The New Groves of Academe

Researching the ways in which new media and digital technologies are positioned in modern universities means reading about the changing models of governance, management and administration that shape how research and teaching are conducted. This proves very revealing in unexpected ways and—appropriate to my focus on discipline characteristics—there are clear differences in work from different fields. In the Humanities, and to a lesser extent, the Social Sciences, authors (even when offering some critique) discuss the ‘essence’ of digital media, often imbuing them with a quasi-magical quality. In these largely techno-determinist narratives, new media and digital technologies directly enact a “paradigm shift” that is inevitable because they innately (so it appears) alter our social relations, and relations of space-time. In fact, these technologies are agents or instruments of a shift with origins located elsewhere. Authors writing about what might be called ‘digitalism’ and science tend to be more prosaic. They acknowledge quite coolly that the increasing dominance of digital technologies on campus and in research ‘workflows’ is directly linked to the priorities of the market economy. This is obvious when we think about the emphasis on “innovation” (developing commodifiable products of interest to commercial private sector companies, who may in turn outsource their R&D activities) and on training students to adopt this same mind-set while charging them ever-increasing fees. University infrastructure becomes the final service-platform of a top-down government agenda. This agenda is reinforced by managers and normalised (through various means) in the minds of those working at lower levels—i.e. research and teaching staff.

Clearly digital technologies offer many exciting opportunities, regardless of debates on their nature. They are fascinating to explore, which is why I have chosen them as my topic of research. But we must remain aware of the wider systems which they are a part of, and this is why I am interested to consider them in relation to the academic “habitus”. Krull (2000) reminds us that nowadays, most Western governments view the funding of Higher Education as a “strategic investment” and that with limited finances available to support that investment, a focus on “public-private partnerships” and inter-disciplinarity are the logical outcomes of current political logic, focused as it is on “knowledge economies”1 . At the same time, “market populism” and “consumer democracy” have become “ideological lodestones against which all new policies [in the public sector] must be evaluated”, as Deem, Hillyard and Reed (2007) explain. The formation and dominance of neo-liberal New Managerialism (NM) and New Public Management (NPM) theories are part of a “cultural revolution” with a series of inter-linked effects upon “the discursive strategies, organizational forms and control technologies”  embedded within and used to legitimate public services. Networks, personalisation and customisation are among the concepts it privileges. Universities are “by no means exempt from these underlying structural pressures and the ideological momentum that they generate”, having become more like “workplaces” than “communities of scholars”. The restructuring inspired by NM and NPM have significant and long-term consequences for academic communities. I would argue, uncontroversially (?), that the promotion of digital media is one of those consequences.

This leads me to some more general thoughts about academia which are only loosely relevant to my work but which are certainly relevant to my status as a junior member of the academic community. Whether the changing management models mentioned above are good or bad is dependent on the position of the observer. Specifically, in relation to what the observer and his/her community have to gain or lose. Naturally, it can be hard to criticise a system on which you rely for employment, especially when the changes you are critical of seem utterly inevitable and “just the way things are now”. It is hard to know what the effects of changing technologies will be. It is easier for a journalist or other commentator to descry what is happening to HE (for instance, the current funding cuts) than it is for a low-grade academic on a temporary contract or in a department facing an uncertain future. Clearly, if attitudes based on a combination of fear and the desire for self-preservation (if not whole-hearted subscription to the new ideals) become endemic, there are likely to be depressing consequences. I’m sure we can all imagine those. The nightmare scenario is a group of ‘yes men’ and women unquestioningly serving highly paid superiors who do not necessarily possess or appreciate the core intellectual and social values of the average academic. Rather than scholars choosing the methods and tools that best fit a particular course, or project, they will be enforced. More positively, it may be possible for those in all fields of enquiry to adapt to the new market-centred regime without totally compromising. Despite inevitable concessions, traditional values and ideals might quietly be defended and promoted from within. This enterprise is a difficult one—a little like brokering for peace when outside the negotiating room there are bodies and ‘collateral damage’.

1Krull, W. (2010). Beyond the Ivory Tower: Some Observations on External Funding of Interdisciplinary Research in Universities. In Nico Stehr and Peter Weingart eds. Practising Intderdisciplinarity. University of Toronto Press, pp.260-270.
2Deem, R., Hillyard S., and Reed, M. (2007). Knowledge, Higher Education, and the New Managerialism: The Changing Management of UK Universities. Oxford University Press, pp.4-6; page 26.

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7 responses to “The New Groves of Academe”

  1. mattjb138 says :

    I have a comment or a question about when you said this:

    “Despite inevitable concessions, traditional values and ideals might quietly be defended and promoted from within.”

    Which traditional ideals and values do you think are threatened by business-model universities and new media?

    • musingfrommanchester says :

      Well, one major and key ideal would be that education is an end in itself. Knowledge and learning isn’t valid only when money can be made from an “end product”. Research shouldn’t always need to have “measurable outputs” so long as it’s useful to its field (or other fields). One another thread, reliance on foreign “markets” for “income generation” limits equity of access. The fact we often end up lapsing into business speak in these discussions is revealing! These are things worth debating anyway.

    • musingfrommanchester says :

      To clarify: am not saying they are threatened by new media, but that we have to understand the promotion of new media in relation to these models. There are great things about digital tech obviously!

  2. teriinthought says :

    Hello,I’m looking for an image that shows a typical audience stage/auditorium split, and wondered whether you would grant permission for me to include your image from “Playing at Theatre” post please in a presentation I am creating? Will reference accordingly and accredit to yourself, I’m just trying to show difference between conventional staging and some of the newer interactive forms. Thank you!

    • musingfrommanchester says :

      Hi there,

      I am afraid that the image is not great quality (it was taken before I got a decent camera) but you are more than welcome to use it with attribution. Please do let me know where it ends up. 🙂



  3. teriinthought says :

    Hi, thank you, that’s great. It’s for a paper at the British gerontology Society conference in Southampton. I’m presenting on using mixed social science and theatre practice methods in my research.

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