1Teaching Innovation Unit, University of South Australia
Abstract: The corporatisation of the higher education institution poses challenges for relational human-connected academic development. The academic developer is caught between corporate structures and narratives which conditions inaction and an inevitable professionalisation of their portfolio. This article argues that without supporting faculty agency the role is still not fully realised. It highlights how the corporate university conditions staff and students and reasserts student/staff partnership as a conduit to reposition the institution and its governance for democratic society. Through a novel synthesis of research literature, and theoretical positioning, new ways for academic developers to ‘see’ their work and reassert ownership and hope are suggested.
Keywords: Academic Development, Corporate University, Staff Agency, Partnership, University Governance
Published: August 16, 2022
Ahmadi, R. (2021). Student voice, culture, and teacher power in curriculum co-design within higher education: An action-based research study. International Journal for Academic Development, 1–13. https://doi.org/10.1080/1360144X.2021.1923502
Altbach, P. G., & Cohen, R. (1990). American student activism: The post-sixties transformation. The Journal of Higher Education, 61(1), 32–49. https://doi.org/10.1080/00221546.1990.11775090
Alvesson, M., & Spicer, A. (2016). (Un)Conditional surrender? Why do professionals willingly comply with managerialism. Journal of Organizational Change Management, 29(1), 29–45. https://doi.org/10.1108/JOCM-11-2015-0221
Amoah, P. A., & Mok, E. W. C. (2022). COVID-19 and well-being of non-local students: Implications for international higher education governance. Higher Education Policy. https://doi.org/10.1057/s41307-022-00270-4
Archer, L. (2008). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23(3), 265–285.
Aronowitz, S. (2004). The knowledge factory: Dismantling the corporate university and creating true higher learning (Reprinted). Beacon Press.
Aronowitz, S., & Giroux, H. A. (2000). The corporate university and the politics of education. The Educational Forum, 64(4), 332–339. https://doi.org/10.1080/00131720008984778
Arthur, L. (2009). From performativity to professionalism: Lecturers’ responses to student feedback. Teaching in Higher Education, 14(4), 441–454. https://doi.org/10.1080/13562510903050228
Ayton, D., Hillman, C., Hatzikiriakidis, K., Tsindos, T., Sadasivan, S., Maloney, S., Bragge, P., Diug, B., & Illic, D. (2021). Why do students plagiarise? Informing higher education teaching and learning policy and practice. Studies in Higher Education, 0(0), 1–14. https://doi.org/10.1080/03075079.2021.1985103
Baldridge, J. V. (1971). Models of university governance: Bureaucratic, collegial, and political. https://eric.ed.gov/?id=ED060825
Barnes, J. (2020). Collegial governance in postwar Australian universities. History of Education Review, 49(2), 149–164. https://doi.org/10.1108/HER-12-2019-0050
Barnhardt, C. L. (2012). Contemporary student activism: The educational contexts of socially-responsible civic engagement. [Doctoral Thesis]. The University of Michigan.
Barrineau, S., & Anderson, L. (2018). Learning “betwixt and between”: Opportunities and challenges for student-driven partnership. International Journal for Students as Partners, 2(1), 16–32. https://doi.org/10/gf5bt9
Barrineau, S., Engström, A., & Schnaas, U. (2019). An active student participation companion. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376580
Bateson, R., & Taylor, J. (2004). Student involvement in university life — beyond political activism and university governance: A view from Central and Eastern Europe. European Journal of Education, 39(4), 471–483. https://doi.org/10.1111/j.1465-3435.2004.00198.x
Bennett, A., & Lumb, M. (2019). Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education. Policy Futures in Education, 17(8), 966–982. https://doi.org/10.1177/1478210319831579
Benson, M., & Boyd, H. (2015). The public university: Recalling higher education’s democratic purpose. Thought & Action, 31(1), 69–84.
Bessant, B. (1995). Corporate management and its penetration of university administration and government. Australian Universities’ Review, 38(1), 59–62.
Bessant, J. (2002). Dawkins’ higher education reforms and how metaphors work in policy making. Journal of Higher Education Policy and Management, 24(1), 87–99. https://doi.org/10.1080/13600800220130789
Bonnell, A. G. (2016). Democratisation or management and corporate capture? Theses on the governance crisis of Australia’s semi-privatised public universities. Australian Universities’ Review, The, 58(2), 26–32.
Boomer, R. G. (1991). Pragmatic-Radical teaching and the disadvantaged schools program. In B. Green (Ed.), Designs on learning: Essays on curriculum and teaching by Garth Boomer (1999). Australian Curriculum Studies Association Inc.
Brabazon, T. (2021). The frontstage of leadership? Vice chancellor profiles and the performance of self. International Journal of Social Sciences, 30.
Brennan, M. (2010). Dividing the university: Perspectives from the Middle. In J. Blackmore, M. Brennan, & L. Zipin, Re-positioning university governance and academic work (pp. 115–132). Sense.
Brett, M. (2016). Disability and Australian higher education: Policy drivers for increasing participation. In A.
Harvey, C. Burnheim, & M. Brett (Eds.), Student Equity in Australian Higher Education: Twenty-five years of A Fair Chance for All (pp. 87–108). Springer. https://doi.org/10.1007/978-981-10-0315-8_6
Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution (First Edition). Zone Books.
Brulé, E. (2016). Voices from the margins: The regulation of student activism in the new corporate university. Studies in Social Justice, 9(2), 159–175. https://doi.org/10/ggcvvc
Catterall, K., Mickenberg, J., & Reddick, R. (2019). Design thinking, collaborative innovation, and neoliberal disappointment: Cruel optimism in the history and future of higher education. Radical Teacher, 114(0), 34–47. https://doi.org/10/gf6zbb
Chapman, B. J., & Pope, D. (1992). Government, human capital formation and higher education. The Australian Quarterly, 64(3), 275. https://doi.org/10.2307/20635686
Clancy, P., & Goastellec, G. (2007). Exploring access and equity in higher education: Policy and performance in a comparative perspective. Higher Education Quarterly, 61(2), 136–154. https://doi.org/10.1111/j.1468-2273.2007.00343.x
Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112. https://doi.org/10.1080/17508487.2013.776990
Cook-Sather, A. (2018a). Tracing the evolution of student voice in educational research. In Radical Collegiality through Student Voice (pp. 17–38). Springer.
Cook-Sather, A. (2018b). Listening to equity-seeking perspectives: How students’ experiences of pedagogical partnership can inform wider discussions of student success. Higher Education Research & Development, 37(5), 923–936. https://doi.org/10.1080/07294360.2018.1457629
Cornelius-Bell, A. (2021a). University governance, radicalism and the market economy: Where student power gave way to economics and educative possibility to the corporate university. International Journal of Social Sciences & Educational Studies, 8(2), 76–87. https://doi.org/10.23918/ijsses.v8i2p76
Cornelius-Bell, A. (2021b). Student activism in higher education: The politics of students’ role in hegemonic university change [Ph.D., Flinders University]. https://dx.doi.org/10.31237/osf.io/veq5a
Cornelius-Bell, A., & Bell, P. (2021). The academic precariat post-COVID-19. Fast Capitalism, 18(1). https://doi.org/10.32855/fcapital.202101.001
Cuellar, M. G., Bencomo Garcia, A., & Saichaie, K. (2021). Reaffirming the public purposes of higher education: first-generation and continuing generation students’ perspectives. The Journal of Higher Education, 0(0), 1–24. https://doi.org/10.1080/00221546.2021.1979849
De Vries, R. (2014). Earning by degrees: Differences in the career outcomes of UK graduates (pp. 1–75). Sutton Trust. https://dera.ioe.ac.uk/30244/1/Earnings-by-Degrees-REPORT-1.pdf
Deem, R. (2001). Globalisation, New Managerialism, Academic Capitalism and Entrepreneurialism in Universities: Is the local dimension still important? Comparative Education, 37(1), 7–20. https://doi.org/10.1080/03050060020020408
Denney, F. (2022). Understanding the professional identities of PVCs education from academic development backgrounds. International Journal for Academic Development, 27(1), 71–82. https://doi.org/10.1080/1360144X.2020.1856667
Di Napoli, R., Fry, H., Frenay, M., Verhesschen, P., & Verburgh, A. (2010). Academic development and educational developers: Perspectives from different European higher education contexts. International Journal for Academic Development, 15(1), 7–18. https://doi.org/10.1080/13601440903529851
Dollinger, M. (2020). The projectification of the university: Consequences and alternatives. Teaching in Higher Education, 25(6), 669–682. https://doi.org/10.1080/13562517.2020.1722631
East, J., & Donnelly, L. (2012). Taking responsibility for academic integrity: A collaborative teaching and learning design. Journal of University Teaching and Learning Practice, 9(3). https://eric.ed.gov/?id=EJ996016
Erickson, M., Hanna, P., & Walker, C. (2021). The UK higher education senior management survey: A statactivist response to managerialist governance. Studies in Higher Education, 46(11), 2134–2151. https://doi.org/10.1080/03075079.2020.1712693
Evans, B. J., Marsicano, C. R., & Lennartz, C. J. (2019). Cracks in the bedrock of American democracy: differences in civic engagement across institutions of higher education. Educational Researcher, 48(1), 31–44. https://doi.org/10.3102/0013189X18809053
Fraser, H., & Taylor, N. (2016). Neoliberalization, universities and the public intellectual. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-57909-6
Fremstad, E., Bergh, A., Solbrekke, T. D., & Fossland, T. (2020). Deliberative academic development: The potential and challenge of agency. International Journal for Academic Development, 25(2), 107–120. https://doi.org/10.1080/1360144X.2019.1631169
Giroux, H. A. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard Educational Review, 72(4), 425–464. https://doi.org/10/gfk29p
Giroux, H. A. (2014). Neoliberalism’s war on higher education. Haymarket Books.
Gravett, K., Kinchin, I. M., & Winstone, N. E. (2019). ‘More than customers’: Conceptions of students as partners held by students, staff, and institutional leaders. Studies in Higher Education, 1–14. https://doi.org/10/gf5jzz
Heller, D. E., & Heller, P. D. E. (2001). The States and Public Higher Education Policy: Affordability, Access, and Accountability. JHU Press.
Hockings, C., Cooke, S., Yamashita, H., McGinty, S., & Bowl, M. (2009). ‘I’m neither entertaining nor charismatic …’ negotiating university teacher identity within diverse student groups. Teaching in Higher Education, 14(5), 483–494. https://doi.org/10.1080/13562510903186642
Humphrys, E. (2019). How Labour built neoliberalism: Australia’s accord, the labour movement and the neoliberal project. Brill.
Isaeva, R., Eisenschmidt, E., Vanari, K., & Kumpas-Lenk, K. (2020). Students’ views on dialogue: Improving student engagement in the quality assurance process. Quality in Higher Education, 26(1), 80–97. Scopus. https://doi.org/10.1080/13538322.2020.1729307
Karmel, P. (2001). Public policy and higher education. Australian Journal of Management, 26(1), 124–150.
Kenny, J. (2018). Re-empowering academics in a corporate culture: An exploration of workload and performativity in a university. Higher Education, 75(2), 365–380. https://doi.org/10.1007/s10734-017-0143-z
Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. Student Success, 1(1), 1–20.
Kinash, S., & Wood, K. (2013). Academic developer identity: How we know who we are. International Journal for Academic Development, 18(2), 178–189. https://doi.org/10.1080/1360144X.2011.631741
Knapper, C. (2016). Does educational development matter? International Journal for Academic Development, 21(2), 105–115. https://doi.org/10.1080/1360144X.2016.1170098
Land, R. (2001). Agency, context and change in academic development. International Journal for Academic Development, 6(1), 4–20. https://doi.org/10.1080/13601440110033715
Ling, P., Fraser, K., & Gosling, D. (2013). Welcome to 2012: Australian academic developers and student-driven university funding. International Journal for Academic Development, 18(2), 114–126. https://doi.org/10.1080/1360144X.2012.657640
Lisewski, B. (2021). Teaching and Learning Regimes: An educational developer’s perspective within a university’s top-down education policy and its practice architectures. International Journal for Academic Development, 26(2), 176–189. https://doi.org/10.1080/1360144X.2020.1831505
Manathunga, C. (2007). “Unhomely” Academic Developer Identities: More post‐colonial explorations. International Journal for Academic Development, 12(1), 25–34. https://doi.org/10.1080/13601440701217287
Marginson, S., & Considine, M. (2000). The enterprise university: Power, governance and reinvention in Australia. Cambridge University Press.
Mathieson, S. (2011). Developing academic agency through critical reflection: A sociocultural approach to academic induction programmes. International Journal for Academic Development, 16(3), 243–256. https://doi.org/10.1080/1360144X.2011.596730
McInnes, R., Aitchison, C., Parker, B., George, J., & Medlin, J. (2019). ‘It’s Course Delivery, Jim, but not as we know it’: Experiences of Delivering Fully-Online Courses Developed by Others. Higher Education Research and Development, Adelaide.
McInnes, R., Aitchison, C., & Sloot, B. (2020). Building online degrees quickly: Academic experiences and institutional benefits. Journal of University Teaching & Learning Practice, 17(5). https://ro.uow.edu.au/jutlp/vol17/iss5/2
Mooney, J. A., & Miller-Young, J. (2021). The educational development interview: A guided conversation supporting professional learning about teaching practice in higher education. International Journal for Academic Development, 26(3), 224–236. https://doi.org/10.1080/1360144X.2021.1934687
Mori, Y., Harland, T., & Wald, N. (2021). Academic developers’ professional identity: A thematic review of the literature. International Journal for Academic Development, 1–14. https://doi.org/10.1080/1360144X.2021.2015690
Mott, K. (2022). Australian university staff job losses exceed pandemic financial outcomes (pp. 1–14). Melbourne Centre for the Study of Higher Education. https://melbourne-cshe.unimelb.edu.au/lh-martin-institute/fellow-voices/australian-university-staff-job-losses-exceed-pandemic-financial-outcomes
Naylor, R., Dollinger, M., Mahat, M., & Khawaja, M. (2021). Students as customers versus as active agents: Conceptualising the student role in governance and quality assurance. Higher Education Research & Development, 40(5), 1026–1039. https://doi.org/10.1080/07294360.2020.1792850
Omingo, M. (2019). Lecturers learning to teach: The role of agency. International Journal for Academic Development, 24(2), 122–134. https://doi.org/10.1080/1360144X.2019.1595627
Peseta, T. L. (2014). Agency and stewardship in academic development: The problem of speaking truth to power. International Journal for Academic Development, 19(1), 65–69. https://doi.org/10.1080/1360144X.2013.868809
Pratasavitskaya, H., & Stensaker, B. (2010). Quality management in higher education: Towards a better understanding of an emerging field. Quality in Higher Education, 16(1), 37–50. https://doi.org/10.1080/13538321003679465
Pretorius, L., & Macaulay, L. (2021). Notions of human capital and academic identity in the PhD: Narratives of the disempowered. The Journal of Higher Education, 92(4), 623–647. https://doi.org/10.1080/00221546.2020.1854605
Rogers, B., & Swain, K. (2021). Teaching academics in higher education: Resisting teaching at the expense of research. The Australian Educational Researcher. https://doi.org/10.1007/s13384-021-00465-5
Rogers, M., Sims, M., Bird, J., & Elliott, S. (2020). Organisational narratives vs the lived neoliberal reality: Tales from a regional university. Australian Universities’ Review, 62(1), 26–40.
Sayed, Y. (1993). A Perspective on Quality in Education: The Quest for Zero Defect. Quality Assurance in Education, 1(2), 35–39. https://doi.org/10.1108/09684889310044682
Schultz, T. W. (1971). Investment in Human Capital – The Role of Education and of Research. The Free Press.
Shermer, E. T. (2021). What’s really new about the neoliberal university? The business of American education has always been business. Labor, 18(4), 62–86. https://doi.org/10.1215/15476715-9361779
Slaughter, S., & Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. Johns Hopkins University Press.
Smith, D., & Adams, J. (2008). Academics or executives? Continuity and change in the roles of pro-vice-chancellors1. Higher Education Quarterly, 62(4), 340–357. https://doi.org/10.1111/j.1468-2273.2008.00403.x
Tapanila, K., Siivonen, P., & Filander, K. (2020). Academics’ social positioning towards the restructured management system in Finnish universities. Academics’ Social Positioning towards the Restructured Management System in Finnish Universities. https://doi.org/10.1080/03075079.2018.1539957
Uludağ, G., Bardakcı, S., Avşaroğlu, M. D., Çankaya, F., Çatal, S., Ayvat, F., Koçer, A., Yıldırım, S. A., & Elmas, M. (2021). Investigation of the higher education students’ participation in quality assurance processes based on the theory of planned behaviour: A case of Turkey. Quality in Higher Education, 27(3), 338–356. https://doi.org/10.1080/13538322.2021.1946273
University of Adelaide. (2022, March). Division & leadership. Division of Academic and Student Engagement | University of Adelaide. https://www.adelaide.edu.au/dase/division-leadership
Vähäsantanen, K., Paloniemi, S., Räikkönen, E., & Hökkä, P. (2020). Professional agency in a university context: Academic freedom and fetters. Teaching and Teacher Education, 89, 103000. https://doi.org/10.1016/j.tate.2019.103000
Walker, A., Wain, D., Black, A., & Spasovska, E. (2022). Re-membering oceans, bodies, rhythms and breath: A collective reflection on life/work as we walk-write from different shorelines. New Writing, 1–11. https://doi.org/10.1080/14790726.2022.2050265
Winter, R. (2009). Academic manager or managed academic? Academic identity schisms in higher education. Journal of Higher Education Policy and Management, 31(2), 121–131. https://doi.org/10.1080/13600800902825835
Wong, B., & Chiu, Y.-L. T. (2019). Let me entertain you: The ambivalent role of university lecturers as educators and performers. Educational Review, 71(2), 218–233. https://doi.org/10.1080/00131911.2017.1363718
Zipin, L. (2019). How council-management governance troubles Australian university labours and futures: Simplistic assumptions and complex consequences. Social Alternatives, 38(3), 8.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), September 2022, Vol.9, No.3