ERIC Number: ED368249
Record Type: RIE
Publication Date: 1993-Dec
Reference Count: N/A
Government, Higher Education and the Industrial Ethic.
Tasker, Mary; Packham, David
This paper argues that the values of industry and higher education are incompatible and that imposition of industrial values on universities must necessarily destroy traditional academic values. Any dialogue between industry and higher education must grapple with this value conflict. The industrial ethic is based on unlimited growth, exploitation of raw materials, and penetration of more markets with minimal constraints on competition. The current decade has seen an increased awareness of environmental and societal issues with other trends perhaps signaling fundamental change. Although traditional elite university values of disinterested pursuit of knowledge in a collegial community may have little relevance to a post-modern era, traditional higher education values of creating an educated public and enhancing critical awareness to free minds and uphold democracy is still valid. Government intervention in higher education has promoted industrial values. In particular, in the United Kingdom, the Higher and Further Education Act of 1992 resulted in direct intervention in university teaching by setting up "quality assessment" committees under funding councils. This has brought the industrial language of quality control into the university. These trends may overlie deeper interests in political and social control of higher education. (Contains 26 references.) (JB)
Descriptors: Capitalism, Democratic Values, Educational Assessment, Educational Legislation, Educational Philosophy, Educational Quality, Foreign Countries, Government Role, Government School Relationship, Higher Education, Politics of Education, Public Policy, School Business Relationship, Social Values, Values
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Further and Higher Educ Act 1992 (Great Britain); United Kingdom
Note: Paper presented at the Society for Research into Higher Education Conference (Brighton, England, December 14-16, 1993).