Beyond All Reason: Living with Ideology in the University

The social representations of students on the assessment of universities’ quality: the influence of market- and managerialism-driven discourse

“…Notwithstanding the constant adaptation to new political and social contexts, universities in Europe have enjoyed, until the late seventies, a remarkable stability in terms of identity, mission, organisation and management. This was linked to the central role these institutions played in the development of the modern State and society, through the accomplishment of several structuring roles, including the creation and transmission of a universal knowledge; the articulation between research and teaching; a view of students essentially as learners and institutional partners; and the contribution to cultural, social and, even, economic development of societies (Barnett, 1990(Barnett, , 2003Wittrock, 1996). There was also a relatively widespread political and social belief that the accomplishment of these roles would be better preserved through institutional autonomy, meaning the safeguard of University purposes and functioning from the pressures and interests of the State, religion, society, and the market (Barnett, 1990(Barnett, , 2003Derrida, 2003;Reed, 2002;Wilson, 1992;Wittrock, 1996).…”

“…This was linked to the central role these institutions played in the development of the modern State and society, through the accomplishment of several structuring roles, including the creation and transmission of a universal knowledge; the articulation between research and teaching; a view of students essentially as learners and institutional partners; and the contribution to cultural, social and, even, economic development of societies (Barnett, 1990(Barnett, , 2003Wittrock, 1996). There was also a relatively widespread political and social belief that the accomplishment of these roles would be better preserved through institutional autonomy, meaning the safeguard of University purposes and functioning from the pressures and interests of the State, religion, society, and the market (Barnett, 1990(Barnett, , 2003Derrida, 2003;Reed, 2002;Wilson, 1992;Wittrock, 1996). But, paradoxically, the apparent stability and social and cultural relevance of universities were made possible, at least in the majority of developed countries, by a strategy of detailed and direct control and regulation of the State over higher education (Barnett, 1990;Neave, 1988).…”

Managing Reform in Universities

“…This new political and organizational logic has gradually permeated higher education, embodied in the alignment of universities with the changing social understanding of what is 'public' and increasing adoption of market and market-like behaviours as well as a market ethos and ideology (Olsen & Peters, 2005;. This became evident in many aspects of institutional operation, including the mission, goals and response to the demands of society and the labour market (Barnett, 1990(Barnett, , 2003Menon, 2003;Olsen & Peters, 2005;Shattock, 2009;.…”

“…Indeed, the relationship between universities and society has undergone substantial changes over the last three decades. This is due to a proliferation of the perception of universities as institutions playing a central role in the knowledge society, by not only producing and reproducing knowledge and human and cultural capital, but also by solving economic and social problems and providing competent graduates to the rapidly changing knowledge-based labour market (Barnett, 2003;Johnstone et al, 2006;Scott, 1997). This constitutes a transformation of the traditional roles of universities since, from active agents attached to and collaborating with society, these institutions subsume to its interests and needs, linked with the market economy (Rothblatt, 1993).…”

“…At the turn of the 21st century, the rise of the knowledge society and economy (Olsen & Peters, 2005;Scott, 1997;Shattock, 2009) led to the emergence of the entrepreneurial university (Barnett, 2003;Etzkowitz, 2003aEtzkowitz, , 2003b. Effects of this are seen in the education provided by universities and in the way students are being conceptualized.…”