Gavin Moodie
Biographic Data
| ID | 1706656 |
|---|---|
| NAME | Gavin Moodie |
| GIVEN NAMES | Gavin |
| FAMILY NAME | Moodie |
| SIGNATURE | MOODIE G |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-4718-7306 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Revisiting credentialism – why qualifications matter
What do vocational colleges do and why do they matter? Thinking about the role of colleges as local actors
Colleges as anchors of their communities
The postsecondary qualifications of Canadian workers
This article reports on a study investigating the link between education and work. Instead of looking at the labour outcomes of graduates, the study examined the qualifications held by workers in technician- and professional-level jobs from three types of occupational fields: regulated, applied, and general. The approach shifts the focus away from the supply of qualifications to the way qualifications are used in the workplace. The findings show …
Sources of vocational knowledge
Vocational knowledge originates from both research and from practice, each of which is transformed across several epistemic levels to become vocational knowledge. The several transformations of research to vocational knowledge have been described by Young and Bernstein as recontextualisations. Less well described are the successive transformations of practice to become vocational knowledge. This paper observes that practical knowledge has to be t…
Gig qualifications for the gig economy
This paper argues that micro-credentials are gig credentials for the gig economy. Micro-credentials are short competency-based industry-aligned units of learning, while the gig economy comprises contingent work by individual ‘suppliers’. Both can be facilitated by (often the same) digital platforms, and both are underpinned by social relations of precariousness in the labour market and in society. They are mutually reinforcing and each has the po…
Challenging the skills fetish
This article describes the process through which human capital theory came to dominate policy in post-compulsory education, to result in the fetishisation of skills. It relates skills policies to the contemporaneous development of policies on lifelong learning. The fetishisation of skills is related to methodological and normative individualism displacing an understanding that capacity and skill arise from and are developed by interdependent acti…
Analysing micro-credentials in higher education
This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to ‘discipline’ the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of edu…
Skills for human development
Human capital theory (Becker, 1964; Mincer, 1958) has dominated higher education policy in Australia and in many other countries since the last quarter of the 20th century and remains the dominant
Universities, Disruptive Technologies, and Continuity in Higher Education
This book seeks to understand the effects of the current information revolution on universities by examining the effects of two previous information revolutions: Gutenbergâ s invention and proof of printing in 1450 and the Scientific Revolution from the mid- fifteenth to the end of the seventeenth century. Moodie reviews significant changes since the early modern period in universitiesâ students, libraries, curriculum, pedagogy, lectures, assessm…
Universities, Disruptive Technologies, and Continuity in Higher Education
Disseminating Knowledge
Printing led to an explosion of books, which were initially the main means for disseminating new knowledge in all disciplines. Scholarly journals emerged during the Scientific Revolution and became the main mode for disseminating new knowledge in the experimental sciences, and subsequently many of the social sciences and other disciplines. The digital revolution is transforming both the production and the distribution of both books and journals. …
Everything for sale? The marketisation of UK higher education
Roger Brown and his co-author Helen Carasso state that the basic features of marketised higher education are: ‘Universities and colleges are legally autonomous entities with considerable freedom to
University leadership
Changing Higher Education
Regulating 'university' and degree-granting authority
This paper describes the changes in the recognition of universities made or proposed in England, Australia and the USA since 2004, and posits a broad shift from the permanent designation of institutional types to the periodic recognition of qualification-granting authority. This is associated with increased private funding and operation of universities, which in turn is associated with a shift from elite to mass higher education
Case Note
In a recent decision, Victoria University of Technology v Wilson & Ors, the Supreme Court of Victoria, Australia decided against two academic defendants in a case brought by their university employer over the ownership of intellectual property. The case turned on whether the academics invented the property within the scope of their employment, and is interesting due to the court’s finding that the comparatively recent commercialisation of Austral…
Challenging the skills fetish
This article describes the process through which human capital theory came to dominate policy in post-compulsory education, to result in the fetishisation of skills. It relates skills policies to the contemporaneous development of policies on lifelong learning. The fetishisation of skills is related to methodological and normative individualism displacing an understanding that capacity and skill arise from and are developed by interdependent acti…
Everything for sale? The marketisation of UK higher education
Roger Brown and his co-author Helen Carasso state that the basic features of marketised higher education are: ‘Universities and colleges are legally autonomous entities with considerable freedom to
What do vocational colleges do and why do they matter? Thinking about the role of colleges as local actors
Skills for human development
Human capital theory (Becker, 1964; Mincer, 1958) has dominated higher education policy in Australia and in many other countries since the last quarter of the 20th century and remains the dominant
Regulating 'university' and degree-granting authority
This paper describes the changes in the recognition of universities made or proposed in England, Australia and the USA since 2004, and posits a broad shift from the permanent designation of institutional types to the periodic recognition of qualification-granting authority. This is associated with increased private funding and operation of universities, which in turn is associated with a shift from elite to mass higher education
Colleges as anchors of their communities
Revisiting credentialism – why qualifications matter
Changing Higher Education
Case Note
In a recent decision, Victoria University of Technology v Wilson & Ors, the Supreme Court of Victoria, Australia decided against two academic defendants in a case brought by their university employer over the ownership of intellectual property. The case turned on whether the academics invented the property within the scope of their employment, and is interesting due to the court’s finding that the comparatively recent commercialisation of Austral…
Changing Higher Education
Regulating 'university' and degree-granting authority
This paper describes the changes in the recognition of universities made or proposed in England, Australia and the USA since 2004, and posits a broad shift from the permanent designation of institutional types to the periodic recognition of qualification-granting authority. This is associated with increased private funding and operation of universities, which in turn is associated with a shift from elite to mass higher education
University leadership
Everything for sale? The marketisation of UK higher education
Roger Brown and his co-author Helen Carasso state that the basic features of marketised higher education are: ‘Universities and colleges are legally autonomous entities with considerable freedom to
Universities, Disruptive Technologies, and Continuity in Higher Education
This book seeks to understand the effects of the current information revolution on universities by examining the effects of two previous information revolutions: Gutenbergâ s invention and proof of printing in 1450 and the Scientific Revolution from the mid- fifteenth to the end of the seventeenth century. Moodie reviews significant changes since the early modern period in universitiesâ students, libraries, curriculum, pedagogy, lectures, assessm…
Universities, Disruptive Technologies, and Continuity in Higher Education
Disseminating Knowledge
Printing led to an explosion of books, which were initially the main means for disseminating new knowledge in all disciplines. Scholarly journals emerged during the Scientific Revolution and became the main mode for disseminating new knowledge in the experimental sciences, and subsequently many of the social sciences and other disciplines. The digital revolution is transforming both the production and the distribution of both books and journals. …
Skills for human development
Human capital theory (Becker, 1964; Mincer, 1958) has dominated higher education policy in Australia and in many other countries since the last quarter of the 20th century and remains the dominant
Analysing micro-credentials in higher education
This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to ‘discipline’ the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of edu…
The postsecondary qualifications of Canadian workers
This article reports on a study investigating the link between education and work. Instead of looking at the labour outcomes of graduates, the study examined the qualifications held by workers in technician- and professional-level jobs from three types of occupational fields: regulated, applied, and general. The approach shifts the focus away from the supply of qualifications to the way qualifications are used in the workplace. The findings show …
Sources of vocational knowledge
Vocational knowledge originates from both research and from practice, each of which is transformed across several epistemic levels to become vocational knowledge. The several transformations of research to vocational knowledge have been described by Young and Bernstein as recontextualisations. Less well described are the successive transformations of practice to become vocational knowledge. This paper observes that practical knowledge has to be t…
Gig qualifications for the gig economy
This paper argues that micro-credentials are gig credentials for the gig economy. Micro-credentials are short competency-based industry-aligned units of learning, while the gig economy comprises contingent work by individual ‘suppliers’. Both can be facilitated by (often the same) digital platforms, and both are underpinned by social relations of precariousness in the labour market and in society. They are mutually reinforcing and each has the po…
Challenging the skills fetish
This article describes the process through which human capital theory came to dominate policy in post-compulsory education, to result in the fetishisation of skills. It relates skills policies to the contemporaneous development of policies on lifelong learning. The fetishisation of skills is related to methodological and normative individualism displacing an understanding that capacity and skill arise from and are developed by interdependent acti…
What do vocational colleges do and why do they matter? Thinking about the role of colleges as local actors
Colleges as anchors of their communities
Revisiting credentialism – why qualifications matter
Sociology (13 works) · Political science (11 works) · Economics (10 works) · Pedagogy (7 works) · Computer Science (6 works) · Economic growth (6 works) · Higher education (6 works) · Psychology (6 works) · Higher Education Governance and Development (5 works) · Law (5 works)