and rejects other kinds 22 People, institutions, and things make society together 23 Communities of scholars and invisible colleges are essential to the creation of knowledge 24 Markets are forms of governance 24 Educated citizens are essential for democracy; without democracy, liberty is illusory 26 Addressing the crises that confront us requires that we imagine, debate, and enact new futures 26 Administration 31 Changing roles and increasing numbers of administrators 32 Shift from academics to managers as administrators 39 Creation of administrative careers 39 Growth in salaries of top administrators 39 Growth in advertising and marketing of universities and research institutes 40 Growth in numbers of part-time and temporary (adjunct) faculty 41 Changing sources of university and research institute financial support 42 Universities by the numbers 43 Education 49 From public good to private good 49 Shift from public support for higher education to individual support 52 Massive Open Online Courses (MOOCs) 55 A decline in foreign language instruction 56 Education solely as a means of maximizing one’s salary 57 Growth in testing and standardizing of knowledge 58 Plagiarism 61 Dumbing down higher education 62 Research 65 Counting publications 65 Counting citations 67 Checking prestige of journals 71 Downgrading of books and book chapters 74 Competing for grants 75 Greater incidence of fraud 77 Ghost and honorary authorship 78 Forced citations by journal editors 79 Rising costs of journals as a few publishers corner the market 80 Conflicts of interest in research 81 Changes in intellectual property rights 84 Public Engagement and Extension 91 Decline in public support 92 Growth of private extension-like services 93 Wider gap between research and extension 93 Decline of public interest research 94 Rise of strongly ideological think tanks 94 Consequences 97 Higher education is being rapidly altered 97 Research is more and more dominated by immediate (often economic) ends 98 Increasing corporate domination of the research enterprise 99 Discouraging innovation and high-risk research 100 The university as a growth machine 101 Isolated scholars and organizational solidarity 101 Can Our Universities and Research Institutes Address These Crises? 107 What kinds of universities and research institutes do we want? 107 How can we grapple with the wicked problems facing us? 108 Remembrance of Things Future: Some Specific Proposals for Change 109 Make universities and research institutes (more) secure places 111 Make universities and research institutes into models of democracy, deliberation, and discourse 116 Help build more sustainable societies 118 Better integrate research and education 122 Recognize the importance of slow scholarship 122 Bring the arts and humanities back in 124 Teach each other and various publics 125 Perform differently 126 Conclusion: Toward a Plural World 131 Notes 135 References 139
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