Teaching & Learning Guide for ‘Can a Knowledge Sanctuary also be an Economic Engine? The Marketing of Higher Education as Institutional Boundary Work’

This guide accompanies the following article : Daniel H. Nickolai, Steve G. Hoffman, and Mary Nell Trautner. 2012. ‘Can a Knowledge Sanctuary also be an Economic Engine? The Marketing of Higher Education as Institutional Boundary Work’, Sociology Compass 6(3):205–18. Authors’ introduction The marketing of higher education refers to a structural trend towards the adoption of market‐oriented practices by colleges and universities. These organizational practices blur the boundary between knowledge‐driven and profit‐driven institutions, and create tensions and contradictions among the three missions of the 21st‐century university: knowledge production, student learning, and satisfying the social charter. In this article, we highlight the historical contexts that nurtured the marketing of higher education in the US and Europe and explore the dilemmas that arise when market logics and business‐oriented practices contradict traditional academic values. We demonstrate that managing these dilemmas is a contested process of policing borders as institutional actors struggle to delineate the proper role of the university in a shifting organizational climate. Authors recommend Arum, Richard and Josipa Roksa. 2011. Academically Adrift: Limited Learning on College Campuses . Chicago, IL: University of Chicago Press. A book that asks a fundamental question in higher education: “How much are students actually learning?” The results do not reflect well on the institution. Arum and Roksa conduct longitudinal tests of critical thinking and analytic reasoning skills on a cohort of students at a variety of universities and colleges. They find that a majority of respondents demonstrate little to no improvement in learning outcomes. Even students who improve show modest gains. The authors’ analysis of student surveys suggests that a major culprit is a combination of low rigor in the curriculum, a lack of effort among students, and the overly modest expectations of instructors. Barnett, Ronald. 2010. ‘The Marketised University: Defending the Indefensible.’ Pp. 39–51 in The Marketisation of Higher Education and the Student as Consumer , edited by M. Molesworth, R. Scullion and E. Nixon. New York: Routledge. Barnett suggests that debates about the effects of marketization on higher education often reflect pre‐existing ideologies about the nature of markets in general. He presents numerous arguments in favor of the conception of students as consumers. For example, the increased power students receive in choosing where and from who to take classes may encourage accountability and actually improve the learning experience as students take a more active role in charting their own course through their education. Barnett also reminds readers that different institutions create different contexts and the extent to which market models of higher education are applicable are largely dependent on these different contexts. Berman, Elizabeth Popp. 2012. Creating the Market University: How Academic Science Became an Economic Engine . Princeton, NJ: Princeton University Press. An in‐depth historical sociology of the entrepreneurial university, this book explores when and why academic science become increasingly tethered to commercial interests over the last four decades. Berman focuses primarily on patenting trends and the political history of patenting law, as well as the development of biotech entrepreneurship and the emergence of university‐industry incubators. She argues that the trend toward an entrepreneurial model were largely driven by the ideals of government officials about the importance of translating scientific and technological innovation into economic growth, along the way creating the organizational environment necessary to enable market‐oriented research to flourish. Kleinman, Daniel Lee. 2003. Impure Cultures: University Biology and the World of Commerce . Madison, WI: University of Wisconsin Press. Kleinman provides an in‐depth look into the daily work culture of a plant pathology lab at the University of Wisconsin. This participant observation study includes ambitious critiques of the dominant agency‐oriented approaches within science and technology studies by focusing on issues of structural constraint and institutional power. This study is especially good at demonstrating how university biologists are deeply, athough indirectly, constrained by commercial interests. The influence is not easily found in conflicts of interest or day‐by‐day decision making of scientists, who by and large conduct themselves ethically and in the fashion predicted by Mertonian norms of science. Instead, the culture of commerce impacts an array of daily lab practices, including the baseline epistemological assumptions around what is a “significant” finding. In the world of plant pathology, a successful trial is determined in relation to the metrics established by the field’s resource dependency on the agro‐chemical industry. Leslie, Larry L. and Gary P. Johnson. 1974. ‘The Market Model and Higher Education.’ The Journal of Higher Education 45:1–20. This landmark article is among the first to interrogate the use of a market model as it applies to higher education. The authors trace several key legislative measures that altered federal funding practices and gave students discretion in choosing which schools would receive the most funding. While the authors draw similarities between market practices and the process of funding higher education through students, they also question the extent to which a market model of higher education is applicable. Drawing a contrast between higher education funding practices and a perfectly competitive market model, they provide an important critique of a funding system still in use today. McMillan, Jill J. and George Cheney. 1996. ‘The Student as Consumer: The Implications and Limitations of a Metaphor.’ Communication Education 45:1–15. This article warns of the dangers involved in recasting students as consumers. McMillan and Cheney synthesize arguments about the traditional goals of education and how treating students as consumers can threaten traditional classroom relations and alienate students from the learning process. Implicit in their discussion is an argument for more traditional classroom approaches to fostering democratic citizenship skills through critical analysis and communal sharing of ideas. They explicitly reject the notion of education as a product (rather than a process) and the demand for professors to deliver the product in the most entertaining and efficient manner. Owen‐Smith, Jason and Walter W. Powell. 2002. ‘Standing on Shifting Terrain: Faculty Responses to the Transformation of Knowledge and Its Uses in the Life Sciences.’ Science Studies 15:3–28. An interview‐based study of 80 scientists from two university campuses, this paper provides a typology of faculty identities and research strategies at the nexus of academic and commercial research within the life sciences. The typology includes “old” and “new school” orientations to commercial research as well as hybrid categories somewhere between these two extremes, such as “engaged traditionalists” and “reluctant entrepreneurs.” Eschewing simplistic analyses that either condemn or glorify the commercial engagements of academics, Owen‐Smith and Powell point out that these various positions have created both novel fault lines and innovative research within the life sciences. Radder, Hans. 2010. The Commodification of Academic Research

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