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2018, Red Pepper
With the right organising and the right plan, UCU workers can transform universities from within.
eucen Studies eJournal of University Lifelong Learning. eucen Conference and Autumn activities 2019. Vol 3 No 01
Labour world and professional systems’ transformations: new challenges for Universities2019 •
The recent transition from knowledge society to learning society (Jarvis, 1998, 2000, 2007, 2012) had a significant impact in redesigning the work and its relevant features on knowledge workers (Drucker, 1959, 1969, 1987; Butera, 1987; Butera et al., 1997; Butera et. al., 2008). For the development of an increasing number of jobs in learning societies, there is the need for change, knowledge workers are becoming learning workers. Significant changes are already taking place in professional environments, increasingly characterized by: demographic heterogeneity, fluidity, variety, flexibility, responsible autonomy, collaboration, temporal intensity and vision (Bagnara, 2010). In the knowledge society, workers are required to be constantly educated, trained, responsible, resourceful, creative, flexible and autonomous; thus a significant dimension, the "know-how", expands (Negrelli, 2013). In the learning society, a person's main resource is not only the quantity and quality of knowledge itself, but also the strategic competence of “learning to learn” and applying it to new environments and scenarios. Nowadays, different values are given to: what people know, where the knowledge has been acquired and how, giving more importance to how this knowledge is valued, how it is produced and how it is shared. Developing the ability to learn quickly, results challenging for workers, showing evolving implications on applying this ability to new situations and problems. Thus, organisations must modify their structures from the knowledge society framework to the learning one, adopting less hierarchical structures, becoming more open, lean, networked and adhocratic (Cocozza 2012), and supportive toward workers’ learning processes (Billet, 2001; 2008; 2014). From the learning society, new opportunities arise increasing, for example: flexibility, conciliation, teamwork, networking, initiative, creativity, autonomy, responsibility. Nonetheless, also well-known risks increase, such as: precariousness, flexibility, decreasing number of stable rewarding jobs (Negrelli, 2013) and individual responsibility to solve systemic problems (Beck, 1986). As Wyn said (2014, 12), “Being ‘self-navigators’ is increasingly necessary, in part because the links between education and employment are so complex”. In addition, to the Third mission, also the other two Universities’ missions are questioned by the increasing complexity of: labour market crises, lifelong and life wide learning implications. Thus, these transformations pave the way to rethink the role of Universities in society, as well as growing towards a “universal” task to consider the critical forecasting of future of work in a “finanzcapitalismo” (Gallino, 2011) globalized society. Following this prospective, the focus on relationships amongst Governments, Industries and Universities expands to a fourth subject (civil society), considering the challenges for social innovation, with an evolution from Triple to Quadruple Helix approach. Proposed by Etzkowitz and Leydesorff (2000) as well as by Carayannis and Campbell (2009), who defined the fourth helix as “the media based and culture based public”, associated with the “creative class”. Therefore, today, Universities have a crucial transformative function which contributes to refound a social criticism competence, becoming a new lifelong and life wide Agency.
2007 •
Higher Education Quarterly
The Community of Workers' University: A Pragmatic Institution for the Future?2012 •
Universities are occupied by management, a regime obsessed with ‘accountability’ through measurement, increased competition, efficiency, ‘excellence’, and misconceived economic salvation. Given the occupation’s absurd side-effects, we ask ourselves how management has succeeded in taking over our precious universities. An alternative vision for the academic future consists of a public university, more akin to a socially engaged knowledge commons than to a corporation. We suggest some provocative measures to bring about such a university. However, as management seems impervious to cogent arguments, such changes can only happen if academics take action. Hence, we explore several strategies for a renewed university politics.
2013 •
Canadian Review of Sociology
Is the University Worth Saving? Three Rescue Strategies2023 •
“We are destroying all intellectual and aesthetic standards in the humanities and social sciences, in the name of justice.” –Harold Bloom (1995: 35). “Racialized and Indigenous academics and students across the country are raising critical questions such as: Whose knowledge counts and whose knowledge is discounted? Whose voice is heard and who is ignored?” – Frances Henry and Carole Tator (2009: 22) “As universities adopt the ideology of the transnational corporation and become subordinated to the needs of capital they are less concerned about how they might educate students in the ideology and civic practices of democratic governance and the necessity of using knowledge to address the challenges of public life.” – Henry Giroux (2009: 671) Is the university worth saving and if so, from what, for whom and to what ends? This essay explores three different answers to that question, from traditionalists like Bloom, social justice scholars, like Henry and Tator and anti-capitalist academics like Henry Giroux. I do not try and answer which approach is better, but to explore their reasons, on their own terms, and their critiques of the other approaches.
The Australian Universities' review
A Career in Activism: A Reflective Narrative of University Governance and Unionism2017 •
to do activist work in the contemporary university. It takes as its context the big picture trends of neoliberalism in Australian and international higher education over the last three decades: globalisation, massification and marketisation. The extent to which these factors are causes or consequences of each other is arguable, but makes little difference to their observable impact on what is now the ‘business’ of higher education. Massification refers to the global phenomenon of increasing participation in higher education. Australian higher education is now a mass participation system (30-50 per cent of the school-leaver age cohort enrolled in higher education) and may move into high participation status (>50 per cent enrolled) in the near future (Marginson, 2015). On its own, massification should lead to greater demand for academic staff and opportunities for continuing employment. But at the same time, governments have systematically withdrawn per-student public funding from ...
2024 •
Philosophical Topics
Moral Ecologies and the Harms of Sexual Violation2018 •
ABTREIBUNG - ACHTE UNGEBORENES LEBEN Töte nicht Unschuldige! A5 pdf
ABTREIBUNG - ACHTE UNGEBORENES LEBEN Töte nicht Unschuldige! A5 pdf2024 •
2023 •
2019 •
Bartın Orman Fakültesi Dergisi
Arbuscular mycorrhizal fungi (AMF), their relationships with plants and soil, range rehabilitation2010 •
Strategii na obrazovatelnata i naučnata politika
Structural Changes in Educating Managers for Industry 5.02023 •
Journal of Applied Clinical Medical Physics
Response to “Comment on ‘Independent corroboration of monitor unit calculations performed by a 3D computerized planning system’” [J. Appl. Clin. Med. Phys. 2, 102 (2001)]2001 •