Commercialization of Higher Education

Kezar, Adrianna; Bernstein-Sierra, Samantha

doi:10.1007/978-981-287-098-8_59

Cited by 15 publications

(6 citation statements)

References 41 publications

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“…This also led to specialisation and division of faculties into departments reflecting different professional affiliations. (p. 43) This idea underscores such a concept that the American capitalist market and values have driven the marketisation and privatisation of higher education (see also Bok, 3003, Raduntz, 2005and Marginson, 2007, Kezar and Bernstein-Sierra, 2016. Therefore, higher education is closely related to people's economic needs.…”

Section: Further State Thatmentioning

confidence: 98%

Students' Perceptions and Experiences of Private Universities

2022

SSRN Journal

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Section: Further State Thatmentioning

confidence: 98%

Students' Perceptions and Experiences of Private Universities

2022

SSRN Journal

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“…In an uber-competitive environment where top grades and outdoing one another forms the basis of our ongoing interactions, there is little room for collaboration and mutual respect. In these troubling times, what has become evident is that a neoliberal model of education that prioritizes economic interests over moral development has raised more issues than learning outcomes (Brimble, 2016;Kezar & Bernstein-Sierra, 2016). Nor does it honour Indigenous truths and perspectives around the purpose and practice of education.…”

Section: National Truths: a Foundation For Academic Integritymentioning

confidence: 99%

“…As with other colonial nation-states, the contemporary focus within the scholarship of academic integrity in Canada is mired in a neoliberal model of education which reflects the colonial origins of our formalized educational systems (Battiste, Bell & Findlay, 2002;Kezar & Bernstein-Sierra, 2016;Lincoln, 2018;Schissel & Wotherspoon, 2002). Further reflecting its commonwealth origins, a largely Eurocentric definition of academic integrity appears to arise primarily from Judeo-Christian beliefs and values focused on ideals of progress, standardization, and honour codes (Bretag, 2016;Eaton & Christensen Hughes, 2021;Fishman, 2016;Thomas & Scott, 2016).…”

Section: Eurocentric Foundations: Understanding the Impacts Of Neolib...mentioning

confidence: 99%

Re-Defining Academic Integrity: Embracing Indigenous Truths

Pratt

Gladue

2022

Ethics and Integrity in Educational Contexts

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Despite historical and ongoing challenges, Canada has been making promising strides towards reconciliation prompted in large part by the work of the Truth and Reconciliation Commission of Canada (2015). We honour our Indigenous Elders and Ancestors who have led social and educational movements that named and resisted the negative outcomes created and continued by a Canadian colonial history. The authors point to current institutional projects of decolonizing and Indigenizing the academy as holding the potential to re-define what academic integrity means. As a hopeful point of entry into how teaching and learning scholars might reconsider current conceptions of integrity, we see Indigenizing efforts across a number of Canadian universities as the basis from which to speak to a more inclusive and wholistic definition of academic integrity. The authors seek to problematize the current neoliberal and commercialized approaches to education where different forms of academic misconduct arise as inevitable outcomes. If education is viewed as the pursuit of truth, or more appropriately truths, then it is essential to nuance the scope of academic integrity to include Indigenous perspectives such as wholism and interconnectedness. In this chapter, we discuss these truths, challenging current conceptions, to propose a more inclusive definition of academic integrity by drawing upon Indigenous scholarship as well as dynamic forms of ancestral language to situate our work. In sum, sharing truths through the inclusion of Indigenous perspectives grounds the scholarly discussion in an equitable understanding of truth-telling as foundational to academic integrity.

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“…The faculty and management have been seen to alter their behaviour, institutional culture and priorities in the circumstances of unethical conduct of students (customers) such as cheating and academic dishonesty (Kezar and Bernstein-Sierra, 2016). The conditions have been considerably worse than before and the traditional approaches of student corrective actions and moral judgments have been discouraged safeguarding “seller” interests.…”

Section: Academic Capitalism Consumerism and Commodification In Highe...mentioning

confidence: 99%

Convergence of educational leadership behaviours and socio-economic status of students amidst academic capitalism, consumerism and commodification

Borde¹,

Arora

Kakoty

2022

SBR

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Purpose The purpose of this paper is to review the literature on academic capitalism, consumerism and commodification (A3C) in higher education. Additionally, this study aims to understand core attributes of educational leadership behaviours with ethical leadership (EL) and transformational leadership (TL) styles can contribute to inclusive and equitable quality education for students belonging to diverse socio-economic status (SES). Design/methodology/approach This paper adopts a literature review methodology initially on themes of A3C, EL, TL and SES, adopting social learning theory and social identity theory. Further, organizational behavioural dynamics related to students and faculty in higher educational institutions are illustrated. Simultaneously, suggestions with practical focus are offered. Findings This paper synthesizes the literature on the convergence of leadership and SES and develops propositions to encourage future inquiry. Further, the study illuminates several attributes of four groups of student populations, namely, “privileged,” “contestant,” “dependent” and “deprived” formed because of this convergence. Research limitations/implications A3C have posed several severe questions for the sustainable development of society. Educational leaders must benefit society, offer equitable opportunities and develop affirmative leadership. Originality/value Leaders with high EL and TL behaviours can considerably contribute to achieve United Nations Sustainable Goals of Quality Education. This paper presents realistic solutions and scrutinizes organizational dynamics because of convergence of leadership and SES. Further, pragmatic leadership development strategies are suggested.

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Commercialization of Higher Education

Cited by 15 publications

References 41 publications

Students' Perceptions and Experiences of Private Universities

Students' Perceptions and Experiences of Private Universities

Re-Defining Academic Integrity: Embracing Indigenous Truths

Convergence of educational leadership behaviours and socio-economic status of students amidst academic capitalism, consumerism and commodification

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