Search results

1

Being different and the same? The paradoxes of ‘tailoring’ in education quasi - markets

100%

Savage G. C.

Journal of Pedagogy

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2012

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vol. 3

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issue 2

279-302

EN

In Australia, market-based education policies promote the notion that government schools should flexibly tailor secondary education to the needs of young people and their local communities. Far from offering a “one size fits all” system, policies seek to enable clients (parents, students) to exercise freedom of choice in quasi-markets that offer different educational products to different individuals. The intended effect is a kind of bespoke education tailoring, whereby schools operate as flexible service providers, adapting to the needs and desires of local markets. In this paper, I analyse the policy turn towards market tailoring as part of broader shifts towards advanced liberal governance in education. Following this, I feature interviews with educators in two socially disparate government secondary schools in the Australian city of Melbourne. In doing so, I analyse the extent to which each school tailors its marketing practices to its local community. These interviews suggest inherent contradictions emerge when tailoring is attempted in a hierarchical market with normative and rigid indicators of ‘brand value’. Schools are caught, I argue, between paradoxical demands, requiring them to be simultaneously different and the same.

2

The impact of marketisation on undergraduate curriculum in an English university: A Bernsteinian analysis

100%

Brady N., Bates A.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2014

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vol. 24

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issue 6

903-918

EN

The context for this paper is the marketisation of higher education in England since the 1990s which has established the core mission of the university as primarily economic. Successive government policies have framed this mission as the generation of ‘useful’ knowledge and the supply of skilled graduates required by companies to compete in the ‘global economic race’. Higher education in the UK is now driven by a dynamic in which universities are required to compete for students in a quasimarket characterised by growing stratification and reduced state funding. This paper examines the impact of these changes in a case study of undergraduate curriculum in a university Business School. The data were collected through semi-structured interviews with academics who taught on undergraduate programmes together with a documentary analysis of texts such as module specifications, programme review documents and Business School strategy. Bernstein’s pedagogic theory and in particular his concept of recontextualisation was utilised to interpret the findings. It was found that market imperatives relating to the maximisation of income generation dominate the discourse in the Business School. As a result, pedagogical relations have become recontextualised as a form of product management accompanied by a range of unintended consequences.

3

Malé venkovské školy na trhu se základním vzděláváním: Jejich působnost a marketing na příkladu Turnovska

86%

Kučerová S. R., Bláha J. D., Pavlasová Z.

Sociologický časopis. Czech Sociological Review

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2015

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vol. 51

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issue 4

607-636

EN

The article deals with selected issues relating to the provision and accessibility of primary education in rural, non-exposed areas. These issues are examined from the viewpoint that various conditions force even public education to be guided by certain principles of the free market (e.g. competing for clients), although its actions in this respect are simultaneously rather constrained. The article sets out to analyse the primary education market in a model region Turnov (situated in Czechia) in relation to the type of catchment area. It discusses the pitfalls of public school marketisation, and it analyses the spatial distribution of schools in the model region and the schools’ jurisdictions based on the different types of catchment areas, which are defined and created in the form of cartographic visualisation. The article also examines four municipalities with small rural school as case studies selected on the basis of representing different types of catchment area. The authors discuss the findings of in-depth interviews that were conducted with headmasters, school operators, and some parents in the four municipalities in order to identify the strategies that schools can use to strengthen their position in the primary education market. The authors find that not only do schools’ marketing strategies vary little depending on their geographical location but the majority of schools in the case study have not formulated a unique and systematic vision and mission for their school. The principal features of all the schools studied are their self-identification in opposition to the culture of urban schools.

4

Keeping Marketisation at Bay: The Quality of Academic Worklife in Czech Universities

86%

Zábrodská K., Mudrák J., Květoň P.

Sociologický časopis. Czech Sociological Review

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2016

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vol. 52

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issue 3

347-373

EN

This study examines quality of academic worklife in Czech public universities to assess the extent to which the global drive towards marketisation in higher education has affected Czech academic staff. A total of 2229 academics (men = 57.1%) completed a survey measuring their job satisfaction, job stress, and work environment perceptions. Findings revealed high levels of overall job satisfaction (83.6% satisfied with their jobs) and relatively low levels of stress (13.7% regularly stressed). Most academics reported positive features of their work environment including autonomy and quality, role clarity, influence over academic work, and a strong social community. Negative features included dissatisfaction with pay, poor leadership, and pressure to produce. Job satisfaction was significantly associated with traditional academic values (focus on quality, involvement in decision-making, commitment to the workplace, recognition), while stress was linked to market-related aspects (pressure to produce, quantitative work demands, job insecurity). The study highlighted relatively high levels of well-being among Czech faculty, which can be attributed to the continued prevalence of a traditional, professor-oriented academic system based on autonomy and collegiality. Despite recent market-oriented changes within Czech research policy, the negative effects of marketisation are not yet pronounced in the quality of academic worklife in public universities, except for the increasing pressure for productivity.

5

Koncepcja New Public Management a reformy samorządu terytorialnego wybranych państw Europy Zachodniej

72%

Rajca L.

Studia Regionalne i Lokalne

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2009

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issue 2(36)

72-87

PL

Reformy inspirowane New Public Management (NPM) przyczyniły się do wprowadzenia zasad zarządzania w samorządzie terytorialnym oraz urynkowienia i outsourcingu. Reformy te przyniosły największe zmiany w Wielkiej Brytanii, ale wprowadzono je też w innych państwach europejskich, na przykład w: Irlandii, Szwecji, Niemczech, w najmniejszym zakresie zaś we Francji (spośród krajów opisanych w tym artykule). Istnieje ryzyko, że reformy inspirowane NPM doprowadzą do utraty z pola widzenia ukrytego, społecznego celu usług publicznych. Nowe zarządzanie publiczne nie stało się jednak nowym, uniwersalnym modelem zarządzania sektorem publicznym. Tematyka debaty na temat reformy usług publicznych przesunęła się (zwłaszcza w Wielkiej Brytanii) poza kwestie NPM w kierunku wyłaniającej się koncepcji sieciowego zarządzania wspólnotą.

EN

New Public Management – inspired reforms have influenced implementation of management principles in local government, the marketisation and outsourcing. These reforms were mostly visible in the United Kingdom but appear also in other European countries, for example: Ireland, Sweden, Germany, the least in France (among described in this article). There is a risk that NPM-led reforms may come to lose sight of the underlying social purpose of public services. NPM has not became a new, universal model of public sector management. The debate about public service reform has moved (particularly in UK) beyond the concerns of NPM to an emerging concept of networked community governance.

6

The “New Spirit of Academic Capitalism” : Can Scientists Create Generative Critique From Within?

58%

Kremakova M.

Teorie vědy (Theory of Science)

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2016

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vol. 38

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issue 1

27-51

EN

The 21st-century university is a contested site of neoliberal transformation. Its role is moving away from that of a hub of culture, knowledge and critique to that of a provider of skills and employability for the market. The move towards a lean business model in the management of knowledge production is not an isolated phenomenon, but integral to the shift ing economic, political and moral landscapes of global capitalism and the knowledge society. The literature discussing the changes in higher education, which could be collectively termed “critical studies of academia”, remains fragmented and is yet to yield tangible resistance or envision viable alternative models of academic governance. This article discusses the possibility of generating constructive critique of “the new spirit of academic capitalism” from within. French Convention Theory is employed as a conceptual toolbox for unpacking the worlds of worth, conventions and justifi cations which operate beneath the surface of the marketisation, acceleration and casualisation of scientific labour – and suggested as a potential tool for building a generative sociology of critique.

CS

Univerzita 21. století je místem napadeným neoliberální transformací. Stává se dodavatelkou dovedností a pracovní síly. Zároveň tím opouští svoje postavení hlavního společenského ohniska kultury, poznání a kritiky. Tento posun kezeštíhlenému obchodnímu modelu, který je vlastní produkci vědění, však není izolovaným jevem – je součástí měnících se ekonomických, politických a morálních krajin globálního kapitalismu a společnost vědění. Literatura analyzující tyto změny – lze ji souhrnně nazvat jako “kritická studia akademie” – však zůstává roztříštěná a zatím nenabízí skutečnou rezistenci nebo představy životaschopných alternativních modelů akademického vládnutí a správy (governance). Tento článek pojednává o možností formulovaní konstruktivní kritiky “nového ducha akademického kapitalismu”, a to zevnitř samotné akademie. Francouzská teorie konvencí je využita jako sada koncepčních nástrojů k analýze hodnotových světů, konvencí a způsobů ospravedlnění ležících pod povrchem marketizace, zrychlení a nestálosti podmínek vědecké práce. Článek též tvrdí že teorie konvencí představuje potenciální instrument vhodný ke konstrukci generativní sociologie kritiky.

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2 Sociologický časopis. Czech Sociological Review

1 Journal of Pedagogy

1 Pedagogická orientace (Journal of the Czech Pedagogical Society)

1 Studia Regionalne i Lokalne

1 Teorie vědy (Theory of Science)

1 Bates A.

1 Bláha J. D.

1 Brady N.

1 Kremakova M.

1 Kučerová S. R.

1 Květoň P.

1 Mudrák J.

1 Pavlasová Z.

1 Rajca L.

1 Savage G. C.

1 Zábrodská K.

2 2016

1 2015

1 2014