The Pecuniary Animus of the University

Autor/in	Hutnyk, John
Titel	The Pecuniary Animus of the University
Quelle	In: Educational Philosophy and Theory, 53 (2021) 4, S.327-337 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hutnyk, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1735357
Schlagwörter	Criticism; Higher Education; Evaluation Methods; Universities; Audits (Verification); Educational Philosophy; Risk; Commercialization; Neoliberalism; College Administration; Standards; Research Skills; Ethnography; Human Geography; Sociology; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Kritik; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Bildungsphilosophie; Erziehungsphilosophie; Risiko; Neo-liberalism; Neoliberalismus; College administrators; Hochschulverwaltung; Standard; Forschungsleistung; Ethnografie; Humangeografie; Soziologie; Ausland; Großbritannien
Abstract	This essay suggests an alternative accountability process on the basis of critiques of current evaluation practice in higher education. Using cases in the British university system, with some international commentary and thinking through experience in Asian universities in four countries in the wake of 'audit culture', the work of Thorstein Bunde Veblen is revived. With Veblen, the current structures and mechanics of the corporate and fully-monetised university might once more be challenged. The risk of importing the metrics and audit culture of Britain, and the neoliberal managerialist administration-led university of North America, wholesale into Asian universities is questioned by acknowledgment that exiting hierarchies are persistent, and competing on Euro-American terms is a recipe for disaster. Due recognition is curtailed, hard work and standards are ignored, prospects for junior staff are constrained to a kind of intellectual and social penury. Resources based on research skills more robust than the current axiomatic research assessment calculus are suggested from within the university. The solution is not to emulate a declining system, but to innovate and invent new horizons and terms of engagement. The proposals offered here are only a suggestion for reflexive inquiry and informed self-examination--criticism-self-criticism from co-research sociology, ethnographic film and urban geography, among others--offered as alternate concurrent paths to accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01