In Habermas's latest work, The Future of Human Nature. he points out that with our newfound ability to intervene in the physical substratum of an as yet to be realized subjectivity we have unveiled the well-entrenched presuppositions that support our modern conception of autonomy. Habermas recognizes that autonomy may depend upon on critical assumptions concerning the nature of substance and this dependence threatens to undermine the Habermasian project of rational moral universalism by forcing it to reconsider its very foundations. Habermas argues that if we limit the extent to which we intervene in the human genome then we can protect our current concept of autonomy and thereby protect and maintain an egalitarian universalist morality and our ability to universalize moral norms. His proposed method for accomplishing this is via a "species-ethic". I argue that Habermas's species-ethic does not prevent the erosion of human autonomy. Moreover, makes this attempt comes at the expense of a procedural and cognitively empty rationality and is replaced with a rationality oriented by substantive values: in direct opposition to Habermas's process of a culturally unbiased framework. A comparative analysis of Kant's conception of freedom/autonomy lays the foundation for a rigorous examination of the process by which Habermas inaugurates the subject and develops human autonomy. Ultimately, Habermas's discourse ethic is shown to have a metaphysical bias in the form of a universal human nature that lends stability and unity to the moral realm.

Doctor of Philosophy (PhD) / This thesis explores the impact of institutional changes in the Australian Higher Education Sector (AHES) on academics in entrepreneurial graduate schools of business. It addresses questions about the causes, nature and effects of change, and ultimately, the impact on the values and lives of 21 academics at two points in time, 2002-3 and 2008. In addition to reviewing literature, qualitative methods of document analysis and interviews provide the data for the research. The framework for the analysis of data is based on Laughlin’s (1991) ‘skeletal’ theory of organisation change which adapts concepts from Habermas’ (1984; 87) theory of societal change. The impacts of change are viewed from the perspective of organisation participants, the academics. For the majority of these academics, the findings of the research indicate that, in the face of loss of ownership and the imposition of modernisation practices, they maintained their belief in academic values but withdrew from active engagement with their school and institution. The thesis is presented in six chapters and six papers. With the exception of Chapter One, which introduces the thesis and its contributions, and Chapter Six, which summarises and concludes the work, the four chapters in between provide background detail on the literature; the theoretical approach; the research design and method; and the findings. The six papers complement the chapters by presenting the outcomes of the research at various stages. They are ordered in such a way as to offer general overviews of the Australian Higher Education Sector (Paper One) and business schools (Paper Two) before providing more specific focus on the impacts of modernisation practices (Paper Three); effects of change on academic identity (Paper Four); and the role of disciplinarity on academic values and identity (Paper Five). Research results from the first period of research, 2002-3, are reported in Papers Three, Four and Five. Paper Six is the final paper. It provides a comparison of results for both periods with an analysis of change and its impacts using Laughlin’s (1991) framework for organisation change. Chapter Six concludes the thesis with suggested implications for policy and further research. In relation to policy, it is suggested that current government intentions to shift higher education institutions from economic to social institutions will be dependent on the ability of institutions to unravel ten years of modernisation practices aimed at controlling rather than supporting academic endeavour. Arising from this is a challenge to business schools to develop value propositions that better reflect their role as part of a social institution and not an institutional ‘cash cow’. Further research is suggested in two areas: first, in understanding the lifeworld perspectives of academic executives and heads of school about their role in absorbing or facilitating change; and second, in understanding how business schools are able to develop and implement appropriate value propositions. Overall this thesis is a response to Henkel’s (2005, p. 166) call for further empirical research into academics’ lives “to test the strength of values and identity in different institutional settings”. It does this by addressing several gaps in the literature on higher education, specifically Australian higher education. The production of a qualitative and longitudinal study within a theoretical framework contributes to overcoming the paucity of research employing these methods or applying theoretical interpretations of data within higher education. Additionally, the thesis makes a contribution to the under-researched areas of academic values and value change generally, and Australian business schools, specifically by focusing on the values of Australian business school academics in times of change.

Doctor of Philosophy (PhD) / This thesis explores the impact of institutional changes in the Australian Higher Education Sector (AHES) on academics in entrepreneurial graduate schools of business. It addresses questions about the causes, nature and effects of change, and ultimately, the impact on the values and lives of 21 academics at two points in time, 2002-3 and 2008. In addition to reviewing literature, qualitative methods of document analysis and interviews provide the data for the research. The framework for the analysis of data is based on Laughlin’s (1991) ‘skeletal’ theory of organisation change which adapts concepts from Habermas’ (1984; 87) theory of societal change. The impacts of change are viewed from the perspective of organisation participants, the academics. For the majority of these academics, the findings of the research indicate that, in the face of loss of ownership and the imposition of modernisation practices, they maintained their belief in academic values but withdrew from active engagement with their school and institution. The thesis is presented in six chapters and six papers. With the exception of Chapter One, which introduces the thesis and its contributions, and Chapter Six, which summarises and concludes the work, the four chapters in between provide background detail on the literature; the theoretical approach; the research design and method; and the findings. The six papers complement the chapters by presenting the outcomes of the research at various stages. They are ordered in such a way as to offer general overviews of the Australian Higher Education Sector (Paper One) and business schools (Paper Two) before providing more specific focus on the impacts of modernisation practices (Paper Three); effects of change on academic identity (Paper Four); and the role of disciplinarity on academic values and identity (Paper Five). Research results from the first period of research, 2002-3, are reported in Papers Three, Four and Five. Paper Six is the final paper. It provides a comparison of results for both periods with an analysis of change and its impacts using Laughlin’s (1991) framework for organisation change. Chapter Six concludes the thesis with suggested implications for policy and further research. In relation to policy, it is suggested that current government intentions to shift higher education institutions from economic to social institutions will be dependent on the ability of institutions to unravel ten years of modernisation practices aimed at controlling rather than supporting academic endeavour. Arising from this is a challenge to business schools to develop value propositions that better reflect their role as part of a social institution and not an institutional ‘cash cow’. Further research is suggested in two areas: first, in understanding the lifeworld perspectives of academic executives and heads of school about their role in absorbing or facilitating change; and second, in understanding how business schools are able to develop and implement appropriate value propositions. Overall this thesis is a response to Henkel’s (2005, p. 166) call for further empirical research into academics’ lives “to test the strength of values and identity in different institutional settings”. It does this by addressing several gaps in the literature on higher education, specifically Australian higher education. The production of a qualitative and longitudinal study within a theoretical framework contributes to overcoming the paucity of research employing these methods or applying theoretical interpretations of data within higher education. Additionally, the thesis makes a contribution to the under-researched areas of academic values and value change generally, and Australian business schools, specifically by focusing on the values of Australian business school academics in times of change.

Zugl.: Erlangen, Nürnberg, Univ., Diss., 2006

Thesis (Ph.D.) -- University of Adelaide, Dept. of Politics, 2003. / Bibliography: leaves 363-390.

Thesis (M.A.)--Catholic University of America, 1989. / Includes bibliographical references (leaves 286-294).

Thesis (M.A.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 104-108). Also available via the Internet.

Zugl.: München, Hochsch. für Philosophie, Diss., 2007

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2488. Includes bibliographical references (leaves 345-366).

Zugl.: Berlin, Freie Univ., Diss., 2005