Neoliberal Developments in Higher Education: the United Kingdom and Germany

Rosalind Pritchard

    Research output: Book/ReportBook

    11 Citations (Scopus)

    Abstract

    The paradigmatic values underlying British and German higher education (HE) emphasise personal growth, the wholeness of the individual, intellectual freedom and the pursuit of knowledge, which cumulatively can be viewed as a form of academic essentialism. However, these concepts were generated within a particular cultural and historical context which has largely been supplanted by neoliberalism. The book studies the emergence of trends that often define themselves in opposition to the traditional university ethos. It addresses the first experiments with private universities in both countries, the instigation of bidding and competition for funding, the assertion of practical over theoretical focus in British teacher education and the contrasting views that British and German students and staff hold of their institutions. It shows how the antithesis of a neoliberal system, that of the former German Democratic Republic, was transformed under the impact of unification policies. The author also analyses important social issues such as gender, in relation to the academic profession, highlighting how the individual may feel atomised despite a discourse of equality. Finally, the two HE systems are contextualised within the Bologna Process which in many respects embraces academic capitalism — the epitome of neoliberalism. The volume encompasses both qualitative and quantitative study spanning twenty years of research and scholarship, and reflects the author’s profound engagement with universities and with British and German academic culture.
    LanguageEnglish
    Place of PublicationOXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN
    Number of pages329
    Volume1
    Publication statusPublished - 23 Nov 2011

    Fingerprint

    neoliberalism
    high German
    Bologna Process
    private university
    university
    German Democratic Republic (GDR)
    social issue
    education system
    capitalist society
    equality
    education
    opposition
    funding
    profession
    staff
    discourse
    experiment
    gender
    trend
    teacher

    Keywords

    • Academic autonomy
    • Academic time deployment
    • Bildung
    • Bologna Process
    • Competition and bidding
    • East German higher education
    • Gender equality in academe
    • German higher education
    • German universities
    • Government steering in Britain
    • Market force culture
    • Neoliberal developments in HE
    • New public management
    • Private universities
    • Teacher education
    • Traditional university values.

    Cite this

    Pritchard, R. (2011). Neoliberal Developments in Higher Education: the United Kingdom and Germany. OXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN.
    Pritchard, Rosalind. / Neoliberal Developments in Higher Education: the United Kingdom and Germany. OXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN, 2011. 329 p.
    @book{c820a1ca990a410e91940e627bf0dadc,
    title = "Neoliberal Developments in Higher Education: the United Kingdom and Germany",
    abstract = "The paradigmatic values underlying British and German higher education (HE) emphasise personal growth, the wholeness of the individual, intellectual freedom and the pursuit of knowledge, which cumulatively can be viewed as a form of academic essentialism. However, these concepts were generated within a particular cultural and historical context which has largely been supplanted by neoliberalism. The book studies the emergence of trends that often define themselves in opposition to the traditional university ethos. It addresses the first experiments with private universities in both countries, the instigation of bidding and competition for funding, the assertion of practical over theoretical focus in British teacher education and the contrasting views that British and German students and staff hold of their institutions. It shows how the antithesis of a neoliberal system, that of the former German Democratic Republic, was transformed under the impact of unification policies. The author also analyses important social issues such as gender, in relation to the academic profession, highlighting how the individual may feel atomised despite a discourse of equality. Finally, the two HE systems are contextualised within the Bologna Process which in many respects embraces academic capitalism — the epitome of neoliberalism. The volume encompasses both qualitative and quantitative study spanning twenty years of research and scholarship, and reflects the author’s profound engagement with universities and with British and German academic culture.",
    keywords = "Academic autonomy, Academic time deployment, Bildung, Bologna Process, Competition and bidding, East German higher education, Gender equality in academe, German higher education, German universities, Government steering in Britain, Market force culture, Neoliberal developments in HE, New public management, Private universities, Teacher education, Traditional university values.",
    author = "Rosalind Pritchard",
    year = "2011",
    month = "11",
    day = "23",
    language = "English",
    isbn = "978-3-0343-0715-4",
    volume = "1",

    }

    Pritchard, R 2011, Neoliberal Developments in Higher Education: the United Kingdom and Germany. vol. 1, OXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN.

    Neoliberal Developments in Higher Education: the United Kingdom and Germany. / Pritchard, Rosalind.

    OXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN, 2011. 329 p.

    Research output: Book/ReportBook

    TY - BOOK

    T1 - Neoliberal Developments in Higher Education: the United Kingdom and Germany

    AU - Pritchard, Rosalind

    PY - 2011/11/23

    Y1 - 2011/11/23

    N2 - The paradigmatic values underlying British and German higher education (HE) emphasise personal growth, the wholeness of the individual, intellectual freedom and the pursuit of knowledge, which cumulatively can be viewed as a form of academic essentialism. However, these concepts were generated within a particular cultural and historical context which has largely been supplanted by neoliberalism. The book studies the emergence of trends that often define themselves in opposition to the traditional university ethos. It addresses the first experiments with private universities in both countries, the instigation of bidding and competition for funding, the assertion of practical over theoretical focus in British teacher education and the contrasting views that British and German students and staff hold of their institutions. It shows how the antithesis of a neoliberal system, that of the former German Democratic Republic, was transformed under the impact of unification policies. The author also analyses important social issues such as gender, in relation to the academic profession, highlighting how the individual may feel atomised despite a discourse of equality. Finally, the two HE systems are contextualised within the Bologna Process which in many respects embraces academic capitalism — the epitome of neoliberalism. The volume encompasses both qualitative and quantitative study spanning twenty years of research and scholarship, and reflects the author’s profound engagement with universities and with British and German academic culture.

    AB - The paradigmatic values underlying British and German higher education (HE) emphasise personal growth, the wholeness of the individual, intellectual freedom and the pursuit of knowledge, which cumulatively can be viewed as a form of academic essentialism. However, these concepts were generated within a particular cultural and historical context which has largely been supplanted by neoliberalism. The book studies the emergence of trends that often define themselves in opposition to the traditional university ethos. It addresses the first experiments with private universities in both countries, the instigation of bidding and competition for funding, the assertion of practical over theoretical focus in British teacher education and the contrasting views that British and German students and staff hold of their institutions. It shows how the antithesis of a neoliberal system, that of the former German Democratic Republic, was transformed under the impact of unification policies. The author also analyses important social issues such as gender, in relation to the academic profession, highlighting how the individual may feel atomised despite a discourse of equality. Finally, the two HE systems are contextualised within the Bologna Process which in many respects embraces academic capitalism — the epitome of neoliberalism. The volume encompasses both qualitative and quantitative study spanning twenty years of research and scholarship, and reflects the author’s profound engagement with universities and with British and German academic culture.

    KW - Academic autonomy

    KW - Academic time deployment

    KW - Bildung

    KW - Bologna Process

    KW - Competition and bidding

    KW - East German higher education

    KW - Gender equality in academe

    KW - German higher education

    KW - German universities

    KW - Government steering in Britain

    KW - Market force culture

    KW - Neoliberal developments in HE

    KW - New public management

    KW - Private universities

    KW - Teacher education

    KW - Traditional university values.

    M3 - Book

    SN - 978-3-0343-0715-4

    VL - 1

    BT - Neoliberal Developments in Higher Education: the United Kingdom and Germany

    CY - OXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN

    ER -

    Pritchard R. Neoliberal Developments in Higher Education: the United Kingdom and Germany. OXFORD; BERN; BERLIN; BRUXELLES; FRANKFURT AM MAIN; NEW YORK; WIEN, 2011. 329 p.