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1.
The theory of academic capitalism is used to explore US and EU marketization trajectories. Comparisons are made along the
following dimensions: creation and expansion of intermediating organizations external to universities that promote closer
relations between universities and markets; interstitial organizations that emerge from within universities that intersect
various market oriented projects; narratives, discourses and social technologies that promote marketization and competition;
expanded managerial capacity; new funding streams for research and programs close to the market; and new circuits of knowledge
that move away from peer review and professional judgment as arbiters of excellence. We also consider the status of fields
not closely integrated with external markets, and see fragmentation of the humanities, fine arts and (some) social sciences
to be a sign of research universities marketization. We conclude that the US and EU are following very different paths to
bring higher education closer to the market. The US move to the market was incremental and frequently led by a wide variety
of non-governmental organizations, often with strong ties to the for-profit sector and participation by segments of universities
prior to federal legislation or mandates. The European Commission is reverse engineering Anglo-American higher education models
to reconstruct technologies of governance in uniquely European contexts that embed competition in nation-state initiatives.
Although the discourse surrounding university marketization promises growth of high paying jobs prosperity, evidence to date
suggests very uneven results for both the US and EU. 相似文献
2.
The public/private divide in higher education: A global revision 总被引：2，自引：0，他引：2
Simon Marginson 《Higher Education》2007,53(3):307-333
Our common understandings of the public/private distinction in higher education are drawn from neo-classical economics and/or
statist political philosophy. However, the development of competition and markets at the national level, and the new potentials
for private and public goods created by globalisation in higher education, have exposed weaknesses in the traditional notions
of public/private. For example, (1) the statist notion that higher education is always/already a public good blinds us to
its role in producing scarce positional private goods, even in free systems; (2) because there is no global state, both statists
and neo-liberals model the global higher education environment simply as a trading environment without grasping the potential
for global public goods in education – goods that are subject to non-rivalry or non-excludability, and broadly available across
populations, on a global scale. Yet higher education in one nation has the potential to create positive and negative externalities
in another; and all higher education systems and institutions can benefit from collective systems e.g. that facilitate cross-border
recognition and mobility. The paper sets out to revise public/private in higher education. Rather than defining public/private
in terms of legal ownership, it focuses on the social character of the goods. It argues that public/private goods are not
always zero sum and under certain conditions provide conditions of possibility for each other. It proposes (a) units in national
government that focus specifically on cross-border effects; (b) global policy spaces – taking in state agencies, individual
universities, NGOs and commercial agents – to consider the augmentation, distribution of and payment for global public goods.
This paper has been adapted from a keynote address to the Conference of Higher Education Researchers (CHER), University of
Twente, Enschede, 19 September 2004. The CHER conference was focused on the public/private question. Warm thanks to Erik Beerkens,
Jurgen Enders, Marijk van Wende, Ben Jongbloed, Guy Neave, other colleagues who took part in discussion at the CHER conference,
and the reviewers for Higher Education. 相似文献
3.
Allowing the Market to Rule: The Case of the United States 总被引：2，自引：0，他引：2
David D. Dill 《Higher Education Quarterly》2003,57(2):136-157
There are increasing calls in the UK and other countries for deregulating universities so that they can better compete in the global market for higher education. Frequent allusions are made to the superiority of the US market‐oriented system. But is market competition for first degrees in the US efficient for the larger society? Do the constantly increasing social expenditures for higher education in the US benefit the public interest or do they advantage certain students and faculty members? Two recent economic studies provide greater insight into the impacts of market competition on US higher education. The results of these studies are discussed and their possible implications for higher education policy making in other countries are explored. 相似文献
4.
规模扩大与高等教育入学机会均等化 总被引：2，自引：1，他引：2
Xiaohao Ding 《Frontiers of Education in China》2007,2(2):151-162
This paper explores the role of socio-economic status in determining access to higher education over time. Findings show that
the overall equality of higher education opportunity has improved because of the inclusion of more marginal students into
lower-tier higher education institutions (HEIs); however, students from higher socio-economic status have benefited disproportionably
from the expansion in elite universities. A brief discussion of the potential implications is presented.
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2006, (1): 24–33 相似文献
5.
Matthew David 《British Journal of Sociology of Education》2016,37(1):169-189
UK media coverage of global university league tables shows systematic bias towards the Russell Group, although also highlighting tensions within its membership. Coverage positions UK ‘elite’ institutions between US superiority and Asian ascent. Coverage claims that league table results warrant UK university funding reform. However, league table data for all years to 2012 (when major funding reforms were implemented – most radically in England) do not show either US superiority or Asian ascent. Citation bias defines media content. Text itself is structured by three discursive ‘ratchets’: highlighting US successes but never failures, rising Asian institutions but never falls, and claiming that UK results warrant the same policy irrespective of whether results improve or worsen. These combine with selective doubt by ‘elites’ who question but are not questioned. These four discursive mechanisms fabricate an illusory threat of global competition. This threat is then used to warrant neo-liberal policies at home. 相似文献
6.
李贤智 《湖南师范大学教育科学学报》2012,(1):15-18
英国高等教育在从精英教育迈向大众化、普及化的进程中,英国政府及高校通过制定走向扩招的入学政策、探索多元入学途径、建立招生服务机构,形成了以扩大参与为导向的高等教育入学政策。与此同时,英国政府也通过立法保证公平入学,并通过成立公平入学办公室、建立公平入学论坛、采取经费资助入学等方式,形成了一套行之有效的公平入学的政策。英国高等教育的这种扩大参与、公平入学二者兼顾的入学政策取向,为英国院校的入学政策带来巨大影响,也值得我们反思与借鉴。 相似文献
7.
中国在争创世界一流大学的过程中,在一定程度上是以美国的研究型大学为楷模。但是,高等教育技术革命,教育工程化管理,规模经济和市场扩大使教育市场由零碎型走向集中,非研究型但却是第一流的教学型大学和营利性高等教育的竞争,使美国的研究型大学受到了严峻的挑战。对中国和国际高等教育的大趋势的分析表明,研究型大学与教学型跨国大学(公司)一体化的模式有可能使中国的若干名牌大学既发展成为一流的教学型大学,也显著地增加迈向世界一流的研究型大学的条件。 相似文献
8.
This study examines the proposition that mass higher education is, in practice, less a network of more or less homogeneous
activities than a series of concentric circles in which elite institutions remain at the centre, but are surrounded by increasingly
wide bands of universities and colleges, that are less and less likely to set graduates on the road to elite status the further
they are from the centre. After a brief review of the classical and subsequent literature on elites and elite formation, the
empirical study uses data from the very long established annual publication Who’s Who to make a quantitative analysis of the higher education background of all 120,000 Who’s Who entries born in the twentieth century. It finds that Oxford and Cambridge remained the dominant route to elite status throughout
the century, though their share fell from about a third to about a quarter of the total. There were big rises in the contribution
of other leading universities that have come to be known as the ‘Russell Group’. An analysis by main occupational categories
shows that the political elite broadened its educational catchment area more than other groups. The so-called ‘public’ (i.e.
independent) secondary schools also continued to make contributions much larger than their numbers warrant. The main conclusions
are that Bourdieu’s notion of ‘symbolic capital’ offers a useful contribution to the interpretation of the continued dominance
of well-known high status universities, and that while there was considerable change throughout the century, in general it
followed the British tradition of being evolutionary and slow. In policy terms it concluded that the present government is
justified in seeking both to widen participation generally and simultaneously to increase the number of people from modest
economic and social backgrounds who attend the high prestige universities. 相似文献
9.
Abraham Yogev 《Higher Education》2000,40(2):183-201
Despite the growing body of literature on thestratification of the university systems in the US andthe UK, the treatment of all universities in countrieswhere the system of higher education is publiclycontrolled tends to remain monolithic. This iscertainly true of Israel, where all universities andcolleges are regulated by the Council for HigherEducation (CHE), which considers all universitiesthe ``first layer' of higher education versus the``second layer' of degree-granting colleges. We claimthat the six major Israeli universities – the fiveregular universities and the Technion – are highlystratified into three elite institutions, aiming atacademic excellence, versus three ``targetuniversities' aimed at specific or peripheralpopulations. Drawing on periodical university figurespublished by the Central Bureau of Statistics between1985–1996, we show that the growth of various academicfields and of graduate studies has been limited in thetarget universities. Subsequently, their studentcomposition differs from that of the three eliteuniversities. They have larger than expectedproportions of older students, women, and minority students (Sephardic Jews and Arabs). Threeimplications of these stratification patterns forhigher education policy in publicly controlled systemsare discussed: the extent and stability of universitystratification in these systems; the benefits andlimitations of this stratification process; and itsimpact on further developments in higher education,mainly the expansion of degree-granting colleges. 相似文献
10.
我国高校定位存在的误区及其对策研究 总被引：2，自引：0，他引：2
教育具有准公共物品和服务的属性决定了其最优的提供方式是政府和市场相结合的模式，因而教育走向市场就成为必然。目前，社会办学、国外大学的进入以及教育资源的竞争，使得高校之间的竞争态势日趋激烈。高校要在激烈的竞争中脱颖而出必须精心塑造自己的独特品牌形象，定位对品牌塑造具有独特的作用。分析我国高等学校在定位方面存在的误区，并提出解决问题的思路，具有重要意义。 相似文献
11.
市场化环境对大学组织行为的影响及其应对策略 总被引：1，自引：0，他引：1
阎凤桥 《清华大学教育研究》2005,26(3):84-93
大学处于市场力量与维护学术使命的张力之间，处理好两者之间的关系，成为大学能否在新经济时代扮演其轴心组织作用的关键。本文通过对美国研究型大学的考察，首先分析了大学在教学和研究方面的一些营利性行为以及收益与代价，其次分析了大学制度和组织对于其营利性行为的制约作用，然后简要地讨论了高等教育市场运行机制的特殊性，比较了精英大学与普通大学、非营利性大学与营利性大学之间的行为差异。最后，总结了大学应对外部市场化环境的四个策略。 相似文献
12.
Vikki Boliver 《牛津教育评论》2013,39(5):608-627
In 1992 the binary divide between universities and polytechnics was dismantled to create a nominally unitary system of higher education for the UK. Just a year later, the first UK university league table was published, and the year after that saw the formation of the Russell Group of self-proclaimed ‘leading’ universities. This paper asks whether there are distinctive clusters of higher and lower status universities in the UK, and, in particular, whether the Russell Group institutions can be said to constitute a distinctive elite tier. Cluster analysis of publicly available data on the research activity, teaching quality, economic resources, academic selectivity, and socioeconomic student mix of UK universities demonstrates that the former binary divide persists with Old (pre-1992) universities characterised by higher levels of research activity, greater wealth, more academically successful and socioeconomically advantaged student intakes, but similar levels of teaching quality, compared to New (post-1992) institutions. Among the Old universities, Oxford and Cambridge emerge as an elite tier, whereas the remaining 22 Russell Group universities appear to be undifferentiated from the majority of other Old universities. A division among the New universities is also evident, with around a quarter of New universities forming a distinctive lower tier. 相似文献
13.
This paper directs attention to important changes in the role and funding of elite private universities in the USA. At the center of these changes is the private endowment—an institution that has for much of its history been a pivotal element of innovation and autonomy, but which is recently tilting towards the production and reproduction of oligarchic institutional conditions. In the context of an explosion of wealth inequality in winner-take-all markets where elite higher education serves to provide coveted access to rare positional goods, the in perpetuity endowment—as currently configured—allows a small group of globally leading institutions to become rentiers who can support themselves nearly exclusively through the returns on their endowed capital. With that, a century-old dynamic of innovation and change of American higher education is at risk of collapsing. Where the elite private universities used to act as the head of Riesman’s snake-like procession, pulling the majority of American universities along in a process of isomorphic emulation, the emerging gulf between a handful of academic rentiers and the rest of the academic body (including many world-renowned, but not super-rich universities) threatens to cut that head off from the body, leaving the majority of the remaining institutions scrambling for survival at the mercy of the dictates of academic capitalism. We review policy options capable of taming the run-away endowment and place the issue in the larger context of the tension between Madisonian and Jeffersonian democratic imperatives. 相似文献
14.
Positioning higher education for the knowledge based economy 总被引：1，自引：0，他引：1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
15.
Jennifer L. Matić 《Globalisation, Societies & Education》2019,17(3):274-284
This paper examines the potential negative consequences of the internationalisation of American higher education from the perspective of positional competition theory. This analysis suggests that internationalisation efforts undertaken by colleges and universities contribute to positional competition between students vying for admission, between graduates competing for prestigious, well-paying jobs, and between higher education institutions themselves, who compete for prestige. As positional competition necessarily involves displacing other in obtaining advantage for one’s self, the paper further describes how the positional competition engendered in part by the internationalisation of higher education contributes to the replication of social patterns of inequality. 相似文献
16.
Since the late 1990s the Chinese government has implemented two key policies for the development of higher education. The
first was launching Project 985, with the purpose of seeking excellence through creating internationally competitive universities.
The second was a radical move to a mass system of higher education. In this context, China’s top universities have faced dual
missions, each with their challenges: playing key roles in the revolutionary expansion process on the one hand and closing
the gap between them and top universities around the world through the implementation of Project 985, on the other. It is
thus important to know about how these institutions have transformed themselves for excellence through the implementation
of these policies. With the three cases of Peking, Nanjing and Xiamen Universities, this paper aims to examine each institutional
response and the broad changes that have come about in these top Chinese comprehensive universities. It looks especially at
the divergent trajectories these institutions have followed in balancing their elite and mass education functions, their global,
national and local missions, the pursuit of excellence alongside of a commitment to equity, efforts at curricular comprehensivization
while preserving unique historical strengths, and finally globalization and localization. From two higher education frameworks,
one based on epistemological considerations and the other on political philosophy, that are equally important in light of
China’s traditions, the paper concludes that Chinese universities will continuously but selectively respond to the national
expansion policy with various institutional models of seeking excellence that enable them to contribute to Chinese society
and the global community in the future. 相似文献
17.
印度是发展中国家高校海外办学发展最为迅速的国家,其海外办学以私立大学为主。作为印度最著名的私立大学,阿米提大学海外办学成效显著,具有代表性。截至2018年,阿米提大学已在英国、美国、澳大利亚、毛里求斯、南非、罗马尼亚、阿联酋、中国、新加坡等9个国家筹建了12所"全球校园"。阿米提大学海外办学模式既有海外联合学位项目,也有独立建制海外分校、合作建制海外分校;其海外办学特色鲜明,办学理念以学生未来就业为导向,建立了鲜明的实用性和国际化课程,构建了内外结合的质量保障体系。但其发展也面临国际学位项目生源不足、管理机制不健全以及海外分校建设存在较为突出的商业化和产业化问题等。 相似文献
18.
Jongyoung Kim 《British Journal of Sociology of Education》2011,32(1):109-126
This study aims to understand Korean students’ motivations for studying in US graduate schools. For this purpose, I conducted in‐depth interviews with 50 Korean graduate students who were enrolled in a research‐centered US university at the time of the interview. In these interviews, I sought to understand how their motivations are connected not only with their family, school, and occupational backgrounds, but also with the stratification of global higher education. Theoretically, this paper attempts to combine the concept of global positional competition with Pierre Bourdieu’s theory of cultural capital in the field of global education. By critically examining a push–pull model of transnational higher education choice‐making, this study situates Korean students’ aspirations in the contexts of global power and the hierarchy of knowledge‐degree production and consumption. After analyzing the students’ qualitative interviews, I classify their motivations for earning US degrees within four categories: enhancing their class positions and enlarging their job opportunities; pursuing learning in the global center of learning; escaping the undemocratic system and culture in Korean universities; and fulfilling desires to become cosmopolitan elites armed with English communication skills and connections within the global professional network. Based on this analysis, I argue that Korean students pursue advanced degrees in the United States in order to succeed in the global positional competition within Korea as well as in the global job marketplace. As they pursue advanced US degrees, Korean students internalize US hegemony as it reproduces the global hierarchy of higher education, but at the same time Korean students see US higher education as a means of liberation that resolves some of the inner contradictions of Korean higher education, including gender discrimination, a degree caste system, and an authoritarian learning culture. Therefore, this study links Korean students’ aspiration for global cultural capital to complex and irregular structures and relations of class, gender, nationality, and higher education that extend across local, national, and global dimensions simultaneously. 相似文献
19.
Jongyoung Kim 《British Journal of Sociology of Education》2016,37(1):30-50
International graduate students’ occupational trajectories have rarely been studied, although many studies exist on their learning experiences in foreign universities. Based on 80 qualitative interviews, this article aims to understand how, where, and why these students obtain jobs in academe and corporations. I focus particularly on Korean professionals who received graduate degrees from US universities and who later obtained jobs in Korea or the United States. The theoretical component of this work is based on two important concepts – global cultural capital and global positional competition – both of which are seen to be based on a global hierarchy of academic degrees and professional knowledge. This study empirically tests and elaborates Phillip Brown’s three rules of inclusion and exclusion in global positional competition. By looking at international students’ transnational occupational trajectories, this study aims to understand how global education, transnational job opportunities, and social inclusion and exclusion interact in diverse ways. 相似文献
20.
The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic quality assumes three primary forms: “oversight” or direct regulation; “competition” or steering of market forces; and “mutuality” or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the academic profession to assure academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring academic quality in universities, we outline the essential components of a national framework for assuring academic standards. 相似文献