Commodification of Education and Academic LABOUR¿Using the Balanced Scorecard in a University Setting
Commodification of Education and Academic LABOUR¿Using the Balanced Scorecard in a University Setting
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DOI：
10.1006/cpac.2002.0562
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发表时间：
2002-10
影响因子：
5.1
通讯作者：
S. Lawrence;Umesh Sharma
中科院分区：
文献类型：
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作者：
S. Lawrence;Umesh Sharma
摘要 20 世纪 80 年代，人们对公共企业财务绩效的不满导致政府接受自由市场的言论，并将许多国有部门的活动商业化。这一运动也包括大学。在许多国家，国家开始减少对高等教育的财政支持，鼓励竞争并要求财政自力更生。一种新的管理主义进入了大学，全面质量管理（TQM）和平衡计分卡（BSC）等普遍存在的管理理念已经在一些大学得到了检验，例如本文所描述的大学。准市场融资机制的建立伴随并强化了单位成本的压力。为了追求商业效率，引入了绩效目标和措施来衡量和评估个别学者及其部门的生产力。将公共部门活动转化为私营部门词汇要求管理者以适当的经济术语来描述组织。 BSC 和 TQM 理念是一些公共部门组织已使用的核心经济词汇。本文利用哈贝马斯的社会发展批判理论来评估企业大学全面质量管理和平衡计分卡的实施率。它认为，尽管国家认为全面质量管理和平衡计分卡等基于市场的词汇可以提高组织的效率和效益，但通过它们的应用，教育的本质受到了损害。这些发展的结果是学生和学术劳动逐渐商品化。将教育视为私人物品，将学生视为客户，是对大学生活的本质性重新排序，并可能降低大学生活的社会功能。
Abstract The dissatisfaction with the financial performance of public enterprises in the 1980s led governments to embrace the rhetoric of free markets, and commercialize many state sector activities. This movement has included universities. In many countries, the state began reducing financial support for higher education, encouraged competition and demanded financial self-dependency. A new managerialism entered universities and ubiquitous management philosophies such as the total quality management (TQM) and the balanced scorecard (BSC) have been tested in some universities, such as the one described in this paper. Pressure upon unit cost has been accompanied and reinforced by the institution of quasi-market funding mechanisms. In the pursuit of business-like efficiency, performance targets and measures have been introduced to measure and evaluate the productivity of individual academics and their departments. The translation of public sector activities into private sector vocabulary calls for managers to re-present the organization in the appropriate economic terms. The BSC and TQM philosophies are central economic vocabularies that have been utilized by some public sector organizations. The paper utilizes Habermas’s critical theory of societal development to evaluate the incidence of TQM and BSC implementation in corporate universities. It argues that although the state presumes that market-based vocabularies like TQM and BSC promotes efficiency and effectiveness in organizations, through their application the very essence of education is jeopardized. The effect of these developments has seen a progressive commodification of students and academic labour. Treating education as a private good, and students as customers, is a constitutive re-ordering of university life, and potential degradation of its function in society.