“The Uses of the University” Two Decades Later

Kerr, Clark

doi:10.1080/00091383.1982.9937006

Cited by 68 publications

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“…It has existed more than 900 years in forms that are recognisable today with more or less the same functions (Kerr 1966). As such the university has shown a remarkable institutional dynamics of change that allowed it to maintain a flexible and rather effective balance between internal continuity and external responsiveness.…”

Section: Introductionmentioning

confidence: 99%

The knowledge triangle, European higher education policy logics and policy implications

2010

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While it is common to claim that university reforms are based on universal and standardised ideas about 'modernising' the university, few studies have examined in a more coherent way how the combined external pressure for change with respect to the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current pressure for reform might change the university as we know it, or whether new institutional translations might emerge from the process renewing the university while maintaining its identity.

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Section: Introductionmentioning

confidence: 99%

The knowledge triangle, European higher education policy logics and policy implications

2010

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“…Clark Kerr, writing in the 1960s, noted the emerging conflict between the 'university' and the emerging 'multiversity', which in his view would be the university of the emerging information-based postindustrial society (Kerr, 1963) As the analysis in the previous section suggested, the knowledge society has brought in its wake influential new ways of thinking; in effect, new ideologies -postmodernism, neo-liberalism and third wayism -which are apparent in higher education. The following six cultural contradictions result from these ideologies: the contradiction of teaching and research; the contradiction of efficiency and scholarship; the contradiction of massification and democratisation; the contradiction of management and leadership; the contradiction of opinion and knowledge; and the contradiction of science and technology.…”

Section: The Cultural Contradictions Of Higher Education In the Knowlmentioning

confidence: 99%

Ideologies of the Knowledge Society and the Cultural Contradictions of Higher Education

Delanty

2003

Policy Futures in Education

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Much discussed in recent times is the idea of the knowledge society. However, on closer inspection we find that this is a highly contested concept and, moreover, it is associated with new ideologies, of which three are discussed in the article: postmodernism, neo-liberalism and third wayism. It is argued that these new ideologies are impacting on higher education, which is consequently experiencing far-reaching cultural contradictions. The article examines six of these: the contradiction of teaching and research, the contradiction of efficiency and scholarship, the contradiction of massification and democratisation, the contradiction of management and leadership, the contradiction of opinion and knowledge, and the contradiction of science and technology.

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“…Going back to the beginning of this essay, and the notion of the multiversity (Kerr 2001;Krücken et al 2007), it is worth paraphrasing renown sociologist Manuel Castells who contends that:…”

Section: Conclusive Thoughtsmentioning

confidence: 99%

“…The term multiversity (Kerr 2001) has often been used in order to characterize the 'ambiguity of purpose' and internal complexity inherent to the modern university (cf. Pinheiro, 2012a).…”

Section: The Multiversity Revisitedmentioning

confidence: 99%

Humboldt Meets Schumpeter? Interpreting the ‘Entrepreneurial Turn’ in European Higher Education

Pinheiro

2016

Higher Education Dynamics

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Universities are increasingly pressurized to respond to external imperatives and demands, while, at the same time, being expected to enhance both their efficiency and accountability. This is leading to the local adoption of key, structural and cultural features associated with the model or global script of the entrepreneurial university. This chapter undertakes a critical analysis of the premises associated with the latter model, and provides new insights on the sustainability of the "entrepreneurial turn in higher education" against the backdrop of the challenges facing European universities.

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“The Uses of the University” Two Decades Later

Cited by 68 publications

References 0 publications

The knowledge triangle, European higher education policy logics and policy implications

The knowledge triangle, European higher education policy logics and policy implications

Ideologies of the Knowledge Society and the Cultural Contradictions of Higher Education

Humboldt Meets Schumpeter? Interpreting the ‘Entrepreneurial Turn’ in European Higher Education

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