Challenging the post‐Fordist/flexible organisation thesis: the case of reformed educational organisations

Brehony, Kevin J.; Deem, Rosemary

doi:10.1080/01425690500128924

Cited by 14 publications

(4 citation statements)

References 44 publications

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“…Meta-skills and flexible career paths loom large here. Employment and working practises becoming more interconnected, with the spectre of disciplinary boundaries softening and becoming more porous (Rizvi & Lingard, 2010;Brehony & Deem, 2005). Hook, Hickey, and Jackson (2018:39) drawing on Buckingham (2013, 30) observe: '[ … ] graduates need to [ … ] adapt to the stresses of a "portfolio" lifestyle.'…”

mentioning

confidence: 99%

The University Library: Places for Possibility

O'Donnell

Anderson

2021

New Review of Academic Librarianship

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University libraries are constituted in the literature by a range of overlapping and shifting conceptual models that are deployed to capture, express and legitimise their repurposing, progressive status and function within the university campus. Over the last two decades university libraries have been increasingly characterised as highly responsive and receptive to the fast-moving currents of technological innovation, and emergent teaching and learning paradigms. This paper charts and discusses the evolutionary trajectory of the university library set within an historical context, exploring the discursive influences that have both stimulated and propagated what might be described as progressive transformation. The paper seeks to portray and unpack the Zeitgeist of the academic library that has been cultivated in contemporary times; positioning the university library against a backdrop of global developments that have shaped the university sector from the early 1990s, and offering a macro-level exploration of the increasing status of the university library.

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confidence: 99%

The University Library: Places for Possibility

O'Donnell

Anderson

2021

New Review of Academic Librarianship

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“…Once more (Brehony, 1990) the primary phase is being dragged along in a policy slipstream which is not principally directed at the phase but at the 14-19 curriculum. Moreover, there is a strong element of post-Fordist ideology (Brehony & Deem, 2005) in this new turn. Post-Fordism, in this normative sense, refers to flexible production, flexible labour and the application of information technologies to the production process and to the administration of organisations.…”

Section: The New Turn and The Futurementioning

confidence: 98%

Primary schooling under New Labour: The irresolvable contradiction of excellence and enjoyment

Brehony

2005

Oxford Review of Education

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“…While a number of researchers (Brehony and Deem 2005, Olssen and Peters 2005, Pick 2006. Stensaker 2006 have investigated the effects of macro-level change at meso level of the higher education institution in an effort to understand how development'i such as glohalisation.…”

Section: Research Into Academic Identities: Recent Developments In a mentioning

confidence: 99%

Policy, Profession and Person: The Formation of Reflexive Academic Identities in an Irish Institute of Technology

O'Byrne¹

2015

Academic Identities in Higher Education

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It was dependent on the Department of Education for its funding as well as for approval for the majority of its activities, and its graduates received awards from the National Council for Educational Awards (NCEA), which had been established to validate the academic programmes of all non-university higher education institutions in the State. By the time the study began in 2005, the institution had expanded its course portfolio to include ninety-two fUll-time programmes at undergraduate and postgraduate level in six academic schools (Business, Education, Engineering, Health Science, Humanities and Science) as well as a significant suite of part-time courses in adult and continuing education and supervision for a growing number of research postgraduates. It had also expanded its activities to include research as well as teaching, actively and strategically engaging with the expanded remit granted to the technological colleges under the 1992 Regional Technical Colleges Act. It had over five and a half thousand full-time students, of whom approximately 4% were pursuing postgraduate studies, and in the region of four thousand part-time students on its register (Waterford Institute of Technology 2(05). It had been removed from the control of the City of Waterford VEC in 1994 and re-

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Challenging the post‐Fordist/flexible organisation thesis: the case of reformed educational organisations

Cited by 14 publications

References 44 publications

The University Library: Places for Possibility

The University Library: Places for Possibility

Primary schooling under New Labour: The irresolvable contradiction of excellence and enjoyment

Policy, Profession and Person: The Formation of Reflexive Academic Identities in an Irish Institute of Technology

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