0 penilaian0% menganggap dokumen ini bermanfaat (0 suara)
79 tayangan27 halaman
Slaughter, s. And leslie, L. L. (1999). History of the relationship between academics and the market. O Insulated from the market o Guided by ideas of service and altruism. What new money was available was concentrated in technoscience and market-related fields.
Slaughter, s. And leslie, L. L. (1999). History of the relationship between academics and the market. O Insulated from the market o Guided by ideas of service and altruism. What new money was available was concentrated in technoscience and market-related fields.
Hak Cipta:
Attribution Non-Commercial (BY-NC)
Format Tersedia
Unduh sebagai PPT, PDF, TXT atau baca online dari Scribd
Slaughter, s. And leslie, L. L. (1999). History of the relationship between academics and the market. O Insulated from the market o Guided by ideas of service and altruism. What new money was available was concentrated in technoscience and market-related fields.
Hak Cipta:
Attribution Non-Commercial (BY-NC)
Format Tersedia
Unduh sebagai PPT, PDF, TXT atau baca online dari Scribd
Presented by Karen Yan History of the Relation between Academics and the Market The First Half of 20th Century o Insulated from the market o Guided by ideas of service and altruism The Second Half of 20th Century 1. The market became global 2. Lost shares of markets 3. Responding to the loss by investing in new technologies 4. Less public money was available for higher education 5. and what new money was available was concentrated in technoscience and market-related fields The Second Half of 20th Century o A turning point: 1980s 2. The market became global 3. lost shares of markets o Taiwan’s share? Need data and analysis 4. responding to the loss by investing in new technologies o WHY: remain competitive in global markets o HOW: o demand government to sponsor commercial research and development in research universities and in government laboratories o the development of national policies that facilitate the above 1. Less public money was available for higher education o WHY: partly because of increasing claims on government funds o supply-side economics: shifting public resources from social welfare programs to economic development efforts o HOW: tax cuts for the business sector o HOW: stimulate technology innovation o debt reduction o increased entitlement programs: Social Security, Medicare, and primary and secondary education o WHY: demographic changes o What new money was available was concentrated in technoscience and market- related fields o e.g., in molecular biology, materials science, optical science, cognitive science o So-called applied, commercial, strategic, and targeted research Academic Capitalism def.= o “institutional and professorial market or marketlike behaviors to secure external moneys” o HOW: Research grants and contracts, service contracts, partnerships with industry and government, technology transfer, or the recruitment of more and higher fee-paying students
o “Market behaviors refer to for-profit activity
on the part of institutions, activity such as patenting and subsequent royalty and licensing agreements, spinoff companies, arm’s-length corporations, and university- industry partnerships” o “…changes that blur the customary boundaries between private and public sectors” (p.9)
o “They are academics who act
as capitalists from within the public sector; they are state- subsidized entrepreneurs” (p.9). Outline of Chapter 2 & 3: International changes that shape higher education What and How o What forces are driving the restructuring of higher education? o Emergence of global markets and its implication on higher education o How are these forces manifested in national policy? o promote shift from basic or curiosity- driven research to targeted or commercial or strategic research o access to higher education: greater student participation but lower national cost; switch from student grants to loans o curricula: prefer department and colleges close to the market Outline of Chapter 4 What o How do administrators and faculty describe the advantages and disadvantages of academic capitalism?
o How do individual academics
respond to the rise of academic capitalism? Case study of Australian in the late 1980s “…faculty had to compete for government research funds rather than receive them as a prerogative of holding a university position…”
“The federal government began
to monitor institutions through a quality assurance scheme, rewarding universities that met agreed-upon goals and o University and faculty had to compete for critical resources (research money) o Teach, public service, &Research o Research becomes the activity that differentiates among and within universities. o Turn to academic capitalism to maintain research resources and to maximize prestige “…if faculty were offered more resources to teach more students, it is not clear that they would compete for these moneys with the same zeal with which they compete for external research dollars.” Outline of Chapter 5 What o How did faculty perceive the impact of academic capitalism on their unit, their universities, and their careers? o Were they developing new strategies to deal with political economic change and national higher education policy change? o If new strategies were emerging, did they result in organizational change? 47 persons in eight unites in three universities “Very often the new units called for the addition of large numbers of professional officers and nonacademic staff, who fiercely loyal to center or institute heads, did not engage much with faculty, and were not very interested in teaching. They were much more a part of the commercial culture than the academic culture and tended to bring commercial values to their work, concentrating on making their centers operate more like small firm, expanding commercial activity, and “Faculty especially valued the improved relations with external bodies, heightened prestige of their units, closer linkage to the economy, and added monetary benefits” “Junior faculty, postdoctoral fellows, and graduate students were less favorable in their views of academic capitalism. They felt that performance expectations had doubled because they were now supposed to demonstrate excellence in two research venues, fundamental and commercial.” Outline of Chapter 6 What o Whether academic conceptions of the nature of knowledge were changing
o Did the faculty still value fundamental or
basic theoretical knowledge above all else, or were market pressures and resource dependence changing academic epistemology?
o How did professors deal with the
professional norm of altruism when they pursued the discovery and development of profit-making products and processes?
o If change was occurring, was it across all
fields, or was it confined, in research “…reconceptualize knowledge so that entrepreneurial research would be valued highly, especially entrepreneurial research on the frontiers of science and technology, research that involved discovery of innovative products and processes for global markets”
o Being ambivalent about altruism
Conclusions o A loss to the concept of the university as a community, where the individual members are oriented primarily toward the greater good of the organization o The successful academic capitalists will gain personal power within universities, both individually and collectively o The central administrators will gain in the redistribution of power The End