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

doi:10.1177/1350508418775836

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

Journal Article•DOI•

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

Marjo Siltaoja, Katariina Juusola¹, Marke Kivijärvi•Institutions (1)

British University in Dubai¹

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.

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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...

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Journal Article•DOI•

The Intimate Enemy: Loss and Recovery of Self Under Colonialism

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Sumita S. Chakravarty

01 May 1985-Comparative Studies of South Asia, Africa and The Middle East

779 citations

Posted Content•

Rethinking Hybridity in Postcolonial Contexts: What Changes and What Persists? The Tunisian case of Poulina's managers

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Hèla Yousfi

18 Oct 2013-Research Papers in Economics

TL;DR: In this paper, the authors highlight the importance of adopting a contextualized approach to hybridization processes that, first, takes into account the historical and cultural contexts from which hybridity emerges and, second, helps to identify the elements that change as well as those that persist when western management practices are imported into developing countries.

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Abstract: Drawing on postcolonial studies of management, this article highlights the importance of adopting a contextualized approach to hybridization processes that, first, takes into account the importance of the historical and cultural contexts from which hybridity emerges and, second, helps to identify the elements that change as well as those that persist when western management practices are imported into developing countries. Using a discursive analysis, this article shows the ambivalent nature of the accounts given by managers (trained in western traditions) of the Tunisian company Poulina as they explain how they modernized their company through the implementation of a US management model. The managers' ambivalence takes on two distinct forms. First, while they seem to have internalized the rhetoric of modernization in insisting on how they used the US management model to overcome the 'dysfunctional' family-based organizational system, they simultaneously express resistance by detaching themselves from the French colonial organizational model. Second, when they describe the implementation of the US management practices and how workers resisted them, it seems that they have implicitly negotiated and reinterpreted these practices via a local cultural framework of meaning. Based on these findings, I argue that hybridity is best understood as an interweaving of two elements - the transformation of practices and cultural continuity - in which identity construction, local power dynamics and cultural frameworks of meaning jointly shape the hybridization process of management practices.

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89 citations

Journal Article•DOI•

Globalisation and higher education in the Arab Gulf States

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Ali Ait Si Mhamed¹•Institutions (1)

Canisius College¹

14 Mar 2012-International Review of Education

40 citations

Journal Article•DOI•

Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds:

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Nimruji Jammulamadaka¹, Alex Faria², Gavin Jack³, Shaun Ruggunan⁴•Institutions (4)

Indian Institute of Management Calcutta¹, Fundação Getúlio Vargas², Monash University³, University of KwaZulu-Natal⁴

04 Sep 2021-Organization

TL;DR: In this article, a special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK), and a robust pluriversal discussion on the how and why of decolonization is presented.

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Abstract: This special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK). A robust pluriversal discussion on the how and why of decolon...

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27 citations

Journal Article•DOI•

The Positioning and Competitive Strategies of Higher Education Institutions in the United Arab Emirates.

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Stephen Wilkins

06 Jan 2020-International Journal of Educational Management

TL;DR: In this paper, the authors investigated how higher education institutions in the United Arab Emirates (UAE) position themselves and compete with one another, and used hierarchical cluster analysis to identify strategic groups and institutional competitive strategies in the UAE higher education market.

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Abstract: The purpose of this paper is to discover how higher education institutions may segment the market in a competitive higher education hub and to assess the usefulness of strategic group analysis as an analytical technique for market and competitor analysis. As a case example of a competitive higher education market, this research investigates how higher education institutions in the United Arab Emirates (UAE) position themselves and compete with one another.,The research relied mainly on secondary data, which were obtained from the websites of institutions and regulatory bodies. Then, hierarchical cluster analysis was used to identify strategic groups and institutional competitive strategies in the UAE higher education market. A panel of experts helped interpret and explain the cluster results.,Eight distinct institutional clusters were identified, which include public- and privately-owned institutions, as well as elite and specialist institutions. Institution and programme accreditation were found to be particularly important in the UAE market. The institutions in each group appear to operate in a particular market segment, targeting students who have similar needs and wants, and who often share similar demographic features.,It is concluded that strategic group analysis may help institutions to evaluate potential markets, select target segments and develop competitive strategies. In the UAE market context, the results demonstrate how institutions may position themselves to create strong and distinctive identities. The results of the research may be of interest to higher education institutions that operate in competitive markets, and particularly those that want to evaluate foreign markets.,This is believed to be the first study to use a strategic group approach for analysing competitors in a higher education hub.

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18 citations

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Journal Article•DOI•

Neocolonialism in education: Cooperative Learning in an Asian context

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Phuong-Mai Nguyen¹, Julian Elliott², Cees Terlouw³, Albert Pilot¹•Institutions (3)

Utrecht University¹, Durham University², Saxion University of Applied Sciences³

04 Feb 2009-Comparative Education

TL;DR: In this article, the influence of western educational approaches in non-western countries and societies is discussed, and a case study of the application of Cooperative Learning, an educational method deve...

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Abstract: This article is concerned with the influence of western educational approaches in non‐western countries and societies. This influence is frequently referred to as educational neocolonialism in the sense that western paradigms tend to shape and influence educational systems and thinking elsewhere through the process of globalisation. Given the perceived pressure to modernise and reform in order to attain high international standards, educational policy makers in non‐western countries tend to look to the west. Thus they may ‘borrow’ policies and practices that were originally developed and operated, and which appeared to be effective, in a very different cultural context to that of their own societies. In effecting such transfer, detailed consideration of particular aspects of the culture and heritage of the originating country is often neglected. To illustrate some of the problems that result from this, the article presents a case study of the application of Cooperative Learning, an educational method deve...

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188 citations

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

...Consequently, IBCs have been questioned for the possible neocolonial and geopolitical rationales behind them (Lo, 2011; Nguyen et al., 2009)....
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...This notion of Western superiority as well as the transfer of Western theories has been under critical scrutiny (Banerjee and Prasad, 2008; Elliott and Grigorenko, 2007; Frenkel, 2008; Murphy and Zhu, 2012; Nguyen et al., 2009; Sturdy and Gabriel, 2000; Taji, 2004)....
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...We argue that this spread reproduces social hierarchies and hence contributes to neocolonialism (see Frenkel, 2008; Lo, 2011; Nguyen et al., 2009)....
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Journal Article•DOI•

‘Settler Colonialism’: Career of a Concept

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Lorenzo Veracini

24 May 2013-The Journal of Imperial and Commonwealth History

TL;DR: In a necessarily selective way, the authors explores the historiographical evolution of "settler colonialism" as a category of analysis during the second half of the twentieth century and identifies three main passages in its development.

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Abstract: In a necessarily selective way, this paper explores the historiographical evolution of ‘settler colonialism’ as a category of analysis during the second half of the twentieth century. It identifies three main passages in its development. At first (until the 1960s), ‘settlers’, ‘settlement’ and ‘colonisation’ are understood as entirely unrelated to colonialism. The two do not occupy the same analytical field, pioneering endeavours are located in ‘empty’ settings and the presence and persistence of indigenous ‘Others’ is comprehensively disavowed. In a second stage (until the late 1970s), ‘settler colonialism’ as a compound identifies one specific type of diehard colonialism, an ongoing and uncompromising form of hyper-colonialism characterised by enhanced aggressiveness and exploitation (a form that had by then been challenged by a number of anti-colonial insurgencies). During a third phase (from the late 1970s and throughout the first half of the 1980s), settler colonialism is identified by a capacity to ...

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185 citations

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

...The expectations set in these constructions resemble a kind of settler colonialism, in which the settlers build themselves independent (or semi-independent) colonies that replicate the features of the original one (colonizer and its systems) but without its unpleasant features (Veracini, 2013)....
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Book•

The Triumph of Emptiness: Consumption, Higher Education, and Work Organization

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Mats Alvesson

14 Jun 2013

TL;DR: The Zero-Sum Games, Grandiosity, and Illusion Tricks: Why people are less satisfied with their lives as mentioned in this paper, and the Consumption Paradox: Why aren't people (more) satisfied?

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Abstract: 1. Introduction - Zero-Sum Games, Grandiosity, and Illusion Tricks 2. Consumption - the Shortcomings of Affluence 3. Explaining the Consumption Paradox: Why aren't People (More) Satisfied? 4. Higher Education - Triumph of the Knowledge Intensive Society or a Statistical Cosmetics Project? 5. Higher Education - an Image-Boosting Business? 6. Modern Working Life and Organizations - Change, Dynamism, and Post-Bureaucracy? 7. Organizational Structures on the Beauty Parade: Imitation and Shop-Window Dressing 8. A Place in the Sun - Occupational Groups' Professionalization Projects and Other Status and Influence Ambitions 9. Leadership - A Driving Force or Empty Talk 10. The Triumph of Imagology - A Paradise for Tricksters? 11. The Costs of Grandiosity

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182 citations

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

...…differences and the fantasy of a coherent object compensating unsuccessful identification Our second contribution elaborates the recent literature on grandiose self-constructions in organizations (e.g., Alvesson, 2013; Alvesson and Gabriel, 2016; Fraher and Gabriel, 2014; Lok and Willmott, 2014)....
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...Examples featured so-called pseudo-events (Alvesson, 2013), referring to the idealization of ceremonies and symbols from the dominant Western academic system and how they are brought in to enforce the ideals of what (global) academic environment should look like, as highlighted below: We have…...
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...…used as a reference point for the quality of an education and such discourse is central to universities’ branding attempts and competition in global education markets, it has been argued that this discourse merely shifts the focus from substance to image (Alvesson, 2013; Fraher and Gabriel, 2014)....
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...Examples featured so-called pseudo-events (Alvesson, 2013), referring to the idealization of ceremonies and symbols from the dominant Western academic system and how they are brought in to enforce the ideals of what (global) academic environment should look like, as highlighted below:...
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...Second, we contribute to the recent literature on grandiose constructions in organizations (e.g. Alvesson, 2013; Alvesson and Gabriel, 2016; Fraher and Gabriel, 2014) from a postcolonial perspective by discussing how such constructions are used to gain and maintain power....
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Journal Article•DOI•

Educational research within postcolonial Africa: a critique of HIV/AIDS research in Botswana

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Bagele Chilisa¹•Institutions (1)

University of Botswana¹

01 Nov 2005-International Journal of Qualitative Studies in Education

TL;DR: The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious as discussed by the authors.

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Abstract: This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe Western ways of cultural, economic, political and social systems were applied during the colonial times and maintained in the post‐independence era. The educational system did not escape the colonial construction of the colonized subjects and their relegation to otherness. Years after the struggle for independence the content of what is taught, methods of teaching and research remain Western in non‐Western contexts. This does not only alienate the ‘othered’ from their own knowledge systems, it can be a matter of life and death as demonstrated by the HIV/AIDS informati...

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164 citations

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

...Neocolonialism refers to the continuation of Western colonialism after the end of the colonial era as ‘former colonizers continue to economically, culturally, financially, militarily and ideologically dominate what constitutes the so-called developing world’ (Chilisa, 2005: 660)....
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Journal Article•DOI•

Strategy, Discourse and Practice: The Intensification of Power

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Cynthia Hardy¹, Robyn Thomas²•Institutions (2)

University of Melbourne¹, Cardiff University²

01 Mar 2014-Journal of Management Studies

TL;DR: In this paper, the authors adopt a Foucauldian approach to discourse to show how power relations shape the constitution of strategy, and explore two particular discourses associated with the strategy of a global telecommunications company.

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Abstract: We adopt a Foucauldian approach to discourse to show how power relations shape the constitution of strategy. By exploring two particular discourses associated with the strategy of a global telecommunications company, our study shows how the power effects of discourses are intensified through particular discursive and material practices, leading to the production of objects and subjects that are clearly aligned with the strategy. In this way, our study contributes to understanding: the mechanisms whereby discourse bears down on strategy through intensification practices; different forms of resistance; and the way in which strategy objects and subjects reproduce (or undermine) discourse.

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148 citations

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

...By struggle, we mean promoting the construction of certain types of knowledge while rejecting and resisting alternative types of knowledge, thus producing particular meanings and power relations (Hardy and Thomas, 2014)....
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