university setting, it highlighted a multiplicity of values and of governance structures which at times moved at different speeds or in different directions. In this way, a light was shone not only on the internal ambiguities of modernised higher education
Anthropological reflections on ‘Project 2012’ and The Offer
Margaret D. Lecompte
This article describes how different constituencies in a major research university tried to initiate change despite disagreements over common goals, norms and principles. The context was a culture war. The university administration wanted to impose a corporatising and privatising philosophy which it felt was crucial to preserving the university's academic integrity and its financial survival in a time of budgetary crisis. Faculty viewed these actions as serious threats to shared governance, faculty control over the curriculum, instruction and research, academic freedom and the faculty's constitutional rights. These forces played out in the firing and grievance cases of Ward Churchill and Adrienne Anderson, professors whose research and publications angered members of the political and academic establishment and galvanised protests pro and con from the media, conservative politicians and public intellectuals.
Neoliberal Governance and Government Educational Resource Manuals in Canada
Lisa Smith and Stephanie Paterson
themselves without the need for state intervention. Foucault’s (1994) notion of biopower illuminates the ways in which modern governance involves the monitoring, documenting, and directing of the health and wellness of the population as a whole through a
problematising citizenship in the social sciences curriculum
Judith Burnett and Erika Cudworth
This article explores the critical pedagogical issues that emerge when attempting to develop active citizenship among undergraduates as an integral part of the student experience. It presents part of the findings from a C-SAP-funded project (Gifford et al. 2006) that we undertook with a partner higher education institution. This article explores our particular contribution carried out in a post-1992 London higher education institution. Our innovations in the social sciences undergraduate curriculum aimed at creating situations in which students would explore the diversity of citizenship in educational settings, namely, a local school, a further education college, and Summerhill School (founded by A.S. Neill). The research leads us to conclude that citizenship is a problem of praxis influenced and shaped by the local-global contexts of communities with diverse heritages of meaning, stratified social settings, and specific local and historical characteristics. This challenges the notions underpinning the Crick curriculum with its national orientation, and demonstrates the need to sensitise citizenship learning experiences to the needs of students and staff embedded in their social contexts. Such an approach can be understood as a form of situated citizenship characterised by active engagement with an assumption of heterogeneity which is positively sensitive to diversity.
Danish university reform in the context of modern governance
Susan Wright and Jakob Williams Ørberg
In 2003 the Danish government reformed universities to 'set them free' from the state. Yet ministers are actively trying to shape universities and even set research agendas. How does the government's notion of 'freedom' reconcile independence with control? We identify three discourses of freedom: freedom to use academic judgement over what to research, teach, publish and say publicly; a free trade discourse where universities are free to pursue profit; and a modernising state discourse where government steers universities to contribute to the knowledge economy. Danish universities were reformed as part of the modernisation of the welfare state. We explore the assemblage of administrative and funding mechanisms through which the government now steers independent organisations: a chain of contracts for outsourced services, newly appointed managers, output payments and accrual accounting. While responsibility for achieving government policy is passed downwards through the independent organisation, formal lines of accountability run back up to the government. University leaders and academics are set free to manoeuvre within the system, but their economic survival is firmly dependent on responsiveness to centralised steering mechanisms
Catherine N. Butcher
I am exploring forms of university ownership/control, governance, financing and organisational structure that I call heterodox, in that they might offer students, faculty and administrative staff educational outcomes in terms of access, cost
Shaun Hargreaves-Heap, Stefan Hudak, and Jeroen Huisman
Walter W. McMahon (2009) Higher Learning, Greater Good: The Private and Social Benefits of Higher Education
Review by Shaun Hargreaves-Heap
Alberto Amaral, Guy Neave, Christine Musselin and Peter Maassen (eds) (2009) European Integration and the Governance of Higher Education and Research
Review by Stefan Hudak
Jill Blackmore, Marie Brennan and Lew Zipin (eds) (2010) Re-positioning University Governance and Academic Work Review by Jeroen Huisman
Constructing and practising student engagement in changing institutional cultures
Lisa Garforth and Anselma Gallinat
universities modern ’, Learning and Teaching 3 , no. 3 : 91 – 116 . Council of Europe ( 2015 ) Student Engagement in Europe: Society, Higher Education and Student Governance , Council of Europe Higher Education Series 20, Strasbourg : Council of Europe
In a three-year ethnographic study of a selective U.S. liberal arts college, it was found that educational development efforts contributed not only to changes in teaching but also to cross-college collaboration and the development of a sense of community. In the 1990s and early 2000s, the college created a learning centre and new educational development activities that spoke to faculty members' needs and college interests. Following these changes, increased collegiality could be seen in collaborations among college employees, and in the educational development activities themselves, resulting in increased interest in educational development. These institutional changes were only made possible because of the college's relatively democratic governance structure, relatively high levels of faculty members' power on campus, and an environment in which ideas and practices could be challenged and re-conceptualised (at least by some employees). Ultimately, this paper argues for more attention to the interrelationships between campus collegiality, teaching and learning, and power in institutions of higher education.
a voluntary method of coordination and marketisation?
Ole Henckel and Susan Wright
Ole Henckel is writing his PhD thesis on the relationship between national and European higher education policy as well as the history of the Bologna process. The aim of this interview was to learn about the historical background to the Bologna process, which interests were involved and which were excluded, what their motivations were, why they thought it was a good idea, and what they were trying to achieve? As the interview progressed, it focused on three themes. First, at what points did it become clear to participants that they were engaged in a new European 'great game' of creating not just a standardised Higher Education Area, but a global market? Second, how does the Bologna process work as an exemplar of the European Union's new form of governance through freedom, often referred to as the operation of 'soft power' or the Open Method of Coordination? Third, what are the most recent developments, and what kind of future is emerging?