Economic Subjectivities in Higher Education: Self, Policy and Practice in the Knowledge Economy

This article considers higher education in the context of global knowledge economy policies as a site for the production of economic subjectivities. Drawing insights from poststructuralist theory and feminist economics, it explores how the incorporation of economic discourse and market metaphors into education policy and practice functions as a disciplinary technique of governmentality. The article argues that while economic discourse displaces, disciplines and disrupts educational discourse, there is a need for greater acknowledgement of the productive potential of the intersection of education and economy as a means through which agency is in part accomplished. Implications for university learning and labour are considered, with a view to contributing to dialogues about new ways of undisciplining economic subjectivities, through which new ways of doing and being might enact alternative educational economies

In search of the ethical university

Information societies and global knowledge economy policies have brought about unprecedented levels of organisational and cultural change in universities worldwide. Critics argue that the reconfiguration of universities as engines of economic growth has dealt critical blows to ethical principles and conduct in institutions now driven by corporate interest, competitive individualism, and the intensification of audit and surveillance regimes

Minding the P\u27s for implementing online education : purpose, peadagogy, and practicalities

Online education has a presence in most Australian universities, and its uptake has been broadly understood as being driven by external imperatives associated with intensive competition within the global knowledge economy. However, the implementation of online education does not take place uniformly, and tensions can arise as a consequence of the considerable variation in approaches taken by institutions, faculties, departments and individual educators. In this paper, we analyse interview data from five Australian universities to consider how senior administrators, teacher educators and educational designers interpret the drivers of and barriers to online education. Our findings indicate that there are considerable tensions between the economic considerations driving online delivery, the pedagogical approaches embraced by many teaching academics, and the practicalities associated with financial and human resource costs, technological supports and succession planning. We argue that minding the ‘P’s of purpose, pedagogy and practicalities can be a valuable and productive way forward for addressing ongoing issues of quality and sustainability in online education

The Land Conservation Plan for Maine’s Piscataqua Region Watersheds

The Piscataqua River/Great Bay estuary is a shared coastal embayment that forms the southernmost boundary between the states of Maine and New Hampshire. This rich coastal bay provides critical ecological, economic, and social benefits to the southern Maine and coastal New Hampshire region. The Great Bay estuary is such an important coastal resource that it is officially recognized as a coastal area of national significance by both the federal National Estuary Program and the federal National Estuarine Research Reserve program. The Piscataqua River/Great Bay estuary is fed by many rivers in New Hampshire, and by the Salmon Falls River, Great Works River, and Spruce Creek water- sheds in Maine. Collectively, the land area that contributes water flow to this treasured bi-state estuarine system is referred to as the “Piscataqua Region.” Within Maine, this region includes portions or all of ten Maine communities: Acton, Berwick, Eliot, Kittery, Lebanon, North Berwick, Sanford, South Berwick, Wells, and York

Technographic research in online education : context, culture and ICT consumption

Technologically-mediated learning environments are an increasingly common component of university experience. In this paper, the authors consider how the interrelated domains of policy contexts, new learning cultures and the consumption of information and communication technologies might be explored using the concept of technography. Understood here as a term referring to &ldquo;the apprehension, reception, use, deployment, depiction and representation of technologies&rdquo; (Woolgar, 2005, pp. 27-28), we consider how technographic studies in education might engage in productive dialogues with interdisciplinary research from the fields of cultural and cyber studies. We argue that what takes place in online learning and teaching environments is shaped by the logics and practices of technologies and their role in the production of new consumer cultures. <br /

Research mentoring on the edge : early career researchers and academic fringe-dwelling

Discourses of research leadership define not only what quality research leadership can and should be, but also identify those who speak and act with authority. Similarly, these discourses construct particular professional identities and idealised &lsquo;ways of being&rsquo;. They provide possibilities for research leaders as well as those categorised as \u27Early Career Researchers\u27 (ECRs) to create alternative identities and representations of themselves. This study reports the views of 32 academics across 16 Australian universities in four States about research mentoring and leadership for ECRs. The primary interest was to explore how research leadership is conceptualised, implemented and negotiated in the disciplinary fields of business, nursing and education. Whilst a number of ECRs viewed formal research mentoring as taking a &lsquo;tick the box&rsquo; approach that they believed of limited value, a number of research leaders had different views. Most senior research leaders viewed the systemic provision of assistance their universities offered in a positive light. The dissonance in views centred on the subject positioning of academics in research. The dissatisfaction expressed by ECRs, a number of whom positioned themselves as fringe-dwellers &lsquo;on the edge&rsquo; of their institutional research culture, raises questions about research sustainability and succession planning in Australian tertiaryinstitutions

Best foot forward, watching your step, jumping in with both feet, or sticking your foot in it? - the politics of researching academic viewpoints

This article presents our experiences of conducting research interviews with Australian academics, in order to reflect on the politics of researcher and participant positionality. In particular, we are interested in the ways that academic networks, hierarchies and cultures, together with mobility in the higher education sector, contribute to a complex discursive terrain in which researchers and participants alike must maintain vigilance about where they 'put their feet' in research interviews. We consider the implications for higher education research, arguing that the positionality of researchers and participants pervades and exceeds these specialised research situations.15 page(s

1:1 Chromebooks In High School Classrooms: Teacher Perceptions Of Integration Efforts

The purpose of this qualitative narrative inquiry study was to fully explore high school teachers’ perceptions of their experiences teaching in a 1:1 Chromebook environment. Data included high school teachers’ personal narratives detailing their experiences and observations about the use of 1:1 Chromebooks to support teaching and learning. Study data also included in-depth interviews with eight high school teachers. The four constructs of the Unified Theory of Acceptance and Use of Technology provided a theoretical framework for this study. Educational leaders face significant challenges in understanding the considerable impact of teachers’ perceptions of their decision to integrate and effectively use 1:1 Chromebooks with their students. This study provides insight into resolving those difficulties and indicates ways in which schools can support and facilitate 1:1 Chromebook usage and stimulate pedagogical change. Throughout this narrative study, several emergent themes surfaced; (a) instructional effectiveness, (b) professional learning (c) student engagement, (d) performance expectancy, (e) effort expectancy, (f) social influence, and (g) facilitating conditions. The findings of this narrative study may help educational leaders better understand the facilitating conditions necessary to promote pedagogical transformation in a 1:1 Chromebook environment