Geopolitical Transformations in Higher Education: Imagining, Fabricating and Contesting Innovation (Educational Governance Research, 17)

✍ Scribed by Marcelo Parreira do Amaral (editor), Christiane Thompson (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 280
• Category: Library

✦ Synopsis

This book discusses the central role education and research play in generating both value and comparative advantages in the (imageries of) global competition, competitiveness and transnational value chains. They are seen as assets placed at the forefront of developments that are arguably reshaping individuals, society and economy. This edited volume explores these developments in terms of changing relations between society, economy, science and individuals.

The idea that we live in global knowledge societies and knowledge-based economies or that present-day productive systems constitute an industry 4.0 have gained currency as descriptions of contemporary society that are said to bear direct and indirect consequences for political, economic, and social orders. In this context, innovation, science and education are central themes in contemporary discussions about the future of modern societies. Innovation is enthusiastically embraced as the panacea for all sorts of societal issues of our times; science is equally deemed to play a decisive role in solving current problems and in heralding a bright future with more wealth and more welfare for all citizens; education is conferred the task to producing individuals equipped with both skills and competences considered key to innovation but also displaying the attitudes and dispositions that will secure continuous innovation and economic growth.

✦ Table of Contents

Contents
Contributors
Chapter 1: Introduction: Geopolitical Transformations of Higher Education
1.1 A Geopolitical Perspective on the Transformations in Higher Education: On the Theme of the Volume
1.2 A Remark on Geopolitics
1.3 Overview of the Chapters
References
Part I: Imaginaries – Spaces – Tensions
Chapter 2: In What Sense a Geopolitical Knowledge-Based Economy?
2.1 Introduction
2.2 On the Concept of the Knowledge-Based Economy
2.3 On the Concept of Knowledge-Based Economization
2.4 Geopolitics of Knowledge-Based Economization
2.5 Concluding Remarks
References
Chapter 3: Imagining and Transforming Higher Education. Knowledge Production in the New Geopolitics of Knowledge
3.1 Introduction
3.2 A New Geopolitics of Knowledge?
3.3 Transforming Higher Education: Redemption and Survival
3.4 (Re-)Imagining and (Re-)constructing Higher Education
3.4.1 International Higher Education Hubs
3.4.2 Constructing the Intentional University: The Minerva Project
3.5 Conclusion
References
Chapter 4: Which Vision of Education for Late Modernity?
4.1 Introduction
4.2 From Modern State-Centered to Late Modern Market-Centered Education
4.3 Digitalization and Market-Centered Education
4.4 Perfectibility Revisited: The Transhumanist Dream of Infinite Optimization
4.4.1 Visions of Education for Late Modernity, Part I
4.5 Education, Relationality and “World Making”
4.5.1 Visions of Education, Part II
References
Chapter 5: Two Faces of Geopolitics of Knowledge
5.1 Introduction: Geopolitics of Knowledge
5.2 Knowledge Production
5.3 Ownership of Knowledge
5.4 Knowledge in Postcolonial Studies
5.5 Decline of Narrative Knowledge
5.6 Knowledge Transfer
5.6.1 Forced Knowledge Transfer
5.6.2 Knowledge Transfer and Espionage
5.6.3 Undermining Knowledge
5.6.4 Surveillance
5.6.5 Censorship
5.6.6 Sabotage
5.7 Discussion and Conclusion
References
Chapter 6: Rise of Asia, Geopolitical Shifts and Higher Education
6.1 Introduction
6.2 Understanding Geopolitics
6.3 Asia Rising
6.4 Global Markets in Higher Education
6.5 Competition and Collaboration
6.6 Covid-19, Geopolitical Tensions and Higher Education
References
Chapter 7: Creative Tension of Sense and the Whole Approach to Knowledge and Practice
7.1 Introduction
7.2 Tensions in Conceptualizing the Limits of Modernity
7.3 The Tension Derived from the Birth of the New World Within the Old World
7.4 The Ganz-Methode 1: Sustaining Tension to Build the Whole Approach in Motion
7.5 The Ganz-Methode 2: Life Power and Values of Sense of Life in the Local Community and in the Global Context
7.6 Ganz-Methode and the Whole Tension Approach: WTS Coaching
7.7 Interconnection Between All Tensions in All Areas of Knowledge and Society: Whole Approach – Ganz- Methode
7.8 Conclusion
References
Part II: Places – Institutions – Interactions – Connectivities
Chapter 8: (Un)avoidable Clash: Higher Education at the Altar of Its Missions and Rankings
8.1 Introduction
8.2 Higher Education as an Institution
8.2.1 Model of Higher Education Missions
8.3 The Inevitability of Highly-Criticised University Rankings
8.4 Ranking Systems Through the Prism of the Multidimensional Model of the Missions of Higher Education
8.4.1 Rankings Affirm a One-Fits-All HEI and Neglect the Diversity of HEIs in Terms of Their Goals and Structure
8.4.2 Rankings Affirm a Limited Understanding as to the Public Benefit Derived from Higher Education
8.4.3 (Global) Rankings Do Not Encourage Diversification of Higher Education
8.4.4 (Global) Rankings Do Not Take into Account the Value Added Achieved by HEIs and Are Susceptible to the ‘Halo’ Effect
8.4.5 Rankings Affirm a Narrow or Misleading Definition of Quality of Higher Education
8.5 Discussion and Concluding Remarks: Is a Focus on Missions Instead of Rankings Possible?
References
Chapter 9: Universities, Sustainable Development and the ‘Knowledge Turn’ in Global Governance – Causes, Mechanisms and Risks
9.1 Introduction
9.2 From Traditional Governance to Global Epistemic Governance
9.3 The University as a Knowledge Actor in Global Governance
9.3.1 Governments and Funding Agencies
9.3.2 Ranking Agencies and Media
9.3.3 University as ‘Actors’ and ‘Others’
9.4 Mechanisms of University-Based Global Epistemic Governance – The Case of the United National Sustainable Development Goals
9.4.1 Aligning Research: Toward World Societal Impact
9.4.2 Aligning Teaching: Training for Global Governance
9.4.3 Aligning Internal Policies: The Responsible and Sustainable Workplace
9.4.4 Aligning Networks: Banding Together to Battle Global Problems
9.5 Discussion: On the Consequences and Risks of Global Epistemic Governance
9.6 Conclusion
References
Chapter 10: Imaginaries of Education and Innovation in the European Union
10.1 Introduction
10.2 Performance Indicators as a Policy Instrument
10.3 The Geographical Scales of Europe
10.4 The Innovation and Education and Training Policies of the EU
10.4.1 Accomplishing Benchmarks
10.4.2 Sharing ‘Theories of Change’
10.4.3 Networking Levels of Government and Local Civil Societies
10.4.4 Homogenizing Innovation and Work-Centred Lifelong Learning in All Regions
10.5 Implications of EU Innovation and Education and Training Policies for Regions
10.6 Conclusions
References
Chapter 11: The Internationalisation of Further Education: Between Geoeconomics and Geopolitics
11.1 Introduction
11.2 The Rise of Multinational Companies
11.3 In Search of an Analytical Framework
11.3.1 Varieties of Corporate Education
11.3.2 Further Education
11.4 New Geographies of Centrality
11.4.1 Sources of Authority
11.4.2 The Dilemma of For-Profit Education Provision
11.5 Conclusions
References
Chapter 12: Education Hubs as a Development Approach. A Phenomenon with Geopolitical Implications in Singapore and the United Arab Emirates
12.1 Introduction
12.2 Conceptual and Methodological Notes
12.3 International Education Hubs in Policy and Research
12.4 The Development and Implementation of Education Hub Projects and Strategies in Singapore and the UAE Between 1990 and 2018
12.4.1 The Political and Economic Contexts of Singapore’s and the UAE’s Education Hub Projects
12.4.2 The Cultural-Diplomatic Dimensions of Singapore’s and the UAE’s Education Hub Projects
12.4.3 The Politico-Economic Dimensions of Singapore’s and the UAE’s Education Hub Projects
12.4.4 Geopolitical Implications and Transformations Through Education Hubs
12.5 Conclusion
References
Part III: Subjectivities and Subject-Formations
Chapter 13: Fostering the ‘Promising Student’ at the Outset. The Digitization and Management of Student Success in the Competitive University
13.1 Introduction
13.2 Competitiveness in the University and in Higher Education
13.3 OSAs: On the Management of Risk and Student Success
13.4 Student Subject Formation and the Quest of Data
13.5 The Transformation of Higher Education and the Exercise of Critique
References
Chapter 14: “Bildung” as a Forgotten Aspect of Algorithmic Technologies
14.1 Introduction
14.2 Algorithmic Sense-Making in the Context of Knowledge Construction
14.3 Visualization and Gamification to Provoke Interaction
14.4 Algorithmic Systems and “Bildung”
14.5 A Theory of Teaching as Critique of Digital Learning Tools
14.6 The Misconnection of Digital Tools with “Bildung”
14.6.1 Immediate Responses in Learning Software
14.6.2 Reward Systems as Replacements of (Pedagogical) Grading
14.6.3 Performance Representation via Dashboards
14.7 The Trias of Sense Making, “Bildung” and Education Technology Within a Geopolitics of Knowledge
References
Chapter 15: Subjects and Subjectivities of the (New) Geopolitics of Knowledge
15.1 Introduction
15.2 Discourse and Subjectivity: Conceptualizing the Analysis
15.2.1 Discourse
15.2.2 Subjectivity
15.3 21st Century Skills and Competencies Discourse—A Critical Companion
15.3.1 Four Aspects of the 21st Century SCD
15.3.2 Framing Subjectivities of the 21st Century SCD
15.3.3 Willing vs. Unwilling Subjects
15.3.4 Outcome-Oriented vs. Quality-Based Competencies
15.3.5 Economic Growth vs. Social Inclusion
15.4 Global Geopolitics, Global Governmentality—Concluding Remarks
References
Chapter 16: Conclusion – Searching for Condensation Points of a (New) Geopolitics of Knowledge
16.1 Imagining, Fabricating, and Contesting the Future(s) of Higher Education
16.2 Re/Spatializing Higher Education: Places – Institutions – Interactions – Connectivities
16.3 Designing and Constructing the Subjectivities of Innovation
16.4 Researching a New Geopolitics of Knowledge: An Outlook
References