University as the producer of knowledge, and economic and societal value: the 20th and twenty-first century transformations of the UK higher education system

Abstract

Throughout the twentieth century and the first decades of the twenty-first century, the UK higher education went through significant changes. We identify three epochs, through which the institutional logic and purpose of university were redefined: an elite reconfiguration before the 1950s; a democratic reconfiguration from the 1960s on; and an economic and societal reconfiguration in the context of globalization since the late 1990s. Each epoch carried certain tensions in them, which have shaped the current contours of the UK higher education field. Particularly since the 1990s however UK higher education is exposed to increasingly elaborate, and at times contradictory, rules and expectations which are shaped not only nationally and transnationally. In order to analyse how these pressures play themselves out in the purpose and mandate of universities, we apply topic modelling analysis and textual interpretation to the university webpages. Our analysis shows that the UK higher education embeds three institutional logics, knowledge production, economic value, and global actorhood, which are linked with the broader transformations of the university toward proactive and societally engaged rational organization.

25. Making higher education institutions as open knowledge institutions

“…In the 21st century, HEIs have gained particular importance, carrying out three fundamental functions: instruction, research, and extension (Quitoras & Abuso, 2021). Higher education institutions are considered knowledge producers and providers in today's "knowledge economy" and "learning society" (Naidoo, 2008;Ozga, 2008;Scott, 2016;Snellman, 2015;Soysal & Baltaru, 2021). Higher education institutions contribute knowledge through research output and knowledge transfer, usually measured by research and development activities and output (Chen, 2012).…”

Higher Education for Good

“…In the 21st century, HEIs have gained particular importance, carrying out three fundamental functions: instruction, research, and extension (Quitoras & Abuso, 2021). Higher education institutions are considered knowledge producers and providers in today's "knowledge economy" and "learning society" (Naidoo, 2008;Ozga, 2008;Scott, 2016;Snellman, 2015;Soysal & Baltaru, 2021). Higher education institutions contribute knowledge through research output and knowledge transfer, usually measured by research and development activities and output (Chen, 2012).…”

Changes in religious attitudes and behaviors of Euro‐Turk students with theology education

“…Universities have become highly internationalized in the past two decades, portrayed as rational institutions that actively engage with society at large, both locally and globally, and explicitly articulate how their primary activities of teaching and research contribute to the advancement of individuals, economic development, and value creation (Soysal & Baltaru, 2021). Today especially, higher education has expanded beyond the country's borders, allowing students to pursue studies on a global scale.…”