Sheila Slaughter – författare

In this critical new work, Slaughter investigates how university involvement in high technology influences higher education policy. By conducting a case study of the Business-Higher Education Forum, a liaison organization consisting of Fortune 500 Chief Executive Officers and presidents of well-known research universities, the author explores the policy agenda of the Forum, the historical and structural antecedents of that agenda, and its organizational implications for various post-secondary sectors and their faculty.

The globalization of the political economy at the end of the twentieth century is destabilizing the traditional patterns of university professional work. One of the major changes that has taken place as a result of globalization is that faculty, who were previously situated between capital and labor, are now positioned squarely in the marketplace. To grasp the extent of changes taking place and to understand the forces of change, Academic Capitalism examines the current state of academic careers and institutions, with a particular focus on public research universities in the United States, Canada, the United Kingdom, and Australia. In this wide-ranging analysis, Sheila Slaughter and Larry L. Leslie examine every aspect of academic work unexplored: undergraduate and graduate education, teaching and research, student aid policies, and federal research policies.

As colleges and universities become more entrepreneurial in a post-industrial economy, they focus on knowledge less as a public good than as a commodity to be capitalized on in profit-oriented activities. In Academic Capitalism and the New Economy, higher education scholars Sheila Slaughter and Gary Rhoades detail the aggressive engagement of U.S. higher education institutions in the knowledge-based economy and analyze the efforts of colleges and universities to develop, market, and sell research products, educational services, and consumer goods in the private marketplace. Slaughter and Rhoades track changes in policy and practice, revealing new social networks and circuits of knowledge creation and dissemination, as well as new organizational structures and expanded managerial capacity to link higher education institutions and markets. They depict an ascendant academic capitalist knowledge/learning regime expressed in faculty work, departmental activity, and administrative behavior.Clarifying the regime's internal contradictions, they note the public subsidies embedded in new revenue streams and the shift in emphasis from serving student customers to leveraging resources from them. Defining the terms of academic capitalism in the new economy, this groundbreaking study offers essential insights into the trajectory of American higher education.

There is a real need for a clear analysis and investigation of what the "crisis" in teaching actually is. By exploring the definition of the teaching crisis, investigating the evidence for its existence and reforms proposed to "solve" it, and studying the possible effects of proposed reforms, the authors of Crisis in Teaching address this need. Their work constitutes one of the first sustained and critical analyses of teachers and teaching in the contemporary situation. The authors, among the nation's leading critical thinkers in the field of education, reflect a variety of perspectives as they attempt to unravel the current rhetoric of crisis and question solutions that are, in effect, too often simplistic and superficial in their analyses and proposals.

This work analyses how political economic shifts contribute to competition within higher education systems in the US, EU, and Canada. The authors highlight competition for prestige and public and private subsidies, exploring the consequences of these processes through theoretical and empirical analyses. Accordingly, the work highlights topics that will be of interest to a wide range of audiences. Concepts addressed include stratification, privatization of formerly public subsidies, preference for “high tech” academic fields, and the vocationalization of the curriculum (i.e., Science, Technology, Engineering and Mathematics: [STEM] fields, selected professions, and business) rather than the liberal arts or the Humboldtian vision of the university. Across national contexts and analytic methods, authors analyze the growth of national policies that see universities as a sub set of economic development, casting universities as corporate research laboratories and education as central to job creation. Throughout the volume, the authors make the case that national and regional approaches to politics and markets result in different experiences of consequences of academic capitalism. While these shifts serve the interests of some institutions, others find themselves struggling to meet ever-greater expectations with stagnant or shrinking resource bases.