Knowledge and Money: Research Universities and the Paradox of the Marketplace

By R. Geiger. 2004

417 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/43a10c544713603a654737c4e550ea596d9fed8c

How researchers see this paper

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In Education

1. N. Cloete
2. F. Vught
3. David Zarifa
4. John J. Cheslock
5. David Wolfe
6. G. Capano
7. S. Davies
8. P. Maassen

Citations in the corpus

• Replacing State Appropriations with Alternative Revenue Sources: The Case of Voluntary Support (2008, background): “This paradox is caused by the substantial wealth increases at elite private institutions, with whom the most selective public institutions compete for faculty and students (Geiger, 2004; Winston, 2004).”
• Knowledge Production and Contradictory Functions in African Higher Education (2015, background): “2003), whereas in the United States, universities have become more marketdriven (Geiger 2004).”
• The stratification of universities: Structural inequality in Canada and the United States (2012, background): “Characterizations of structural stratification in American higher education often use broad impressions, qualitative, case study or narrative data (e.g., Davies & Hammack, 2005; Geiger, 2004; Stevens et al., 2008).”
• The Research University in Transition: The Emerging Global Model (2008, background): “…education is a sufficient condition for the spread of the EGM, although observers of the earliest development of the model in the American expansion of higher education and the development of the research-intensive university suggest that it is a necessary condition (Geiger, 2004; Baker, 2007a).”
• Mission Diversity and Reputation in Higher Education (2008, background): “They do so because they are ‘intensely concerned with reputation and prestige’ (Geiger, 2004, 15).”
• Universities and regional economic development: The entrepreneurial University of Waterloo (2008, background): “Underlying the post-war ‘social contract for science’ (Martin, 2003) was the ‘linear model’ of innovation based on the assumption that “a rather straightforward conversion takes place from investments in basic science to economic growth, passing through applied science, technological development, an”
• GOVERNMENT CONTINUES TO DO ITS JOB. A COMPARATIVE STUDY OF GOVERNANCE SHIFTS IN THE HIGHER EDUCATION SECTOR (2011, background): “…have started to take great interest in higher education since the now global, highly-competitive context requires that the quality of human capital be constantly improved, and new technological solutions be found, in order to support economic development (Enders and Fulton 2002; Geiger 2004).”