Higher Education, Unbundling, and the End of the University as We Know It

Autor/in	McCowan, Tristan
Titel	Higher Education, Unbundling, and the End of the University as We Know It
Quelle	In: Oxford Review of Education, 43 (2017) 6, S.733-748 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1343712
Schlagwörter	Higher Education; Educational Theories; Educational Trends; Educational Change; Theory Practice Relationship; Commercialization; Futures (of Society); Trend Analysis; Online Courses; Delivery Systems; Universities; Educational Benefits; Private Colleges; Affirmative Action; Role of Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie; Bildungsentwicklung; Bildungsreform; Theorie-Praxis-Beziehung; Future; Society; Zukunft; Trendanalyse; Online course; Online-Kurs; Auslieferung; University; Universität; Bildungsertrag; Privathochschule; Bildungsauftrag
Abstract	Unbundling is the process through which products previously sold together are separated into their constituent parts. In higher education, this dynamic has been driven primarily by financial motivations, and spearheaded by the for-profit sector, but also has pedagogical motivations through its emphasis on personalisation and employability. This article presents a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications. While appearing to offer the prospect of financial viability and increased relevance, unbundling presents some worrying signs for universities: first, the removal of possible synergies between teaching and research, and between different modes of learning; second, the undermining of the ability of institutions to promote the public good and ensure equality of opportunity; and third, the threat of hyperporosity to the conducting of basic research with long-term benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01