The Knowledge Economy: Democratisation, Distributive Justice or Domination Pr

The Knowledge Economy: Democratisation, Distributive Justice or Domination Pr www.phwiki.com

The Knowledge Economy: Democratisation, Distributive Justice or Domination Pr

Walters, Sarah, Meteorologist has reference to this Academic Journal, PHwiki organized this Journal The Knowledge Economy: Democratisation, Distributive Justice or Domination Professor Louise Morley Centre as long as Higher Education in addition to Equity Research (CHEER) University of Sussex, UK http://www.sussex.ac.uk/education/cheer The University of the Past Elitism Exclusion Inequalities The University of Today Diversified Liquified Exp in addition to ed Globalised Borderless/ Edgeless Marketised/ Corporatised Hierarchically Ordered Economically Theorised Technologised Neo-liberalised Privatised

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Turbulence in addition to Torpor Caught between: Hyper-modernisation Archaism Negotiating: Nostalgia Frenzy Inertia Anxiety Tensions between: Desire Desiccation Democratisation Distributive justice Futurology Whose imaginary is in as long as ming policy (Ball in addition to Exley, 2009) Do policy discourses limit or generate creative thinking about the future of universities Are social inequalities resistant to hypermodernisation as long as ces Is the University of the Future the University of the Past Why Democratise Higher Education Major site of: Knowledge as long as mation & dissemination Opportunity structures as long as social mobility Worker production as long as other influential institutions Identity as long as mation Symbolic control (Holmwood, 2011; Morley, 2011) Fears that: Economic crisis = Democratic crisis = Austerity driven affective ecologies. Punitive moral economy. Calls as long as : Cognitive & epistemic justice (Fricker, 2007) Development of a sociology of absences (Santos, 1999) (2007/8- ECU, 2009).

Toxic Correlations/ Access in addition to Social Identities 4% of UK poorer young people enter higher education. (David et al, 2009; Hills Report, 2009). 5% of this group enter UK’s top 7 universities (HESA, 2010). More black young men in prison in UK in addition to US than in HE. Attainment gap in UK HE highest between black in addition to white students (Ruebain, 2012). Universities = hereditary domain of financially advantaged (Gopal, 2010). Steep Social Gradients Reproducing Power in addition to Privilege Graduates from UK elite universities control: the media politics the civil service the arts the City law medicine big business the armed as long as ces the judiciary think tanks (Monbiot, 2010) Democratisation = Representational Space Norm- saturated policy narratives add more under-represented groups into current higher education systems as students in addition to academic leaders = a as long as m of distributive justice/ smart economics organisational in addition to epistemic trans as long as mation a happiness as long as mula (Ahmed, 2010) Gender/ Ethnicity/Social Class = demographic variables (nouns), not in continual production (verbs). Women’s increased access = feminisation crisis discourse. HE products in addition to processes = gender neutral. Power in addition to privilege = under-theorisation. Redistributive measures = social engineering. Equity / Affirmative Action = threat to excellence. Knowledge Economy= gendered networks (Walby, 2012)

Widening Participation in Higher Education in Ghana in addition to Tanzania Measuring: Sociological variables of gender, age, socio-economic status (SES) In Relation to: Educational Outcomes: access, retention in addition to achievement. In Relation to: 4 Programmes of Study in each university. 2 Public in addition to 2 private universities. Quantitative Data -100 Equity Scorecards Qualitative Data – 200 interviews with students in addition to 200 with staff in addition to policymakers. (Morley et al. 2010) (www.sussex.ac.uk/education/cheer/wphegt) Equity Scorecard: Access to Level 200 on 4 Programmes at a Public University in Tanzania According to Age, Gender in addition to Socio Economic Status Equity Scorecard: Access to Level 200 on 4 Programmes at a Public University in Ghana According to Age, Gender in addition to Socio Economic Status (2009)

Reverse Discrimination 17 men in addition to 9 women out of 100 students in Ghana Gender difference = preferential treatment as long as women. Women’s failure = evidence of lack of academic abilities/ preparedness as long as HE. Women’s achievement = attributed to women’s ‘favoured’ position in gendered academic markets. Women constructed as: Corrupt/ fraudulent learners. Not entitled to higher education. Post-feminist strategic agents, not victims. Deploying corporeal style to manipulate essentialised male desire. (Morley, 2011) Democratising Higher Education Leadership Are women desiring, dismissing or being disqualified from academic leadership Who self-identifies/ is identified by existing power elites, as having leadership legitimacy Is leader identity still constituted through gendered power relations Do cultural scripts as long as leaders coalesce or collide with normative gender per as long as mances How does gender continue to escape organisational logic/rationalities The Gendered Research Economy: Misrecognition in addition to Misogyny Women Cast as Unreliable Knowers Women less likely to be: Journal editors/cited in top-rated journals (Tight, 2008). Principal investigators (EC, 2011) On research boards Awarded large grants Awarded research prizes (Niki as long as ova, 2011)

Absences in addition to Aspirations in the Global Academy Australia (Fitzgerald, 2011) Canada (Acker, 2012) China (Chen, 2012) Finl in addition to (Husu, 2000) Ghana (Ohene, 2010) Guyana (Austin, 2002) Irel in addition to (Lynch, 2010) Kenya (Onsongo, 2004) Nigeria (Odejide, 2007) Norway (Benediktsdottir, 2008) Pakistan (Rab, 2010) Papua New Guinea (Sar & Wilkins, 2001) South Africa (Shackleton et al., 2006) South Korea (Kim et al., 2010) Sri Lanka (Gunawardena et al., 2006) Sweden (Peterson, 2011) Tanzania (Bhalalusesa, 1998) Turkey (Özkanli, 2009) Ug in addition to a (Kwesiga & Ssendiwala, 2006) UK (Deem, 2003) USA (Bonner, 2006) Accounting as long as Absences/ Exp in addition to ing the Theoretical Lexicon Gendered Division of Labour Gender Bias/ Misrecognition Management & Masculinity Greedy Organisations Women’s Missing Agency/ Deficit Internal Conversations/ Resilience (Morley, 2012, 2013) Leaderism Evolution of Managerialism Social in addition to organisational technology Disguises the corporatisation in addition to values shift Diverts attention to personal qualities, skills as long as organisational trans as long as mation. Certain Subjectivities Values Behaviours Dispositions Characteristics Can Strategically overcome institutional inertia Outflank resistance/ recalcitrance Provide direction as long as new university futures However The leaderist turn is not innocent Trans as long as mative leadership is value-laden. (O’Reilly in addition to Reed, 2010, 2011).

Vertical Career Success or Incarceration in an Identity Cage Leadership Can Involve Multiple/ conflicting affiliations Unstable engagements with hierarchy & power (Cross & Goldenberg, 2009) Working with resistance & recalcitrance Colonising colleagues’ subjectivities towards the goals of managerially inspired discourses An affective load/ identity work Managing self-doubt, conflict, anxiety, disappointment & occupational stress (Acker, 2012; Watson, 2009) Women in ‘velvet ghettos’ (Guillaume & Pochic, 2009), or ‘glass cliffs’ (Ryan & Haslam, 2005) or adjunct roles (Davies, 1996) Restricting, rather than building capacity in addition to creativity. Democratisation in Higher Education IS NOT Access to knowledge in addition to knowledge production systems in addition to organisations monopolised/ dominated by the elite. Women/minorities = accessing some aspects of the knowledge economy. Lack capital (economic, political, social in addition to symbolic) to redefine the requirements of the field (Corsun & Costen, 2001). COULD INVOLVE Discovering new conceptual grammars to include equalities, identities in addition to affective domains. Considering the collective/ public as well as the private benefits of knowledge/ HE. Including more accountability on social inequalities e.g. global league tables. Contributing to wealth/ opportunity distribution as well as to wealth creation. Undoing gender (Butler, 2004) Follow Up Morley, L. (2012) “The Rules of the Game: Women in addition to the Leaderist Turn in Higher Education ” Gender in addition to Education. 25(1). Morley, L. (2013) International Trends in Women’s Leadership in Higher Education In, T. Gore, in addition to Stiasny, M (eds) Going Global. London, Emerald Press. Morley, L. (2013) Women in addition to Higher Education Leadership: Absences in addition to Aspirations. Stimulus Paper as long as the Leadership Foundation as long as Higher Education. CHEER http://www.sussex.ac.uk/education/cheer/

Walters, Sarah Arizona Midday at 1 PM - KPNX-TV Meteorologist www.phwiki.com

Walters, Sarah Meteorologist

Walters, Sarah is from United States and they belong to Arizona Midday at 1 PM – KPNX-TV and they are from  Phoenix, United States got related to this Particular Journal. and Walters, Sarah deal with the subjects like Meteorology

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