Content uploaded by Sheila Slaughter
Author content
All content in this area was uploaded by Sheila Slaughter on May 02, 2020
Content may be subject to copyright.
A preview of the PDF is not available
Academic capitalism and the new economy: Markets, state and higher education
... Este "giro antiproductivista de la teoría social" (Gonçalves, 2017(Gonçalves, , p. 1033) que se cristalizó hacia comienzos del siglo XXI, favoreció la fragmentación de la sociología, ésta, a su vez, demostó una creciente incapacidad para captar su objeto en su universalidad. Sobrevino, así, un escenario de atrofia progresiva en los intentos por obtener una elaboración conceptual que califique en una teoría de la sociedad (Gonçalves, 2020, p. 188), especialmente en tiempos de fortalecimiento y expansión del "capitalismo académico" 2 (Slaughter;Lesli, 2004). En tal sentido, reflexionando sobre el devenir de la sociología, incluso si hablamos de su comportamiento regional, (particularmente desde la década de 1980 en adelante), cabe interpretar esta trayectoria bajo los términos de "la gran transformación de la sociología", etapa que instaura una "modernidad impugnada" (Torres, 2021, p. 16). ...
... El concepto es utilizado para analizar los procesos por los cuales faculdades y universidades se integran "a la nueva economía, pasando de un régimen conocimiento/enseñanza pública a un régimen de conocimiento/enseñanza capitalista académico"(Slaughter; Lesli, 2004, p. 25). ...
El artículo ofrece un análisis que puede contribuir a la recuperación del pensamiento de Marx en la sociología. Partiendo de las discusiones presentadas por Esteban Torres sobre los tres motores en la teoría social, destacamos la importancia de la atención puesta en los diferentes niveles de abstracción desde los que se analiza la socialización capitalista. A continuación, elaboramos una crítica a la ausencia de la categoría de fetichismo. Nuestra hipótesis es que este ocultamiento atrofia la crítica de la economía política, bloqueando el análisis de la sucesión de expropiaciones que caracteriza la contradicción entre identidad formal y no identidad material.
... Informed by Hadley's (2015) work, we nonetheless differ in theoretical approach, method, and context. Neoliberal features of higher education applied in this article include (a) trends toward the adjunctification of academic labor (Childress, 2019), referenced here as gigification not only because of the deprofessionalization ESL/EAP instructors experience but also because "adjunct" in our context recognizes a nil-salaried professorial appointment granting rights to participation in collegial governance processes, graduate student supervision, and administration of external grants, while paid teaching contracts are awarded separately; (2) internationalization as "academic capitalism" (Slaughter & Rhodes, 2009) wherein international students are charged higher tuition than their TESOL QUARTERLY 2 domestic counterparts (Stein & De Andreotti, 2016); and (3) the exploitation of instructors through reduction to fungible, commensurable commodities, replacing the teacher-student relationship with a service provider-consumer model (Hadley, 2015). We examine, through analytical approaches based on social positioning theory (Lawson, 2022), the impacts of unpaid work, teacher evaluations as surveillance, and precarity (Walsh, 2019) as accepted features of ESL/EAP instructor labor. ...
This article describes how discourses of professionalism, insecurity, and exploitation among English as a second language/English for Academic Purposes (hereinafter ESL/EAP) instructors and curriculum‐level administrators at two Canadian universities relate to their understanding of fair work. These understandings are examined in a nested manner, in keeping with social positioning theory. Via discourse and thematic analysis of job advertisements and semi‐structured interviews, we illuminate aspects of the gigification of ESL/EAP in Canada, wherein ESL/EAP instructor work is increasingly rendered un(der)paid, constantly evaluated, surveilled, and precarious. Viewed through the lens of “magic time,” an infinite category of work time, we document the frustrations of ESL/EAP instructors who recognize their own exploitation. The relevance of this study is described in relation to the growing numbers of international students at English‐speaking universities throughout the world requiring a robust program infrastructure supporting their success, while the ESL/EAP instructors who provide these programs are increasingly made disposable through contingent employment relationships. The increasing reliance on contract professors teaching for‐credit courses in higher education has come to be known as adjunctification. In the noncredit, the more marginal context of ESL/EAP instructors subject to the forces of international student supply and demand, underpaid even by contract faculty standards, and engaged in often cutthroat competition for the few remaining contracts, we reference contextual differences by calling it gigification.
... Many universities, such as Harvard University, the University of California Los Angeles, and the University of Southern California, have used trademarks to brand their identity, promote their reputation, and generate additional revenue through the sale of trademarked goods (Lamboy, 2011). Scholars refer to the phenomenon of universities "pursuing markets and market-like activities to generate external income" as academic capitalism (Slaughter, 2004). Some believe that universities' trademark rights accretion and data growth (Squicciarini et al., 2012) in the United States are further evidence of the rise of "multiversity" (Rooksby, 2014). ...
Fierce, ever-increasing competition has prompted universities to pay more attention to their academic brand. Since the 1980s, top Chinese universities have begun to register trademarks and manage academic brands. After more than 20 years of hard work, what have they achieved? This paper, which conducts research based on big data on the trademarks and litigation of the 42 first-class universities, is the first systematic analysis of the trademark practices and strategies of Chinese universities. Our data show the following dimensions of top Chinese universities: the timing of the first trademark application, core trademark, non-core trademarks, trademark elements, distribution of trademarks in the Nice Classification, number of trademarks, legal status, and trademark litigation. Additionally, several typical universities, offering both positive and negative examples, were studied. Through the above analysis, we found that the application has some blind spots, there is a lack of initiative in trademark litigation, and the trademark management systems in universities are not considered relevant. To solve these problems, a range of suggestions from macro to micro is offered to help universities formulate a systematic and reasonable trademark protection strategy, strengthen the legal protection of their trademark rights, and improve their internal trademark management system.
... The decline in public education and the neoliberal attack on our public education institutions challenges critical pedagogues together with student teachers, community activists, and social movements to continually pursue pedagogical approaches that build educated resistance, hope, and reflective praxis (Baatjes, 2012;Giroux, 2007;Hall, 2018;Klees et al., 2012;Malott, 2016;Slaughter & Rhoads, 2004). As university-based scholars, we argue that our intellectual project should include the development of a cadre of critical student teacher 2 pedagogues. ...
The development of critical pedagogical approaches in teacher education (TE) in the South African context is imperative given the deepening crisis in the public schooling system in the country. Public discourse and debates amongst scholars suggest that education for critical citizenship and the development of substantive democracy are under threat. In order to advance education in support of substantive democracy, TE requires critical reflection and engagement with teaching practices that promote the development of citizenship for critical engagement and participation in the socioeconomic transformation of South Africa. This paper argues for the development and application of innovative approaches to teacher preparation that challenge the neoliberal attack on public education and the suppression of emancipatory practices amongst teachers. These approaches include a conscientious examination and application of community mapping as a pedagogical instrument that acquaints student teachers with, and deepens their understanding of, the contextual realities of educational experiences in poor and working-class South Africa. Drawing on case studies of community mapping, our paper argues for critical engagement in the teaching academy with the theory and practice of teacher preparation towards transformative work and an exposure to educational praxes that better prepare student teachers for a vocation that embraces the philosophies, methodologies, and ethics of critical pedagogy. The main thesis of this paper is that community mapping is a critical and transformative pedagogical tool that should be integral to teacher preparation in South Africa.
This study explores the unique implementation of academic capitalism (AC) in Iranian higher education Institutions (HEIs), identifying a hybrid model that blends neoliberal strategies with state-imposed ideological controls. Employing qualitative methods, including interviews with stakeholders and analysis of educational policy documents from 1979 to 2023, the research reveals a complex interplay between market-driven approaches and rigid ideological constraints. This dual approach impacts academic freedom, institutional autonomy, and integration into the global knowledge economy, presenting a distinctive governance model that complicates the conventional understanding of AC. The findings offer profound insights for policymakers and educational administrators, suggesting the need for nuanced strategies that harmonize economic objectives with ideological imperatives.
Academic research has led to a plethora of innovations and entrepreneurial resources (I&E), allowing for enhancements to the greater good. Institutions of higher education have recognized the value of faculty (and student) I&E in mission statements and strategic plans, including developing students’ skills, thinking, and employability. Yet commensurate promotion and tenure processes and policies are not a certainty. We describe (1) mapping the unknown terrain of factors relevant to the evaluation of tenure-line faculty members’ I&E in United States promotion considerations, and related training for students via a survey of 99 diverse institutions, and (2) recommendations that inform an alliance of 67+ US institutions pursuing best practices for recognizing faculty I&E impact through reward structures.
Unbundled online learning is examined in this book in relation to its effects on curriculum and knowledge. This is explored in relation to two particular issues: differences in the formulation of curriculum between disciplines and fields and the extent these are recognized in university strategy, and the push for constructivist pedagogies and its effects on curriculum construction. This chapter outlines relevant theoretical debates about disciplinary knowledge and constructivism that are important for understanding these issues. It particularly considers long-held distinctions between disciplines and professional fields in their epistemic orientations and purposes and shows that the role disciplines and professional fields play in the formulation of curriculum today is subject to debate, with signs that new agendas are potentially destabilizing those traditional divisions and orientations. The chapter also examines the rise of constructivist theories of knowledge within education and debates about their effects on disciplinary knowledges and the university curriculum.
This study investigated the barriers to effective supply chain management implementation in the context of Zimbabwean public sector. We aimed to identify strategic barriers affecting supply chain management implementation among public procuring entities in Harare and establish the technological barriers affecting supply chain management implementation among public procuring entities in Harare. It was also premised to uncover the organizational barriers affecting supply chain management and implementation amongst public companies in Harare. The study was a cross sectional survey of selected public procuring entities in Harare. These included the Ministry of Health, Ministry of Agriculture, Ministry of Transport, Ministry of Finance and Ministry of Economic Development. A total of 132 respondents took part in the study. The findings revealed that the government departments under study lacked supply chain management planning that is well synchronized with the respective ministries’ overall strategic planning. Inconsistencies were identified between the departments’ supply chain structure and information systems that had been implemented and it had become difficult to incorporate real-time information sharing into supply chain operations.
ResearchGate has not been able to resolve any references for this publication.