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This study documents a new case of the further commercialization of the university, the rapid adoption of corporate partnership programs (CPPs) within centralized university career services departments. CPPs function as a type of headhunting agency. For an annual fee they facilitate a corporate hiring department’s direct access to student talent, allowing the company to outsource much of its hiring tasks to the university career center. CPPs are a feature found predominantly, though not exclusively, on campuses where there is a highly rationalized logic around the economic benefits of academic science. Further, CPPs represent a commercialization of practice that is in tension with the student-development mission of traditional career counselors. Using an inhabited institutionalist approach, we show how the models differ and how staff on each side attempt to negotiate their competing roles in the multiversity environment. We also discuss some of the potential impact on students, on the career services profession, and on college-to-work pathways.

Reflecting on the myriad instances where juridical recognition demands a story, confession, testimony on suffering, or evidence of trauma – this chapter considers the role of storytelling and narrative in constituting the legal person, their persona, and relationship they have to a community or the state. What are the forces that drive the demand to give an account of oneself? What are the reasons for, and implications of, resisting the injunction to reveal all? Going beyond the usual bounds of juridically recognised testimony and evidence – the author considers how memory moves across time and space in human and non-human material formations. These questions are posed to open discussion of a wider concern about the autonomy and heteronomy of law. Looking beyond the separation of law and morality in positivist jurisprudence – the autonomy/heteronomy distinction is a means of getting at the co-constitution of the human and non-human. The discussion thus ranges across the philosophies of history that constitute autonomy/heteronomy – examining the tension between confidential stories of those who have suffered abuse, and the state’s archival drive to preserve such material; literary and metaphorical devices for narrating the past; and a consideration of nature and destruction where the human plays an infinitesimal part in making history.

This chapter reviews the challenges facing educational research and knowledge production, in the independent post-Soviet Central Asia through examination of the case of Tajikistan. The chapter revisits issues discussed in Niyozov and Bahry (2006) on the need for research-based approaches to with these challenges, taking up Tlostanova’s (2015) challenge to see Central Asian educational history as repeated intellectual colonization, decolonization, and recolonization leading her to question whether Central Asians can think, or must simply accept policies and practices that travel from elsewhere. The authors respond by reviewing Tajikistan as representative in many aspects, if not all particulars, of the entire region. Part one of the review describes data sources, analyses, and our positionalities. Part two reviews decolonization in comparative, international, and development education and in post-Soviet education. Part three describes education research and knowledge production types and their key features. Thereafter, the authors discuss additional challenges facing Tajikistan’s and the region’s knowledge production and link them to the possibilities of decolonization discourse. The authors conclude by suggesting realistic steps the country’s scholars and their comparative international education colleagues may take to move toward developing both research capacity and decolonization of knowledge pursuits in Tajikistan and Central Asia.