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For the longest period of its history, the university was the guardian and transmitter – not the producer – of knowledge. This relatively recent change of transmitting…
For the longest period of its history, the university was the guardian and transmitter – not the producer – of knowledge. This relatively recent change of transmitting canonical knowledge and generating new knowledge is normally associated with Wilhelm von Humboldt. Other highly influential university models were provided by France and Great Britain. The association of certain types of universities with particular countries is a strong indicator of the intricate link between nation-state and education. Hence, the history of tertiary education and its elite institutions, the research universities, must be considered in relation with a sea change in educational history – the gradual emergence of national education systems. Only under the conditions of the by now standard form of organizing modern societies as nation-states did education become a central institution (Meyer, Boli, Thomas, & Ramirez, 1997) collapsing individual perfectibility and national progress. The nationally redefined university was integrated into the education system as its keystone while also being considered the motor of societal development. From a social history perspective, the latter aspect in particular indicates the pragmatic (training professionals, imparting military and technical knowledge, etc.) and symbolic expectations, “myths” of the nation-state that have been so aptly described and analyzed in numerous macro-sociological neo-institutionalist studies (Meyer, Ramirez, & Soysal, 1992; Meyer et al., 1997; Ramirez & Boli, 1987). In a macro-phenomenological perspective, the term “myth” is used to denote a fundamental change in the self-description of European society which since the late eighteenth and early nineteenth centuries no longer views itself as consisting of separate collectivities divided from each other by social origin – as was the case under feudal conditions – with each collectivity providing itself the necessary education for its members or being provided for by others in the case of neediness. Instead, as a result of a number of material and immaterial changes, society now defines the individual as its key unit, with the nation being consequently the aggregate of individuals and not of collectivities and the state redefined as the guardian of the nation. This conception might be taken as a kind of overlapping area which includes different approaches, such as Michel Foucault's concept of the disciplinary society (Foucault, 1977), Balibar and Wallerstein's (1991) deliberations on the relation between race, class, and nation, and Benedict Anderson's (1991) description of nations as imagined communities. All these studies could be taken as sharing the notion of “constructedness” (cf. Berger & Luckmann, 1972) of modern society with the neo-institutionalist perspective. The concept of a “world polity” which encompasses the “myths” society is based on, the overall notion of a cognitive culture, which takes Max Weber's concept of rationality as a point of departure, is identified as the basis of isomorphic change in the organizational structure of modern education systems (cf. Baker & Wiseman, 2006). However, the strong emphasis on international, world system embeddedness of nation-states and their education systems is not to be taken as a unidirectional dependence on external forces. While modern nation-states originate from and remain tied to international dynamics and developments, they are conceived as unique entities. For most of their history, modern nation-states have been preoccupied with making themselves distinct from each other. Thus, while international competition has always been present, looking abroad traditionally meant reworking, adapting, and reshaping what was imported, or borrowed (Halpin & Troyna, 1995; Steiner-Khamsi, 2004). This is true for education as well as for other areas of society.
This paper aims to trace the process of setting up and developing the higher accounting education curriculum in Tunisian public institutions, stressing the period…
This paper aims to trace the process of setting up and developing the higher accounting education curriculum in Tunisian public institutions, stressing the period 1956–1981. Further, this study intends to highlight specificities of the Tunisian context during this period, focusing on the main roles of the Tunisian State and some key actors.
This study is based on a historical approach. Two complementary methodologies were used, mainly, documentary study and semi-directive interviews with key actors heavily involved in higher education. The critical accounting framework and Foucault’s power-knowledge relationship were mobilized to this end.
The paper provides a general overview of higher accounting education in the Tunisian context, focusing on three specific periods. First, in the post-independence period (1956–1960), higher accounting education was a very underdeveloped French heritage. Second, during the 1960s, the Tunisian State focused on institutional and structural measures to set up the initial foundation. Those measures were impacted by the Tunisian socialist economic system, the development of capital human and the cultural French influence, at once. Third, the 1970s were essentially marked by the role of university-scholars and professional-accountants to set up a higher accounting curriculum. The market-oriented economy and the higher social equity are assumed to influence the above-mentioned setting-up. The culmination of this extending process was the unification and publication of the first official program of accounting studies, at the start of 1981.
To the best of the authors’ knowledge, this study is the first attempt to trace the process of setting up and developing of higher accounting education curriculum in Tunisia. This study contributes to a better understanding of this process, shedding some light on the specificities of the Tunisian context during the period 1956 to 1981.
This research examines higher education developments within transitory democratic spaces, using Tunisia as a case study. A document analysis of higher education policies…
This research examines higher education developments within transitory democratic spaces, using Tunisia as a case study. A document analysis of higher education policies in Tunisia shows a shift from an internal process of Tunisification to a focus on prescriptive global educational agendas. In examining higher education reforms during the past three decades in Tunisia, we attempt to understand the role of higher education in aiding and abiding the “Arab democracy deficit” through policies imposed upon the system through strict state intervention. We describe how higher education structures came to be, how policies were created, and detail how the issues and challenges stemming from higher education helped spread sentiments for the Tunisian Jasmine Revolution. Finally, we examine a lack of convergence, which enabled students to galvanize to overthrow a government criticized for its corruption and policy failures.
In this chapter, the authors interrogate the structures, natures, processes, and variables that shape globalized collegiate desegregation. The authors pay attention to the…
In this chapter, the authors interrogate the structures, natures, processes, and variables that shape globalized collegiate desegregation. The authors pay attention to the history of segregation in South African culture, then proceed to current efforts to dismantle and rebuild the country’s educational enterprise. Drawing parallels with segregation policy in the United States, the authors argue that both nations may draw from global lessons about systemic global anti-Black oppression and its structural forms (e.g., apartheid, inequities in higher education). More specifically, the authors ground arguments in an analysis of the linguistic hegemony that continues to inculcate the college-aspiring students of South Africa. Understanding fundamental desegregation characteristics of racial hegemonic nations (e.g., United States) vis-à-vis racial and linguistic hegemonic nations (e.g., South Africa) is imperative to increase understanding of democratization of educational systems throughout the world.
How do racial meanings structure the institution of higher education and the organizations and networks it encompasses? This chapter develops a theory of racial activation…
How do racial meanings structure the institution of higher education and the organizations and networks it encompasses? This chapter develops a theory of racial activation to usefully link conceptualizations of race and organizations. This theory examines how racial meanings shape organizational fields, forms or types of organizations, and the strategic use of racial meanings by actors in organizations to create a more robust understanding of the processes by which organizations are themselves made racialized. Predominant scholarship on race can largely be characterized as theorizing the mechanisms by which race is constructed or uncovering the patterns and consequences of inequality along racial lines. Much existing research hovers above at a macro level where national, state, and global powers are understood to impose racial categories, symbols, meanings, and rules onto daily life while higher education has largely been studied as a site where we see the effects of broader social disparities play out. This chapter draws on insights from inhabited institutionalism to develop a theory of racial activation that usefully links conceptualizations of race and organizations to provide an intersectional and interactional approach to the study of fields.
Africa’s unique social contexts play a transformative role in the development of higher education throughout the continent. As a geographic giant endowed with substantial…
Africa’s unique social contexts play a transformative role in the development of higher education throughout the continent. As a geographic giant endowed with substantial natural resources and a growing population, Africa is a dynamic – albeit diverse – world player, and amidst the political pacification and democratization of the continent, is also unfolding as an increasingly strong economic force in the world. These many factors contextualize the history and position of higher education in Africa as well. Despite rapid growth in recent years, higher education in Africa is less developed than anywhere else in the world. Major challenges include expanding participation in higher education, poor infrastructure, isolation from society and communities, internationalization and regional cooperation, and aligning the world of education with the world of work. The chapters in this volume are presented within this framework, with the intention that this volume will contribute to the scholarly discourse guiding the development of higher education in Africa.
Higher education in the United States aims to nurture civically engaged and democratically minded individuals. During its long history, nonprofit higher education has…
Higher education in the United States aims to nurture civically engaged and democratically minded individuals. During its long history, nonprofit higher education has successfully responded to that call. While for-profit higher education is not new, in recent decades its expanded reach and career-focused influence have begun to drastically challenge our thinking about all of higher education and specifically the character and practices of nonprofit institutions. At the same time, for-profit institutions of higher education have been highly criticized for their administrative practices, their cost, and their questionable outcomes. Given this criticism, there has been only limited study of the student experience with for-profits. This chapter introduces a brief history of for-profit education in the United States and offers an overview of studies exploring the student experience at for-profit institutions. It examines the relationship between administrative practices at for-profit institutions and how those practices have affected students and their educational choices, both before enrolling and after graduation. By doing so, the reader is challenged to consider the past, present, and future of higher education along with its role and mission of shaping individuals and society.
This chapter discusses the sociohistories that shape the current existential realities for HBCU education in the Caribbean, particularly the University of the Virgin…
This chapter discusses the sociohistories that shape the current existential realities for HBCU education in the Caribbean, particularly the University of the Virgin Islands. The distinction, Anglophone Caribbean (also commonly referred to as the British West Indies), is a way of naming the intentional displacement and conquering of the indigenous people of the islands. Following a theorization of colonization, the chapter discusses the politics of higher education in the Anglophone Caribbean that influence the existence of the only HBCU outside the continental US, The University of the Virgin Islands. This context is essential to understanding the university’s founding and modern existence.
The purpose of this paper is to examine: how financial practices are diffused across countries and who are the carriers of diffusion; and to determine why the nature of…
The purpose of this paper is to examine: how financial practices are diffused across countries and who are the carriers of diffusion; and to determine why the nature of adoption varies across countries and specific institutional fields and why certain practices are adopted in some settings but not in others.
In the macro portion of the study the authors document how World Bank loans in Latin America have encouraged the adoption of particular configurations of accounting and accountability practices. In the micro portion of the study, they analyze the cases of Guatemala and Mexico as a way of illustrating the ways in which the configuration of institutional players, capitals and habitus within these two sites have influenced the adoption of Bank recommended financial practices.
First, the analyses illustrate that the World Bank functions as an agent of diffusion via direct contact and through indirect modelling activities. Second, the analyses show that diffusion is not an automatic process – rather the predisposition of national governments, the embodied history of higher education and the distribution of capitals within the field influences whether financial reforms will be attempted. Third the analyses illustrate that, even when the introduction of new accounting and accountability mechanisms are attempted, other important field participants such as students can partially block the introduction of financial reforms.
The current study illustrates that international organizations such as the World Bank facilitate the diffusion of accounting and accountability practices but that local actors influence if, when and how accounting will be introduced and implemented.
In this chapter we provide a brief history of student fees in Australian higher education (HE), particularly from 1974 when fees were abolished but more substantially from…
In this chapter we provide a brief history of student fees in Australian higher education (HE), particularly from 1974 when fees were abolished but more substantially from 1989 when they were re-introduced. Of particular interest is the impact of student fees on the equity of access in HE: what has become known in Australia as the proportional representation of ‘equity’ groups (i.e. groups defined by gender, socioeconomic status, disability, indigeneity, rurality or language background; see Martin, L. (1994). Equity and general performance indicators in higher education. Canberra: Australian Government Publishing Service.), although latterly the focus has been on socioeconomic status (SES). Our analysis is of Australian Government policy, framed by a ‘quality of mind’ that C. W. Mills (1959, p. 14) refers to as the ‘sociological imagination’. That is, we draw attention to the absence of this imagination in much government policy, which falsely separates the personal troubles of individuals (e.g. in financing access to HE) from the public issues of societies (e.g. in universalising HE), with a tendency to ascribe responsibility for student fees to the former over the latter. In these terms, we characterise the history of access to Australian HE — specifically the role that student fees have played in this — as fluctuating from personal trouble to public issue and back again.