The Enterprise University: Power, Governance and Reinvention in Australia

By S. Marginson, M. Considine. 2000

1,518 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/ef8d032899f1818b433d4564e53dc8f73630fcf0

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Citations in the corpus

Dynamics of National and Global Competition in Higher Education (2006, methodology): “Unlike the UK, in Australia this is associated with a weakening of disciplinary cultures even in some established research universities, with negative implications for research capacity (Marginson and Considine 2000).”
How Valuable is “Two-Step Migration”? Labor Market Outcomes for International Student Migrants to Australia (2010, neutral): “tional students (Marginson and Considine, 2000:48).”
The Rise and Fall of the Neo-liberal University (2006, methodology): “They argue that if, ‘reinvention worked through academic cultures, actively engaging them, a larger, more exciting and more educationally enriching range of reinventions might become possible’ (Marginson & Considine, 2000, p. 237).”
Transforming Higher Education in Whose Image? Exploring the Concept of the ‘World-Class’ University in Europe and Asia (2008, background): “…influential in shaping how contemporary universities are governed and what core activities they undertake, especially as many universities worldwide come under pressure to become more entrepreneurial (Clark, 1998; Marginson and Considine, 2000; Anderseck, 2004; Mok, 2005; Zaharia and Gibert, 2005).”
Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations (2013, background): “university at random from each of three contrasting types identified by Marginson and Considine (2000): ‘Sandstones’ (most research intensive), ‘Gumtrees’ and ‘Unitechs’ (least research intensive).”
Economic and non-financial performance indicators in universities (2007, background): “The emergence of ‘entrepreneurial universities’ in some countries is one expression of this trend (see, for example, Clark 1998, 2004; Marginson and Considine 2000).”
Diversification or homogenization: how governments and markets have combined to (re)shape Chinese higher education in its recent massification process (2009, background): “Though all three dimensions are often assumed to be present, academic oligarchy has actually had a declining influence in the expansion processes (Currie and Newson 1998; Marginson and Considine 2000; Chen 2003; Kang 2004, 2005).”
Students' experiences of learning in a research environment (2006, background): “The changing context of higher education Globally, higher education is being reshaped according to the imperatives of the ‘enterprise’ university (Peters & Roberts, 1999; Marginson & Considine, 2000).”
Are university students really customers? When illusion may lead to delusion for all! (2007, background): “The educational environment today In the last two decades of the twentieth century, universities around the world were forced to look at financial sources other than those provided by governments, (Delmonico, 2000; Driscoll and Wicks, 1998; Marginson and Considine, 2000) that would enable them to ge”
What Is Changing in Academic Research? Trends and Futures Scenarios. (2006, background): “The shift towards more autonomy and entrepreneurship is a common trend in higher education management in most OECD countries (Etzkowitz et al, 2000; Marginson & Considine, 2000; Martin, 2002; OECD, 2003a).”