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Watermeyer, Richard; Tomlinson, Michael – Educational Philosophy and Theory, 2022
This article discusses the intensification of research performance demands in UK universities in relation to the complex terrain of academic identity formation. It considers whether a demand for academic researchers to produce and evidence economic and societal impact -- in the rewards game of the UK's performance-based research funding system,…
Descriptors: Competition, Accountability, Universities, Research
Ward, Sophie – Educational Philosophy and Theory, 2021
By 1989, fascism had long been defeated in Europe, and reforms in the Soviet Union appeared to signify the collapse of communist ideology, prompting Francis Fukuyama to famously declare the 'end of history'. Since then, neoliberalism has been rolled out globally. This paper argues that, with regard to higher education, Fukuyama's claim that the…
Descriptors: Educational Philosophy, Social Change, Social Systems, Neoliberalism
Mahon, Áine – Educational Philosophy and Theory, 2021
"The Slow Professor: Challenging the Culture of Speed in the Academy" was published in 2016 to critical acclaim. Rejecting outright the marketisation of the modern university, the book proposed a countercultural approach which denounced the seductive imperatives to overwork and competition and called on academics to make a more…
Descriptors: College Faculty, Commercialization, Higher Education, Faculty Workload
Nespor, Jan – Educational Philosophy and Theory, 2011
This paper uses Actor Network Theory to examine two cases of device-mediated educational change, one involving a computer-assisted interactive video module that provided a half-hour of instruction for a university course, the other an assistive communication device that proved a supposedly retarded pre-school child to be intelligent. The paper…
Descriptors: Organizational Change, Educational Change, Interactive Video, Computer Assisted Instruction
Burwood, Stephen – Educational Philosophy and Theory, 2007
In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience--in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily…
Descriptors: Educational Experience, Higher Education, Self Concept, Transformative Learning