Australian Studies: Australian history, Australian studies and the new economy

Nile, Richard (2002) Australian Studies: Australian history, Australian studies and the new economy. Journal of Australian Studies, 26 (74). pp. 201-216.

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[Extract] I've worked nearly all my life for something which has utterly failed. And moreover, we no longer exist in the eyes of the world. (Edith Berry)

History in the ruins

Traditional universities 'struggle to come to grips with the mass education system and the many demands that are placed on them by stakeholders such as students, staff, government and business', state Coaldrake and Stedman (1997, p 29). 'The conceptual loss we have suffered through the degradation of serious conceptions of the university is partly a consequence of a conceptual loss in characterising its treasures', says Raimond Gaita, 'That is why one might fear that there is to be no comfort for those who are saddened by the demise of the serious concept of the university' (Gaita, 2000, p 29). Self-styled defeatism of this type is suggestive of deep disquiet. It seems that traditional scholarly values have been sacrificed to mammon — to the ideals of the newly created corporate university.

Item ID: 54050
Item Type: Article (Research - C1)
ISBN: 0 7022 3378 1
ISSN: 1835-6419
Keywords: Australian studies, university, higher education, scholarly values, scholarship, economy, graduates
Date Deposited: 06 Sep 2018 00:46
FoR Codes: 21 HISTORY AND ARCHAEOLOGY > 2103 Historical Studies > 210303 Australian History (excl Aboriginal and Torres Strait Islander History) @ 30%
20 LANGUAGE, COMMUNICATION AND CULTURE > 2005 Literary Studies > 200502 Australian Literature (excl Aboriginal and Torres Strait Islander Literature) @ 30%
13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 40%
SEO Codes: 95 CULTURAL UNDERSTANDING > 9505 Understanding Past Societies > 950503 Understanding Australias Past @ 40%
93 EDUCATION AND TRAINING > 9304 School/Institution > 930403 School/Institution Policies and Development @ 60%
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