Globalisation and competitive market forces have generated a massive growth in knowledge industries that are having profound effects on society and educational institutions. In the global culture, the university, as with other educational institutions, is now expected to invest its capital in the knowledge market. It increasingly acts as an entrepreneurial institution (Sabour, 2005). Such a managerial and entrepreneurial reorientation would have been seen in the past as derogatory and antithetical to the traditional ethos of the university which was to provide knowledge for its own sake (Delanty, 2001; Sabour, 2005; Zajda, 2005). Delanty (2001) notes that ‘with business schools and techno-science on the rise, entrepreneurial values are enjoying a new legitimacy … the critical voice of the university is more likely to be stifled rather than strengthened as a result of globalisation’ (Delanty, 2001, p. 115). It can be said that globalisation may have an adverse impact on the higher education sector, and on education in general. One of the effects of globalisation is that the university is compelled to embrace the corporate ethos of efficiency and profit-driven managerialism. As such, the new entrepreneurial university in the global culture succumbs to the economic gains, which seem to be offered by neo-liberal ideology.
As the humanistic, social justice and human rights tradition, so influential in the 1960s, began to weaken, the economic and techno-determinist paradigm of the Internation Monetary Fund (IMF), the World Bank and the Organisation of Economic Cooperation and Development (OECD) gained in prominence. In short, neo-liberal and neo-conservative ideology has re-defined education and training as investment in ‘human capital’ and ‘human resource development’. This in turn has familiar social indicators in the global economy discourse.
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Zajda, J. (2009). Globalisation, and Comparative Research: Implications for Education. In: Zajda, J., Rust, V. (eds) Globalisation, Policy and Comparative Research. Globalisation, Comparative Education and Policy Research, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9547-4_1
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