Transformation of University Systems

Secularización y Universidad

by Luis I Gordillo

Revista de la Facultad de Derecho de la Universidad Católica Andrés Bello (UCAB), Vol. 60-61, 2005-2006 (publicada en 2010), pp. 419-427. ISSN 0255-5328

University-State-Business Relationship

by Jorge Ravagli

Burocracia Científica e Pluralismo Cultural

by Paulo Ferreira da Cunha

in "Revista Internacional d'Humanitats", n.º 24, São Paulo / Barcelona,  jan.-abril 2012,

Those who really know the University of today do also know that it's too much excitement. Professors are suffocating... more Those who really know the University of today do also know that it's too much excitement. Professors are suffocating with too much activities. They have almost no private lives (some can not even have one). Nevertheless, actual results of such a hurry are not too positive. It is the kingdom of quantity, not quality.

Some of the vectors that contribute to this gap between the effort and occupation on the one hand, and the training results of the other, are of a cultural nature. Universities tend to copy a single model,  a single thought, and they are thus not adapted to each area of knowledge; they have no dialogue with their own contextual cultural area.

Petkovska, S. "Questioning The Idea of the University" (2008)

by Sanja Petkovska

presented on the conference: The Idea of Education, (Budapest, Hungary,
8–10 May 2008). Later published in: Frontiers of Higher Education, Claes, T. and David S. P. (Eds.), Amsterdam, New York, Rodopi, 133–148, 2010.

Trends Transforming the Universities of This Century: Virtualize, Disappear, or Transform

by Jennifer Gidley

(2000) Co-authored by Sohail Inayatullah in On the Horizon, Vol. 8, No. 2. pp. 1-6.

States that four trends promise to dramatically change the university of the next century: globalization,... more States that four trends promise to dramatically change the university of the next century: globalization, virtualization, multiculturalism, and politicization, driven by economy and efficiency, technology, values and rights, and power and politics. The article explores the impact of these trends on the future of the university, presents possibilities for structural change, and offers probable scenarios for the future. The conclusions suggest that the Web and globalism may end the monopoly of the traditional university and paradoxically place the transformed university simultaneously at the center of society.

http://www.emeraldinsight.com/journals.htm?articleid=1533853&show=abstract

Los contratos-programa y la Universidad

by Luis I Gordillo

Revista Vasca de Administración Pública. Herri-Arduralaritzako Euskal Aldizkaria, ISSN 0211-9560, Nº 74, 2006, págs. 183-236

La generalización de la educación superior ha traído consigo la creación de numerosas universidades (públicas y... more La generalización de la educación superior ha traído consigo la creación de numerosas universidades (públicas y privadas), especialmente en España. Uno de los debates más interesantes es el relativo a su financiación y a la mejora de la calidad (de la docencia, de la investigación y de la propia administración de sus recursos). En esta situación, últimamente ha aparecido un nuevo instrumento de planificación administrativa casi desconocido en España: los contratos-programa. Aplicados a las universidades, básicamente, éstos supeditan la transferencia de recursos económicos extraordinarios al logro de mejoras en la calidad de la docencia, de la investigación y la administración de los recursos propios. El presente artículo analiza el desarrollo y la actual configuración jurídica de dicha figura en la legislación española, especialmente en las nuevas leyes autonómicas de universidades y propone una serie de elementos mínimos que, a juicio del autor, debería incluir todo contrato-programa.

The spread of the higher education has made possible the creation of a large number of new universities, specially in Spain. Perhaps the most interesting debate in this topic is the one about the funding and the increase of the quality levels of the Universities in the fields of teaching, researching and self-administration. In this arena, in the last years it has come up a new instrument of administrative planning called “contratos-programa” (Program Arrangements). Applied to the universities funding system, they make the transfer of extra funds conditional upon the improvement of the quality of certain topics (teaching, researching and self-administration, basically). This article explores the development and the present legal status of this new instrument (with special regard to the new Universities Regional Acts) and proposes several clues to be included in every ‘Program Arrangement’.

Universities in a State of Exception. In ASA, Anthropology responds to the UK Crisis in HE

by Dimitris Dalakoglou

See: http://www.theasa.org/he_crisis_dalakoglu.shtml

Until recently the mainstream idea was that higher education (HE) has two major purposes: to create knowledge,... more Until recently the mainstream idea was that higher education (HE) has two major purposes: to create knowledge, following certain methods, and to teach and disseminate this knowledge. I do not deny the complex politics of these processes. Nor do I neglect the exclusion of several social categories from universities and the consequent (re)production of hierarchies through HE that Bourdieu (1988), among others, has analysed. However, the increase (in the UK and globally) of the percentage of the population which enters universities arguably constitutes an index of social advancement. Probably in an ideal world we should had free access to universities for everyone who wanted to study in the tertiary level. But of course in a world of mass starvation, war and exploitation, demands linked with education are too utopian. Nevertheless, the question today is not so much quantitative but qualitative: namely even if we achieve in a magical way access to HE for every person who wants it on the planet, does university works towards resolving fundamentally any of these global problems or is it mostly a useful tool of the economic and political establishment? Moreover, is this so-called restructuring of semi-publicly semi-funded HE in Britain (and elsewhere) a systematic attempt to further this model that wants universities to be an even more integral part of the system of economic and political sovereignty? Do universities and academia after all deserve to be defended?

Bilimin Politik Ekonomisi Uzerine Bir Deneme: Universitelerde Donusum ve Bilim Uretimi

by Ozgur Narin

“Mining the Valley of Its Making: Culture and Knowledge as Market Commodities in Humanities Research.” Retooling the Humanities: The Culture of Research in Canadian Universities. Ed. Daniel Coleman and Smaro Kamboureli. Edmonton: U of Alberta P, 2011. 77-93.

by Kit Dobson

Social Networking the Edu-Factory

by Max Haiven

Published in the 'readers' forum' of the journal English Studies in Canada, 36:4, Winter 2012, pp.21-26.

A consideration of the challenges and implications of social networking for academic labour in a moment of cognitive... more A consideration of the challenges and implications of social networking for academic labour in a moment of cognitive capitalism.

Lycoming College Convocation 1995

by Robert Dingwall

Lycoming is a small but well-regarded liberal arts college in Pennsylvania. It's a long story how I came to be giving... more Lycoming is a small but well-regarded liberal arts college in Pennsylvania. It's a long story how I came to be giving the Convocation Address at the beginning of the new academic session but this paper spells out some reasons why the physical campus may never be wholly replaceable by the virtual campus.

Seven insights for university leaders

by Marcia Devlin

Marcia Devlin, Georgia Smeal, Rick Cummings and Margaret Mazzolini

Numerous change forces are currently impacting on Australian higher education leadership through technology, mass... more Numerous change forces are currently impacting on Australian higher education leadership through technology, mass education, increased student diversity, sector growth, increased competition, changes to funding, changes in expectations and an increased focus on standards. The research that underpins this succinct guide was undertaken to determine ‘what works’ in terms of university leadership of teaching and learning in such a context. Drawing on the reflections, experience, knowledge and learning of leaders and staff in 22 Australian universities, as well as relevant literature, the research has determined seven insights on such leadership. These insights relate to: institutional strategic alignment; symbolic and fiscal support; workload management; the reduction of tensions; research and scholarship; coordinated support structures; and mechanisms to recognise and reward excellence.

Class Confrontations in Archaeology

by Randall McGuire

McGuire, Randall H. and Mark Walker
1999 Class Confrontations in Archaeology. Historical Archaeology 33(1)159-183.

An updated version of this paper appears in Archaeology as Political Action, 2008

Archaeologist not only study class they also live it. Archaeology as a discipline serves class interests and as a... more Archaeologist not only study class they also live it. Archaeology as a discipline serves class interests and as a profession,or occupation, it has its own class structure. The discipline of archaeology has, since its founding, primarily served middle class interests. It has formed part of the symbolic capital that has been necessary for membership in the middle class during this century. Archaeology has traditionally reproduced itself in the university using a guild model of apprenticeship and mastery. In both the academy and in cultural resource man agement today this guild model has become an ideology that obscures the existence of an archaeological proletariat of teaching assistants, adjuncts, and field techs. The ideology justifies denying these archaeologists respect, a living wage, job security, and benefits. A seven step program is proposed to rectify the structural class inequalities of modern archaeology.

An Analysis of the Mission and Vision Statements on the Strategic Plans of Higher Education Institutions

by Halil Eksi

Güven ÖZDEM
Educational Sciences: Theory & Practice - 11(4) • Autumn • 1887-1894

This study aimed to analyze the mission and vision statements on the strategic plans of higher education... more This study aimed to analyze the mission and vision statements on the strategic plans of higher education institutions.
The sample of the study consisted of 72 public universities. Strategic plans of the universities were accessed
over the internet, and the data collected were analyzed using content analysis. The findings show that
statements on providing services for the education of a qualified work force are the most common on the mission
statements of the universities. “Having universal, sufficient, and competent knowledge” was among the most
frequently used phrases on the mission statements of the universities. In vision statements, universities mostly
emphasized services concerning their research function. “Becoming a well-known, leading, and respected research
university both nationally and internationally” was among the most commonly underlined messages.

La universidad pública mexicana: transformación de su función social

by Ivonne Lujano

Senti che bel rumore. Un anno di lotta per l'Università pubblica

by paola rivetti

Chapter (Soprav)vivere da precari in università, co-authored with Sandro Busso

L’università italiana è chiamata in questi mesi a confrontarsi con una riforma che, presentata come un passaggio... more L’università italiana è chiamata in questi mesi a confrontarsi con una riforma che, presentata come un passaggio decisivo e improcrastinabile verso la modernizzazione, in realtà costituisce un’occasione mancata per rendere gli atenei e la ricerca davvero competitivi a livello europeo. Il potere dei “baroni” rimane immutato, mentre vengono colpite le radici stesse di un’università pubblica, libera e aperta. Una controriforma che ha spinto per la prima volta diverse categorie del mondo universitario, soprattutto quelle più penalizzate, a confrontarsi a viso aperto per trovare una reazione comune che non fosse solo di difesa ma anche di proposta. Questo volume è il primo scritto a più mani dai protagonisti della mobilitazione: ricercatori, precari della ricerca, studenti.
Nella prima parte, dieci interventi si misurano con alcuni dei nodi più significativi con i quali il sistema universitario dovrebbe fare i conti, individuando gli aspetti critici preesistenti alla nuova legge, analizzando gli elementi di novità introdotti dalla riforma, proponendo modelli alternativi. Nella seconda parte si tenta di restituire alcune delle tappe di un anno vissuto con grande intensità: esperienze nazionali e locali, sguardi diversi e complementari, costruzione di nuove forme di comunicazione e protesta. Un esercizio di memoria collettiva ma anche un inventario di buone cose, un’eredità con cui misurarsi mentre si cerca di contenere gli effetti negativi della riforma, costruendo nel frattempo una prospettiva per un futuro diverso e il più vicino possibile.

«Il libro ha due funzioni, due obiettivi – spiega Bruno Maida, curatore del volume - uno è quello di essere una testimonianza di un anno in cui ricercatori, studenti e precari si sono opposti alla riforma Gelmini perché la ritengono dannosa al sistema dell’università e dell’istruzione pubblica. Ma non è soltanto “amarcord”, un modo per segnare la memoria di ciò che è accaduto, ma anche il tentativo di riflettere su quello che ci aspetta».

INDICE
L’università che vogliamo (e quella che non vogliamo) Bruno Maida
Riforma, contro-riforma e altra-riforma L’università in Italia (e fuori) Tiziana Nazio
Prima della Gelmini Armando Petrini
La ricerca e i ricercatori Gianfranco Ragona
Quanto costa l’università? Alessandra Durio
La parola magica: meritocrazia Giorgio Faraggiana
Chi comanda nelle università italiane? Marta Margotti
(Soprav)vivere da precari in università Sandro Busso, Paola Rivetti
Studiare (al)l’università ai tempi della Gelmini Marco Viola
La carriera del professore Federica Morelli
Il mondo è fuori? Alessandro Chiolerio, Caterina Mele, Chiara Occelli, Lia Pacelli, Gianluca Ramunno
Un percorso di identità e di proposta
Come nasce un movimento: la Rete29Aprile Guido Mula
Fare rete: un difficile confine tra antagonismo e istituzionalizzazione Angela Fedi, Silvia Gattino
La rivolta della conoscenza: il movimento studentesco Lorenzo Zamponi
La protesta a Torino: un percorso di identità, di consapevolezza e di rinascita Alessandro Barge, Silvia Pasqua
Riportiamo in alto l’università! Ricercatori e studenti sul tetto di Roma Massimiliano Tabusi
Dispacci dal tetto Andrea Valle
Eredità Alessandro Ferretti

Governance in the University System

by Usha Kiran Rai

Governance in the University System

by Usha Kiran Rai

Le combat de Baillargeon 
pour une université publique

by René Lemieux

Publié dans Le Mouton noir, volume XVII, numéro 3, janvier-février 2012.

Recension de: Normand Baillargeon, Je ne suis pas une PME. Plaidoyer pour une université publique, coll. « Essai... more Recension de: Normand Baillargeon, Je ne suis pas une PME. Plaidoyer pour une université publique, coll. « Essai libre », Montréal, Poètes de brousse, 2011, 91 p.

Conceptual Barriers to Creating Integrative Universities

by Jon Awbrey

Awbrey, S.M., and Awbrey, J.L. (May 2001), “Conceptual Barriers to Creating Integrative Universities”, Organization : The Interdisciplinary Journal of Organization, Theory, and Society 8(2), Sage Publications, London, UK, pp. 269–284.

Today’s society looks to universities for solutions to broad-based issues that require cross-disciplinary expertise.... more Today’s society looks to universities for solutions to broad-based issues that require cross-disciplinary expertise. Yet, the organizational structure of our institutions remains locked in academic and administrative silos that have little genuine ability to communicate or to recognize the interdependence of knowledge. Why does the capacity to communicate between disciplines and units remain limited? How do formalizations of our experience create barriers? What kind of reflection would it take to subject our mental models of knowledge and learning to critical inquiry? This discussion highlights one of the most entrenched ‘group identity myths’ that underlie the structure of modern academic institutions, the ‘triviality of integration’ thesis.