{"product_id":"knowledge-for-sale-isbn-9780262549264","title":"Knowledge for Sale","description":"\u003cb\u003eHow free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eA new philosophy of higher education has taken hold in institutions around the world. Its supporters disavow the pursuit of knowledge for its own sake and argue that the only knowledge worth pursuing is that with more or less immediate market value. Every other kind of learning is downgraded, its budget cut. In \u003ci\u003eKnowledge for Sale\u003c\/i\u003e, Lawrence Busch challenges this market-driven approach.\u003cbr\u003e\u003cbr\u003eThe rationale for the current thinking, Busch explains, comes from neoliberal economics, which calls for reorganizing society around the needs of the market. The market-influenced changes to higher education include shifting the cost of education from the state to the individual, turning education from a public good to a private good subject to consumer demand; redefining higher education as a search for the highest-paying job; and turning scholarly research into a competition based on metrics including number of citations and value of grants. Students, administrators, and scholars have begun to think of themselves as economic actors rather than seekers of knowledge.\u003cbr\u003e\u003cbr\u003eArguing for active resistance to this takeover, Busch urges us to burst the neoliberal bubble, to imagine a future not dictated by the market, a future in which there is a more educated citizenry and in which the old dichotomies—market and state, nature and culture, and equality and liberty—break down. In this future, universities value learning and not training, scholarship grapples with society's most pressing problems rather than quick fixes for corporate interests, and democracy is enriched by its educated and engaged citizens.Preface to the English Language Edition xi \u003cbr\u003eAcknowledgments xix \u003cbr\u003eThe Market for Knowledge 1 \u003cbr\u003eCrises 3 \u003cbr\u003eClimate change 3 \u003cbr\u003eRising and more volatile food prices 4 \u003cbr\u003eWater shortages 5 \u003cbr\u003eRising energy costs 5 \u003cbr\u003eWidespread obesity 6 \u003cbr\u003eFinancial crises 7\u003cbr\u003e\u003cbr\u003eLiberalisms and Neoliberalisms 11 \u003cbr\u003eHuman knowledge is always limited 15 \u003cbr\u003eAn irrefutable logical model can transcend the limits of human knowledge 15 \u003cbr\u003eInstitutions must be reshaped so as to fit the logical model 17 \u003cbr\u003eThe ability of States to intervene in markets must be limited 17 \u003cbr\u003eSocial justice as both a concept and a set of policies is rejected as a mirage 18 \u003cbr\u003eSelves are to be reconstructed as isolated and entrepreneurial 18 \u003cbr\u003e\u003cbr\u003eBeyond Neoliberalisms 21 \u003cbr\u003eThe self is social 21 \u003cbr\u003eEach institution promotes certain kinds of selves and rejects other kinds 22 \u003cbr\u003ePeople, institutions, and things make society together 23 \u003cbr\u003eCommunities of scholars and invisible colleges are essential to the creation of knowledge 24\u003cbr\u003eMarkets are forms of governance 24 \u003cbr\u003eEducated citizens are essential for democracy; without democracy, liberty is illusory 26\u003cbr\u003eAddressing the crises that confront us requires that we imagine, debate, and enact new futures 26\u003cbr\u003e\u003cbr\u003eAdministration 31\u003cbr\u003e Changing roles and increasing numbers of administrators 32 \u003cbr\u003eShift from academics to managers as administrators 39 \u003cbr\u003eCreation of administrative careers 39 \u003cbr\u003eGrowth in salaries of top administrators 39 \u003cbr\u003eGrowth in advertising and marketing of universities and research institutes 40 \u003cbr\u003eGrowth in numbers of part-time and temporary (adjunct) faculty \u003cbr\u003e41 Changing sources of university and research institute financial support 42 \u003cbr\u003eUniversities by the numbers 43 \u003cbr\u003e\u003cbr\u003eEducation 49\u003cbr\u003e From public good to private good 49 \u003cbr\u003eShift from public support for higher education to individual support 52 \u003cbr\u003eMassive Open Online Courses (MOOCs) 55 \u003cbr\u003eA decline in foreign language instruction 56 \u003cbr\u003eEducation solely as a means of maximizing one’s salary 57 \u003cbr\u003eGrowth in testing and standardizing of knowledge 58 \u003cbr\u003ePlagiarism 61 \u003cbr\u003eDumbing down higher education 62 \u003cbr\u003e\u003cbr\u003eResearch 65 \u003cbr\u003eCounting publications 65 \u003cbr\u003eCounting citations 67 \u003cbr\u003eChecking prestige of journals 71 \u003cbr\u003eDowngrading of books and book chapters 74 \u003cbr\u003eCompeting for grants 75 \u003cbr\u003eGreater incidence of fraud 77 \u003cbr\u003eGhost and honorary authorship 78 \u003cbr\u003eForced citations by journal editors 79 \u003cbr\u003eRising costs of journals as a few publishers corner the market 80 \u003cbr\u003eConflicts of interest in research 81 \u003cbr\u003eChanges in intellectual property rights 84 \u003cbr\u003e\u003cbr\u003ePublic Engagement and Extension 91 \u003cbr\u003eDecline in public support 92 \u003cbr\u003eGrowth of private extension-like services 93 \u003cbr\u003eWider gap between research and extension 93 \u003cbr\u003eDecline of public interest research 94 \u003cbr\u003eRise of strongly ideological think tanks 94 \u003cbr\u003e\u003cbr\u003eConsequences 97 \u003cbr\u003eHigher education is being rapidly altered 97 \u003cbr\u003eResearch is more and more dominated by immediate (often economic) ends 98 \u003cbr\u003eIncreasing corporate domination of the research enterprise 99 \u003cbr\u003eDiscouraging innovation and high-risk research 100 \u003cbr\u003eThe university as a growth machine 101 \u003cbr\u003eIsolated scholars and organizational solidarity 101 \u003cbr\u003e\u003cbr\u003eCan Our Universities and Research Institutes Address These Crises? 107 \u003cbr\u003eWhat kinds of universities and research institutes do we want? 107 \u003cbr\u003eHow can we grapple with the wicked problems facing us? 108 \u003cbr\u003e\u003cbr\u003eRemembrance of Things Future: Some Specific Proposals for Change 109 \u003cbr\u003eMake universities and research institutes (more) secure places 111 \u003cbr\u003eMake universities and research institutes into models of democracy, deliberation, and discourse 116 \u003cbr\u003eHelp build more sustainable societies 118 \u003cbr\u003eBetter integrate research and education 122 \u003cbr\u003eRecognize the importance of slow scholarship 122 \u003cbr\u003eBring the arts and humanities back in 124 \u003cbr\u003eTeach each other and various publics 125 \u003cbr\u003ePerform differently 126 \u003cbr\u003e\u003cbr\u003eConclusion: Toward a Plural World 131 \u003cbr\u003eNotes 135 \u003cbr\u003eReferences 139Lawrence Busch is University Distinguished Professor of Sociology at Michigan State University and the author of \u003ci\u003eStandards: Recipes for Reality\u003c\/i\u003e (MIT Press).","brand":"The MIT Press","offers":[{"title":"Default Title","offer_id":46303465504997,"sku":"NP9780262549264","price":25.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780262549264.jpg?v=1767730835","url":"https:\/\/k12savings.com\/products\/knowledge-for-sale-isbn-9780262549264","provider":"K12savings","version":"1.0","type":"link"}