This book provides a definitive examination of higher education: exploring its nature and purpose, and locating it in the context of the state and the market. It presents new research on an elite group: senior managers in universities. They are relatively powerful in relation to their students and staff but relatively powerless in relation to wider neo-liberal forces. Written in a clear, student friendly, accessible style, and drawing on policy analysis and interviews with those at the top three levels of university management, it provides an in-depth analysis of the structures, cultures and practices at that level and locates these in a cross national context. Through the eyes of these senior managers, we are able to understand this gendered world, where four fifths of those in these positions are men, and to consider the implications of this in a world where diversity is crucial for innovation. Despite the managerialist rhetoric of accountability, we see structures where access to power is effectively through the Presidents’ ‘blessing,’ very much as in a medieval court. We see a culture that is less than comfortable with the presence of women, and which in its narratives, stereotypes and interactions exemplifies a rather 19th century view of women. Sites and agents of change are identified: both in the universities and in the wider international policy context. Essential for undergraduate and postgraduate students and their lecturers in education, management, sociology policy and gender studies, it will challenge them to critically reflect on management and on higher education.
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
Introduction: globalisation and
the HE market
igher education (HE) is believed to play a pivotal part in the process of globalisation and, as a consequence, it is being transformed, mainly within the
context of a supranational union (the European Union, henceforth EU), which set
itself the ambitious and unlikely target of becoming the most powerful and competitive ‘knowledge economy’ in the world by the year 2010 (EC, 2000). By highereducation I mean all those institutions and organised forms of learning that occur
at tertiary level, that is to say
The EU’s HE discourse and
the challenges of globalisation1
n this chapter, I shall focus on particular aspects of the discourse and its
implications for HE settings as promoted by one of the supranational
organisations (the EU), which, again in the words of Roger Dale, helps create a
‘globally structured agenda for education’ (Dale, 2000). The discursive contexts
in which highereducation policies are formulated include the Lisbon Objectives
(EC, 2000; CEC, 2005) and the Bologna Process (Confederation of EU Rectors’
Summary and conclusions
This book is concerned with the changing context of highereducation in
Ireland and its implications as regards the gendered world of university
senior management. Senior management in Irish universities typically includes
manager-academics and other professional managers, at presidential, vice-
presidential, executive director and dean levels. In terms of their power within
their organizations, and their level of remuneration, these are an elite group.
Their decisions and priorities have implications for the
Policy priorities: instrumentality,
Since educational policy implicitly involves the definition of what constitutes
valuable knowledge, as well as decisions about who will have access to that
knowledge, and to what end, it is not surprising that the structure, current
priorities and beliefs surrounding highereducation reflect the balance of power
between key stakeholders within a society at a particular moment in time.
Higher educational systems reflect beliefs about the nature and purpose of
highereducation; about the
Two key partners – (2) highereducation
Chapter 3 explored two particular issues before considering the region as a
partner: the scope and diversity of regions, and the impact of national and global
change. Two essential similar questions arise in relation to the other main partner
in this study, highereducation: what is the scope of HE and how do national and
global forces affect the situation?
On this ‘other side’ – highereducation institutions as against public sector
governance – there is a swelling literature on the transformation of higher
‘chilling effect’ on free speech has not come to pass. Nevertheless, the policy should be abolished because it is ineffective to the point of being counter-productive, and is built on poor foundations in terms of evidence. The key threat to the dynamics of contemporary highereducation comes not from language that the Prevent duty has the potential to suppress but from the lexicon of safeguarding and vulnerability that has been developed to ease counter-radicalisation into public spaces.
Prevent, radicalisation and terrorism
Prevent is a key plank of the UK’s counter
eter Mayo’s book raises many significant questions about the effects of different
types of globalisation under capitalism, especially hegemonic globalisation
and what Mayo terms ‘globalisation from below’ on contemporary universities
but with attention to sometimes somewhat less examined in educational contexts
forms of globalisation such as globalisation of human rights or globalisation of the
war on terror. Globalisation is indeed often referred to in contemporary analyses
of highereducation (King et al., 2013; Nerad and
Extending the EU’s highereducation
discourse to the rest of the
his chapter builds on the previous one to show how the HE discourse is
extending from Europe and specifically the EU to other regions of the world.
This chapter focuses on the implications of this discourse specifically for university continuing education in the Euro-Mediterranean, including Turkey and
The discussion I carry forward draws on postcolonial theory. I devote special importance to the concept of internationalisation that, as explained in the