Marketizing higher education: neoliberal strategies and counter-strategies
Marketizing higher education: neoliberal strategies and counter-strategies
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高等教育市场化：新自由主义战略与反战略
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发表时间：
2002
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通讯作者：
L. Levidow
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作者：
L. Levidow
[The这篇文章没有摘要;下面的文字摘自引言和结论。
高等教育已经成为市场化议程的一个领域。自20世纪80年代以来，大学一直被敦促采用知识，技能，课程，财务，会计和管理组织的商业模式。高等教育的新自由主义战略有以下特点：所有的选民都通过商业关系来对待;教育效率，问责制和质量在会计方面被重新定义;课程被重新塑造为教学商品;学生与教师的关系是通过消费和生产的东西，例如软件产品，绩效标准等。
这些总的趋势在不同的地缘政治背景下以不同的方式表现出来：“信息社会”是教育领域信息和通信技术的范例;世界银行高等教育自筹资金的“改革议程”;非洲的高等教育由于财政上的依赖而被迫市场化和标准化;北美的一些大学试图成为教学商品的全球销售商;在欧洲，国家机构以技术进步为幌子，采用劳动力灵活化的行业议程作为教育模式;在英国，ICT设计成为竞争教育议程的一个领域。这一分析可以为反战略提供信息，特别是以下要素：展示新自由主义形式之间的联系;将不同选区和地方的抵制联系起来;消除信息和通信技术的物化;以及制定替代性战略。
[The article had no abstract; the following text is drawn from the Introduction and Conclusion.]
Higher education has become a terrain for marketization agendas. Since the 1980s universities have been urged to adopt commercial models of knowledge, skills, curriculum, finance, accounting, and management organization. Neoliberal strategies for higher education have the following features: all constituencies are treated through business relationships; educational efficiency, accountability and quality are redefined in accountancy terms; courses are recast as instructional commodities; student-teacher relations are mediated by the consumption and production of things, e.g. software products, performance criteria, etc.
These general tendencies are manifest in diverse ways across geopolitical contexts: the 'information society' as a paradigm for ICT in education; the World Bank 'reform agenda' for the self-financing of higher education; Africa, where higher education is being forcibly marketized and standardized through financial dependence; North America, where some universities attempt to become global vendors of instructional commodities; Europe, where state bodies adopt industry agendas of labour flexibilisation as an educational model, in the guise of technological progress; and the UK, where ICT design becomes a terrain for contending educational agendas. This analysis can inform counter-strategies, especially the following elements: demonstrating links among neoliberal forms; linking resistances across constituencies and places; de-reifying Information and Communication Technology (ICT); and developing alternative pedagogies.