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Journal ArticleDOI

Higher Education and Public Good: Higher Education and Public Good

01 Oct 2011-Higher Education Quarterly (Wiley)-Vol. 65, Iss: 4, pp 411-433
About: This article is published in Higher Education Quarterly.The article was published on 2011-10-01. It has received 270 citations till now. The article focuses on the topics: Higher education & Public good.
Citations
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Journal ArticleDOI
TL;DR: In this paper, the authors apply Bourdieu's conceptual framework to analyse the dynamics of practice in the context of the intensification of marketisation in English universities, and explore the impact on student identities and learning processes, on the curriculum and on the academic practices of faculty.
Abstract: The restructuring of higher education (HE) according to neoliberal market principles has constructed the student consumer as a social category, thereby altering the nature, purpose and values of HE. In England, a key government attempt to champion the rights of the student consumer has taken the form of institutional charters which indicate the level of services students can expect to receive and what they will be expected to do in return. Pierre Bourdieu’s conceptual framework is applied to analyse the dynamics of practice in the context of the intensification of marketisation in English universities. The impact on student identities and learning processes, on the curriculum and on the academic practices of faculty is explored. By studying the production of institutional information related to charters, a particular image of the ‘good’ student is promoted to prospective students, which simultaneously regulates current student expectations. We argue that the marketisation of learning may result in passive...

171 citations


Cites background from "Higher Education and Public Good: H..."

  • ...In this context, the public good is represented as the sum of the private benefits as well as the external effects of HE on society and the economy (Marginson, 2011, p. 413)....

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  • ...There is evidence of renewed interest in exploring the balance between HE as a private and public good by both academics (Fisher, 2006; Marginson, 2011) and policy makers (see the British Government’s Higher Ambitions (2009) and Students at the Heart of the System (2011))....

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Journal ArticleDOI
TL;DR: In this paper, the authors examine the linkage between entrepreneurship education and COVID-19 in order to understand future research and practice paths and suggest that more entrepreneurship education research embedding a COVID19 context is required to breakthrough new frontiers and reset the research agenda.

128 citations


Cites background from "Higher Education and Public Good: H..."

  • ...Increasingly students after they finish their courses will have multiple jobs due to a reliance on project-based work (Marginson, 2011)....

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Journal ArticleDOI
TL;DR: The public/private distinction is central to higher education but there is no consensus on "public" in higher education as discussed by the authors, and neither of these two approaches can effectively encompass collective goods, or normative elements.
Abstract: The public/private distinction is central to higher education but there is no consensus on ‘public’. In neo-classical economic theory, Samuelson distinguishes non-market goods (public) that cannot be produced for profit, from market-based activity (private). This provides a basis for identifying the minimum necessary public expenditure, but does not effectively encompass collective goods, or normative elements. In political theory ‘public’ is often understood as state ownership and/or control. Dewey regards social transactions as ‘public’ when they have relational consequences for persons other than those directly engaged, and so become matters of state concern. This is more inclusive than Samuelson but without limit on costs. Neither definition is wholly satisfactory, each offers something, and each can be used to critically interrogate the other. The article synthesises the two approaches, applying the resulting analytical framework with four quadrants (civil society, social democracy, state quasi-marke...

110 citations


Cites background from "Higher Education and Public Good: H..."

  • ...Third, public/private is understood variously in social science, from economics to differing strands in political and communications theory (Marginson 2007, 2011, 2013a)....

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Journal ArticleDOI
TL;DR: This special issue of Higher Education focuses on higher education and the Sustainable Development Goals (SDGs), to examine this latter, and less commonly discussed, role of higher education in addressing the SDGs.
Abstract: This special issue of Higher Education focuses on higher education and the Sustainable Development Goals (SDGs). The 17 SDGs adopted by all United Nations member states in 2015 cover a broad range of issues related to socio-economic, environmental and technological development, and apply to all of the world’s countries, and not only those normally considered to be ‘developing’ or ‘emerging’. As part of its broad remit, the SDGs expanded the focus beyond primary and secondary education to include tertiary education. This was an important move as higher education was missing from the international development agenda as evidenced by previous sets of development goals—the Millennium Development Goals and Education for All. One of these goals—SDG 4—calls for equal access to tertiary education, including university, as part of the promotion of lifelong learning opportunities for all. Yet, universities have another important role in the SDGs, as a driver for the achievement of the full set of goals, through their role in human formation, knowledge production and innovation. This special issue builds on the existing scarce literature (Aarts et al. 2020; Castells 1994; McCowan 2016, 2019; Milton & Barakat 2016; Neave et al. 2000; Owens 2017; Schendel & McCowan 2015) to examine this latter, and less commonly discussed, role of higher education in addressing the SDGs. University as an institution has a long history, starting as an educational establishment, later assuming the knowledge creating (research) function and more recently the so-called third mission (engagement). In most contexts, universities were for the elites, educating them for religious, professional or administrative occupations. With the expansion of higher education participation, university has acquired a larger potential for contributing to societal development. Teachers, doctors, engineers, among other professionals, obtain academic education at a higher level to practice their professions and support societies. Furthermore, universities undertake fundamental and applied research in sciences and humanities to improve our understanding of life. There exist diverse exemplars of universities’ innovative engagement with the global challenges, such as the University of Pretoria’s (South Africa) strategy to use research for addressing societal problems across the continent, with a focus on food security. Another example is the Ahfad University for Women (Sudan) which provides a holistic experience through academic courses, research, on-the-job training and community extension activities

106 citations


Cites background from "Higher Education and Public Good: H..."

  • ...Even in resourcerich contexts, there are global dynamics that act against the promotion of the public good (Marginson 2011), including privatisation of public sectors, growth of for-profit institutions and pressures of international rankings to prioritise elite research over local engagements....

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Journal ArticleDOI
Jill Blackmore1
TL;DR: This paper argued that the corporatisation of the academy has produced academic disenchantment due to managerial dominance, commercialisation and privatisation and disengagement with the dominant values, practices and images of university leadership.
Abstract: Confronted with the processes of massification, commercialisation, internationalisation and reduced funding, universities also face an ageing academic workforce, with implications of a shrinking pool from which to recruit managerial and research leaders. A feminist analysis suggests that the policy problematic has been wrongly conceptualised as disengagement with leadership due to the characteristics of the academic workforce. Instead, it is argued that the corporatisation of the academy has produced academic disenchantment due to managerial dominance, commercialisation and privatisation and disengagement with the dominant values, practices and images of university leadership. Furthermore, the intensification of academic labour and the lack of diversity in leadership discourage many women from aspiring to or achieving leadership.

103 citations


Cites background from "Higher Education and Public Good: H..."

  • ...Marginson (2011) argues that universities have multiple roles, of which responding to the market (student and economic demand) is just one....

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  • ...Increasingly, higher education is being redefined solely in terms of economic growth with little regard for the social or cultural benefits that have traditionally been associated with the role of the liberal comprehensive university (Marginson, 2011)....

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References
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Journal ArticleDOI
TL;DR: In this paper, the authors propose a method to use the information of the user's interaction with the service provider in order to improve the quality of the service provided to the user.
Abstract: Классическая работа лаурета Нобелевской премии по экономике Пола Самуэльсона, заложившая основу современной теории общественных благ. В статье формулируются условия выбора оптимального объема предоставления общественного блага, ныне присутствующие в любом учебнике микроэкономики и экономики общественного сектора.

6,105 citations

Journal ArticleDOI
TL;DR: In this paper, an "informational" approach to moral analysis focusing on the admissibility and use of different types of information in moral valuation has been proposed to bring out the content, scope, and limitations of different moral principles.
Abstract: The main aim of Dewey lectures is to explore a moral approach that sees persons from two different perspectives: well-being and agency. Both the "well-being aspect" and the "agency aspect" of persons have their own relevance in the assessment of states and actions. A second objective is to examine a set of metaethical issues, making use of an "informational" approach to moral analysis which focuses on the admissibility and use of different types of information in moral valuation. Informational analysis can be used to bring out the content, scope, and limitations of different moral principles. A few examples may help to illustrate the diversity of ways in which informational constraints may be used through the specification of invariance requirements. Authorship invariance does have some claims to being a reasonable requirement of moral evaluation. The possibility of combining position relativity with authorship invariance is also the reason why positionality of moral valuation is perfectly consistent with objectivity of moral values.

2,168 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore the dynamics of competition in higher education and explore the relationship between national competition and global competition, showing that the networked open information environment has facilitated the emergence of a world-wide positional market of elite US/UK universities and the rapid development of a commercial mass market led by UK and Australian universities.
Abstract: The paper explores the dynamics of competition in higher education. National competition and global competition are distinct, but feed into each other. Higher education produces ‘positional goods’ (Hirsch 1976) that provide access to social prestige and income-earning. Research universities aim to maximise their status as producers of positional goods. This status is a function of student selectivity plus research performance. At system-level competition bifurcates between exclusivist elite institutions that produce highly value positional goods, where demand always exceeds supply and expansion is constrained to maximise status; and mass institutions (profit and non-profit) characterised by place-filling and expansion. Intermediate universities are differentiated between these poles. In global competition, the networked open information environment has facilitated (1) the emergence of a world-wide positional market of elite US/UK universities; and (2) the rapid development of a commercial mass market led by UK and Australian universities. Global competition is vectored by research capacity. This is dominated by English language, especially US universities, contributing to the pattern of asymmetrical resources and one-way global flows. The paper uses Australia as its example of system segmentation and global/national interface. It closes by reflecting on a more balanced global distribution of capacity.

1,061 citations

Journal Article

877 citations

Book ChapterDOI
29 Jul 1999
TL;DR: The notion of global public goods was introduced by Thomas Jefferson as discussed by the authors, who argued that knowledge is not only a public good but also a global or international public good, and that the international community has a collective responsibility for the creation and dissemination of one global public good -knowledge for development.
Abstract: Thomas Jefferson, the third President of the United States, described knowledge in the following way: “He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me.” In doing so, Jefferson anticipated the modern concept of a public good. Today, we recognize that knowledge is not only a public good, but a global or international public good. We have also come to recognize that knowledge is central to successful development. The international community, through institutions like the World Bank, has a collective responsibility for the creation and dissemination of one global public good -knowledge for development. The purpose of this paper is to review the concept of global public goods, to explain the sense in which knowledge is a public good, and to explore the implications for international public policy that derive from the fact that knowledge is a global public good. In particular, I shall emphasize the role of knowledge for development, articulated forcefully in this year’s World Development Report, 2 and the consequences that follow.

648 citations