By Mok Ka-Ho (eds.)

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Some are arguing that the leadership position held by the University of California and other large public universities is beginning to falter. Fewer students are entering especially in the so-called Science, Technology, Engineering, and Mathematics” (STEM) fields, and therefore, the production of future generations of researchers and scientists is being threatened. For example, in China, ten times the number of graduates in engineering compared to the United States, were produced in 2007 (Chambers 2007).

Nottingham and Liverpool are no longer in any sense national public universities; they are transnational, corporate, and profit-oriented, and are positioned on the boundaries between academia and business—they are hybrids. Thrift (2005, 23) argues that there are “an 22 Stephen J. ” These universities are involved in complex “border-crossing” relationships with the private sector, state agencies, international consortia, and other national states. Partnerships, linkages, and networks “join up” state organizations with commercial ones and create discursive capillaries through which the sensibilities and dispositions of enterprise flow and the ontology of neoliberalism is generalized.

Hawkins Introduction The social transformations rippling throughout education systems worldwide impact both basic and higher education. In general, higher education is being asked to provide graduates with skills and abilities commensurate with the workforce demands of rapidly changing economies. Frequently articulated critiques of higher education argue that its institutions have been elitist, dominated by faculties resistant to change, lacking in social relevance, and—as institutions—absorbing an increasing (and perhaps unwarranted) amount of societal resources.

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