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Journal ArticleDOI

‘World-class’ fantasies: A neocolonial analysis of international branch campuses:

01 Jan 2019-Organization (SAGE PublicationsSage UK: London, England)-Vol. 26, Iss: 1, pp 75-97
TL;DR: The authors explored how the "world-class" discourse as an ideology and a fantasy structures neocolonial relations in intern... and built on postcolonial studies and discourse analytical research exploring how the 'worldclass' discourse as ideology and fantasy structure neocolony relations in the US.
Abstract: In this article, we build on postcolonial studies and discourse analytical research exploring how the ‘world-class’ discourse as an ideology and a fantasy structures neocolonial relations in intern...
Citations
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Book ChapterDOI
01 Jan 2020
TL;DR: In this paper, the authors identify four threats to long-term sustainability for global higher education partnerships and propose four conditions that can improve the prospects of longterm sustainability in higher education.
Abstract: Drawing from extant literature, this chapter first identifies four threats to long-term sustainability for global higher education partnerships. The chapter then proposes four conditions that can improve the prospects of long-term sustainability. As a final matter, the chapter considers two ethical issues pertinent to contemporary global partnerships.

8 citations

Journal ArticleDOI
TL;DR: In this paper, the authors make the point that the corona crisis should motivate business schools and scholars to reflect on their interpretation of responsible management education (RME), by respectively highlighting the relevance of the constructs organizational climate (OC) and professorial roles (PR) and calling for an enactment of business schools' employer responsibility.
Abstract: Purpose This essay makes the point that the corona crisis should motivate business schools and scholars to reflect on their interpretation of responsible management education (RME). It suggests both a conceptual and a practice renewal of RME, by respectively highlighting the relevance of the constructs organizational climate (OC) and professorial roles (PR) and calling for an enactment of business schools' employer responsibility. It also argues that beyond mere techno-pedagogical and strategic developments, business schools' post-pandemic challenges should encompass a narrative change. Design/methodology/approach Review of recent studies on the neo-liberalization of business schools and the implications of the latter on management educators and management education. Findings The corona crisis carries the risk of putting center stage and amplifying the entrepreneurial narrative in business schools. Such a narrative is deeply rooted in neoliberal assumptions. However, the corona crisis is also an opportunity to renew RME and to favour critical studies, encourage moral imagination and embark collectively on systemic activism. Originality/value Like other recent work, this paper reflects on what RME should mean and how business schools should set and fulfill their RME agenda in the aftermath of the corona crisis. To complement those former work, this paper proposes that the constructs of OC and PR be invited into the conceptualization of RME and insists that business schools acknowledge their employer responsibility.

7 citations

Journal ArticleDOI
TL;DR: This article analyzed the dynamics at peripheral units of a Western global professional service firm and drew on post-colonization theory to analyze the post-colonial dynamics at the news agency Reuters.
Abstract: This article analyses neo-colonial dynamics at peripheral units of a Western global professional service firm. Drawing on postcolonial theory, an empirical study at global news agency Reuters’ subs...

6 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore how social approval assets, namely status and reputation, are used to legitimate and categorise a new national university, and argue that in the course of the legitimation process, status, reputation work as stakeholder-oriented value-creating benefits.
Abstract: The authors explore how social approval assets, namely status and reputation, are used to legitimate and categorise a new national university. They argue that in the course of the legitimation process, status and reputation work as stakeholder-oriented value-creating benefits. The authors specifically analyse the discursive constructions and labels used in the process and how the process enables nationwide university reform.,The authors’ longitudinal case study utilises critical discourse analysis and analyses media and policy discourses regarding the birth of Aalto University.,The findings suggest that the legitimation of the new university was accomplished through the use of two distinct discourses: one on higher education and another on the market economy. These discourses not only sought to legitimise the new university as categorically different from existing Finnish universities, but also rationalised the merger using the expected reputation and status benefits that were claimed would accrue for supporters.,This study elaborates on the role of various social approval assets and labels in legitimation processes and explores how policy enforcement can take place in arenas that are not necessarily perceived as policymaking. For managers, it is crucial to understand how a chosen label (name) can result in both stakeholder support and resistance, and how important it is to anticipate the changes a label can invoke.,The authors propose that the use of several labels regarding a new organisation is strategically beneficial to attracting multiple audiences who may hold conflicting interests in terms of what the organisation and its offerings should embody. They propose that even though status and reputation have traditionally been defined as possessions of an organisation, they should be further understood as concepts used to disseminate and justify the interests, norms, structures and values in a stakeholder network.

6 citations

Journal ArticleDOI
TL;DR: In this paper, the authors contribute to "Brexit geographies" by exploring how the UK higher education in the UK constitutes an important (export) sector that depends on mobilities of capital, labour and students.
Abstract: Higher education in the UK constitutes an important (export) sector that depends on mobilities of capital, labour and students. This article contributes to ‘Brexit geographies’ by exploring how the...

5 citations

References
More filters
01 Jan 2012
TL;DR: The postcolonial and the post-modern: The question of agency as discussed by the authors, the question of how newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12.
Abstract: Acknowledgements, Introduction: Locations of culture, 1. The commitment to theory, 2. Interrogating identity: Frantz Fanon and the postcolonial prerogative, 3. The other question: Stereotype, discrimination and the discourse of colonialism, 4. Of mimicry and man: The ambivalence of colonial discourse, 5. Sly civility, 6. Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817, 7. Articulating the archaic: Cultural difference and colonial nonsense, 8. DissemiNation: Time, narrative and the margins of the modern nation, 9. The postcolonial and the postmodern: The question of agency, 10. By bread alone: Signs of violence in the mid-nineteenth century, 11. How newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12. Conclusion: 'Race', time and the revision of modernity, Notes, Index.

18,201 citations

Book
01 Jan 1972
TL;DR: The most inspiring book today from a very professional writer in the world, archaeology of knowledge and the discourse on language as discussed by the authors, is the book that many people are waiting for to publish.
Abstract: Now welcome, the most inspiring book today from a very professional writer in the world, archaeology of knowledge and the discourse on language. This is the book that many people in the world waiting for to publish. After the announced of this book, the book lovers are really curious to see how this book is actually. Are you one of them? That's very proper. You may not be regret now to seek for this book to read.

4,257 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...…by an understanding of discourse as collections of interrelated texts and practices that ‘systematically form the object of which they speak’ (Foucault, 1972: 49) and of how individuals then participate and (re)produce the discursive practices that are the condition and consequence of…...

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Book
01 Jan 1989
TL;DR: The Sublime Object of Ideology as mentioned in this paper explores the political significance of these fantasies of control, linking key psychoanalytical and philosophical concepts to social phenomena such as totalitarianism and racism.
Abstract: In this provocative and original work, Slavoj Zizek takes a look at the question of human agency in a postmodern world. From the sinking of the Titanic to Hitchcock's Rear Window, from the operas of Wagner to science fiction, from Alien to the Jewish Joke, the author's acute analyses explore the ideological fantasies of wholeness and exclusion which make up human society. Zizek takes issue with analysts of the postmodern condition from Habermas to Sloterdijk, showing that the idea of a 'post-ideological' world ignores the fact that 'even if we do not take things seriously, we are still doing them'. Rejecting postmodernism's unified world of surfaces, he traces a line of thought from Hegel to Althusser and Lacan, in which the human subject is split, divided by a deep antagonism which determines social reality and through which ideology operates. Linking key psychoanalytical and philosophical concepts to social phenomena such as totalitarianism and racism, the book explores the political significance of these fantasies of control. In so doing, The Sublime Object of Ideology represents a powerful contribution to a psychoanalytical theory of ideology, as well as offering persuasive interpretations of a number of contemporary cultural formations.

3,644 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...We approach the world-class discourse as an ideology and a fantasy that not only constructs us as subjects but is parallel to the way ideologies interpolate us and structure neocolonial relations (Žižek, 1998)....

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  • ...Thus, as fantasies seek to dispel the incoherency in the other (Žižek, 1998), we also find that organizational fantasies further seek to dispel the incoherency in oneself....

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  • ...In organization studies, this type of activity has been discussed as a form of cynical resistance, meaning that people somehow know they are embracing and seeking to fulfil an illusion yet continue to act accordingly (Fleming and Spicer, 2003; Žižek, 1998)....

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  • ...We argue that the power of the world-class discourse is embedded in its rhetoric and imaginary, which create a fantasy, that is, a positivized construction of impossible fullness (Žižek, 1998: 100)....

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  • ...Nevertheless, the claim of knowing the Other is based on an imaginary and the fantasy of coherency is destabilized because of the presence of the Other (Lok and Willmott, 2014; Žižek, 1998)....

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Book
16 Dec 2011
TL;DR: Mignolo argues that coloniality is the darker side of Western modernity, a complex matrix of power that has been created and controlled by Western men and institutions from the Renaissance, when it was driven by Christian theology, through the late twentieth century and the dictates of neoliberalism as discussed by the authors.
Abstract: During the Renaissance and the Enlightenment, coloniality emerged as a new structure of power as Europeans colonized the Americas and built on the ideas of Western civilization and modernity as the endpoints of historical time and Europe as the center of the world. Walter D. Mignolo argues that coloniality is the darker side of Western modernity, a complex matrix of power that has been created and controlled by Western men and institutions from the Renaissance, when it was driven by Christian theology, through the late twentieth century and the dictates of neoliberalism. This cycle of coloniality is coming to an end. Two main forces are challenging Western leadership in the early twenty-first century. One of these, “dewesternization,” is an irreversible shift to the East in struggles over knowledge, economics, and politics. The second force is “decoloniality.” Mignolo explains that decoloniality requires delinking from the colonial matrix of power underlying Western modernity to imagine and build global futures in which human beings and the natural world are no longer exploited in the relentless quest for wealth accumulation.

1,246 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...…be heard in order to disrupt neocolonialist practices and bring the periphery to the centre of academic discussion and theory formation (e.g. Alcadipani et al., 2012; Alcadipani and Faria, 2014; Ibarra-Colado, 2006; Mignolo, 2011; Mir and Mir, 2013; Özkazanç-Pan, 2008; Westwood et al., 2014)....

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Book
Jamil Salmi1
01 Jan 2009
TL;DR: In this paper, the authors outline possible strategies and pathways for establishing globally competitive universities and explore the challenges, costs, and risks involved, as well as the challenges and costs involved.
Abstract: Governments are becoming increasingly aware of the important contribution that high performance, world-class universities make to global competitiveness and economic growth. There is growing recognition, in both industrial and developing countries, of the need to establish one or more world-class universities that can compete effectively with the best of the best around the world. Contextualising the drive for world-class higher education institutions and the power of international and domestic university rankings, this book outlines possible strategies and pathways for establishing globally competitive universities and explores the challenges, costs, and risks involved. Its findings will be of particular interest to policy makers, university leaders, researchers, and development practitioners.

936 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...The world-class discourse seeks to signal educational institutions’ value in the global higher education network, suggesting that the institution would then be a part of a group of educational elite (Salmi, 2009)....

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