Higher education scholars note an abundance of obstacles that render higher education institutions in developing countries ineffectual and unable to participate in the intentional development of their societies (Ajayi, Goma & Johnson, 1996; Altbach, 2004; Bloom, Canning & Chan, 2006; Dill, 1997; Lulat, 2003; Puplampu, 2006; Sawyerr, 2003; Selvaratnam, 1988; Teferra & Altbach, 2004). African higher education has been particularly sensitive to these obstacles, due to the consequences of colonialism, globalization and neocolonialism, and efforts to combat these impediments to development have often been undermined by scarcity at the state level (Altbach, 2001; Bloom, et. al., 2006; Bollag, 2001; Ngome, 2003; Puplampu, 2006; TFHE, 2000; Tikly, 2001). Yet recent initiatives, such as the United Nations Development Programme's Millennium Development Goals (2000), reveal that higher education institutions have an important role to play in development, particularly in developing nations. Therefore new forms of higher education associations should be considered to bolster an institution's ability to support development in its national context and cultivate agency in development. Regional efforts through networks may have the capability to overcome paucities at the national level and direct development in Africa. The present study was designed to explore notions of development and the role of the Association of African Universities (AAU) a higher education network, in promoting development. It also examined how faculty and administrators at two African universities perceive development. My findings indicated that through the lens of policy entrepreneurship, the AAU, as a higher education network, acted as an agent in development by undertaking activities aimed at addressing development priorities when using higher education as a point of intervention. By sustaining creative, strategic, and mobilization activities across organizational initiatives, the AAU generated sponsorship for their policy solutions among stakeholders. In fact the participatory nature of policy entrepreneurship may allow higher education networks to put the "African" in African development as they respond to community needs and attempt to adapt policy innovations to fit African development challenges. Data from Kenyatta University and the University of Nairobi in Kenya illuminated how university reforms at both institutions reflect academic capitalism, a phenomenon researched predominately in developed countries. Faculty and administrators' personally held beliefs about development and the university's role in development in Kenya have impacted the way that academic capitalism is both perceived and manifested. In the West, the infusion of academic capitalism in higher education has come at the expense of the public good. In Kenya, a new model has emerged in which both development and marketization are served and are complementary. This study also demonstrates that academic capitalism can also produce social and cultural "revenue," particularly when the individuals that make up the academic workforce of an institution prioritize development needs. / Ph. D.

Two broad influences have converged to shape a new environment in which universities must now compete and operate. Shrinking financial resources and a global economy have arguably compelled universities to adapt. The concept of academic capitalism helps explain the new realities and places universities in the context of a global, knowledge-based economy (Slaughter & Leslie, 1997). Prior to this theory, the role of universities in the knowledge economy was largely undocumented. Academic capitalism is a measurable concept defined by the mechanisms and behaviors of universities that seek to generate new sources of revenue and are best revealed through faculty work. This study was designed to create empirical evidence of academic capitalism through the behaviors of faculty members at research universities. Using a large-scale, national database, the researcher created a new measure—an estimate of academic capitalism—at the individual faculty member level and then used multi-level analysis to explain variation among these individual faculty members. This study will increase our understanding of the changing nature of faculty work, will lead to future studies on academic capitalism that involve longitudinal analysis and important sub-populations, and will likely influence institutional and public policy. / Ph. D.

Political decisions about higher education and organizational decision-making within higher educational institutions reflect the acceptance of academic capitalist discourse, placing financial burdens on students, stress upon faculty, and the obliteration of trust between faculty and administration. In this critical layered narrative account, a tenure-track faculty member examines the impacts and influences of academic capitalism, including how this neoliberal discourse disregards the idea of higher education as a public good, creates an atmosphere of fear among faculty, and affects faculty-student relationships. This account illustrates how academic capitalism, with its emphasis on money and power, influenced decisions regarding a partnership with a software company, and of course, a rebooted football program.

In this exploration, I consider the dilemmas I experienced as a young qualitative researcher, particularly the ethical questions about how I write, who I implicate as I write, and how community fits into my ideas of qualitative inquiry. This account is drawn from conversations with peers and mentors, ethnographic experience, and interviews. It is an explication of how the academic capitalist discourse that surrounds higher education conflicts with the premises of qualitative inquiry. It is a call to arms for second-generation qualitative researchers to push the boundaries, expand the development, and increase the readership of our work. It calls on our academic parents to continue to protect us within the academy, but also from the academy's criteria as we attempt to enlarge our readership and influence.

I examined what brand new Ph.D.s in Communication experience when they start their first, entry-level, tenure-track assistant professor position at a new university. Through the lens of scocial construction, I review vocational and organizational socialization, individual agency by newcomers, academic socialization processes, and the concept of the academic career in the current climate of university change and transformation. Then, I present the method of research, including the population and sampling method, and rationales for utilizing a narrative approach, interactive interviewing, and autoethnographic writing. After presenting the participants' narratives, I revisit both within- and between-case issues, beginning with socialization from the "bottom-up" lived experiences of the new faculty. The universities socialized these new professors through individual socialization processes. To lessen their uncertainty in their new place of work, the faculty members utilized seven individualized tactics to lessen ambiguity. Collectively, the new assistant professors saw the organizationally provided orientations and mentoring processes as inadequate. The loss of graduate school cohort necessitates the development of a new cohort with peers for new faculty development, despite the modern isolationist definition of the academic "subject." The new communication faculty generally found teaching to be an activity of stabilization within the new equivocal university environment, despite the supposed unpreparedness of new faculty. I discuss the interrelated use of strategically ambiguous communication, power, and the disciplining of the self and how they relate to the tenure process. I examine how the discourses of academic capitalism impact the daily lives and decision-making of new faculty, including compromised research agendas and publication production. I interrogate the pursuit of prestige by higher educational institutions and the manner in which this pursuit adds additional pressure and stressors on new professors. Finally, I consider how the short-term narrative of "getting tenure" truncates the canonical narrative of the academic career, and legitimizes the outsider-within category of the new faculty members.

Geriatric Education Centers (GECs), as funded by the Health Resources and Services Administration, promote interdisciplinary geriatric education and training for more than 35 health-professions disciplines including medicine, dentistry, pharmacy, nursing, and social work. GECs are charged with becoming self-sustaining beyond the period of their funding. Sustainability in this application means that a GEC can fund itself through the generation of multiple revenue sources. This study seeks to explore changes in the structure, activities, and relationships of GECs over time in their pursuit of sustainability, and hypothesizes that GECs have shifted from the old economy, or the public good knowledge regime, to the new economy, or the academic capitalist knowledge/learning regime, and from the manufacturing to the networking economy. The theoretical framework of academic capitalism and the knowledge/learning regime will be used as a lens in this qualitative multiple case study.Sources included structured, in-depth, on-site interviews and observations, as well as documentary and virtual (website) evidence. While GECs are engaging in market-like behaviors, creating markets and circuits of knowledge, developing interstitial and intermediary organizations, and expanding managerial capacity, they have been unable to connect with related markets, as these markets lack a profit motive, and have ultimately been unsuccessful in their pursuit of sustainability. Continued federal funding for GECs is justified based on the public good argument that without public encouragement, these services would not be provided by the private sector. The study concludes with recommendations to enhance opportunity structures for GECs.

This study sought to understand using qualitative methods why and how the Government of Singapore came to set-up organized research units (ORU) in her two autonomous universities - the National University of Singapore (NUS) and Nanyang Technological University (NTU). That is, are ORUs the chief means in transforming NUS and NTU into top WCUs? The underpinnings of the institutional theory in the globalized context, the theory of academic capitalism, and guidance by frameworks on educational policy transfer, as well as the glonacal heuristics, together with document and discourse analysis of published documents, aided in the design of this study.This study finds that key state and institutional actors in Singapore decided to emulate the key features of U.S.-originated organized research units to make R&D and innovation-led economic growth the vehicle of sustaining this global city-state's global competitiveness in the knowledge-economy and to better elevate the status of both NUS and NTU as world-class. Because global rankings have branding implications, catch-up nations and institutions should make serious attempts to balance the ranking-enhancement effort with their local, national, and regional science-research needs given the constraints of available capital and resources.

Thesis advisor: Ana M. Martinez-Aleman / As online education continues to grow in the United States, few studies have investigated how faculty members perceive their instructional roles and their organizations to be changing as a result. This qualitative study is based on interviews with twenty-two faculty members from public and private non-profit institutions across the United States, and found that faculty members perceived the course design process, interactions with their students, and their own approach to teaching all changed substantially in the online context, typically in ways that inclined them to see these efforts as higher quality than their on ground teaching endeavors. Despite this, faculty members did not perceive that their departments or their institutions changed very much as a result of online education, and determined that institutional motivations for online education were consistent with typical market-aligned non-profit approaches to higher education in the United States (e.g., based on competition, student demand, and expanding institutional reach). Moreover, this market-aligned inclination identified by faculty members aligns well with Slaughter and Rhoades’ (2004) theory of academic capitalism. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

In 2007, the nation's Latino population was estimated at 45.5 million, or 15.1% of the 301.6 million total U.S. population. Latinos are the fastest-growing minority group, exceeding 500,000 in 16 states and representing the largest minority group in 20 states (Bernstein, 2008). The number of Latinos is projected to almost triple by 2050 and will represent about 60 percent of the country's growth with about 128 million Latinos, making up 29% of the total projected 440 million U.S. population (Passel, 2008).Latino's continued population growth makes their educational and occupational success, and their ability to self-sustain and to contribute to the greater good, essential to this nation's economy. Since education is the most critical component in the productivity and self-sufficiency of Latinos, it is important that their representation at all levels of education, including students, faculty and administrators increase along with the population growth. However, Latino representation in higher education has not grown proportionately to their increases in the U.S. population (Haro, 2003). Their representation and voice is lacking in the decision-making, top levels of administration, such as vice presidents, provosts, presidents, and chancellors.The under-representation of Latinas in higher education was the impetus for this study, to identify elements affecting their trajectory to the top ranks of administration, including embedded structures, institutionalized filters, and elements within the social selection process that affect their representation in the presidency and other top-level administrative posts of four-year institutions.Their narratives document Latinas' challenges and successes and validate the importance of culture and identity, and the fact that dual culturalism is a source of strength and not a deficit. This study acknowledges bias in higher education and the need to incorporate mentors, champions and other strategic measures to increase Latino representation in graduate programs, faculty and administration. These Latinas' ability to penetrate the adobe ceiling serves as a model and a "counterstory" for others who aspire to top administrative positions. Their insights and recommendations provide a valuable context to inform practice and research.

Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the phenomena of academic capitalism. Outstanding professors from the College of Arts and Sciences, and Schools of Business, Education, and Nursing were invited to participate in this research. Weimer's (2002) five learner-centered changes to teaching practice framed this investigative study. This conceptual framework consists of altering the role of the teacher, balancing power in the classroom between teacher and students, changing the function of course content, instilling student responsibilities for learning, and using different processes and purposes for evaluation that serve to guide teacher and students interactions throughout the course.The findings of the study suggest that faculty from the School of Education agree with and implement all five of Weimer's (2002) learner-centered changes to teaching practice. However, there is incongruence between the learner-centered teaching beliefs and learner-centered teaching practices of outstanding teachers from the College of Arts and Sciences and the Schools of Business and Nursing. This study seems to indicate that several pressures on the professoriate including the phenomena associated with academic capitalism affect teaching practices in the classroom. Existing learner-centered practice models can be informed by the salient findings of this study.