Pinto-Coelho, Z. & Carvalho, A. (Eds.) (2013)
Academics Responding to Discourses of Crisis in Higher Education and Research
Braga: CECS, Universidade do Minho | ISBN: 978-989-8600-18-9
pp. 4 -14
Discourses of crisis and academia: Debating impacts
on practices, values and identities
ZARA PINTO-COELHO AND ANABELA CARVALHO
Communication and Society Research Centre,
University of Minho, Portugal
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in the present days? Do universities still have a public task? What are the appropriate functions of higher education? What are the purposes of teaching and research? What counts
as relevant knowledge and what counts as an appropriate higher education? Is the age of
Universities (late 11th c. — early 21st c.) in the West getting to a close? Whose discourses are
achieving dominance?
Meanings related to the identity, principles and practices of the university have been
reworked in profound and contradictory ways, generating tensions and disputes within the
university and in its relations with the state and society. It is true that the questioning of
the university is probably as old as the idea of the university itself, but we have been living
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then about the triple crisis of the university: a crisis of hegemony, a crisis of legitimacy and
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It is not only the idea of the university that has been a focus of debate, but also
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interests in these matters has been fueled by the practicalities of a daily life as teachers
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Discourses of crisis and academia: Debating impacts on practices, values and identities
Zara Pinto-Coelho and Anabela Carvalho
have for long been challenged in one way or another by the phenomenon of mass higher
education and the multiple problems linked to it. 6LQFHWKHPLGV1 however, there has
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and subsequently an increasing competition among universities. Under market-like conditions, universities have adopted survival strategies not always consistent with the pursuit
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academic staff, throwing us in a sea of contradictions, continuous pressures and urgencies.
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with far reaching consequences as there is little room to challenge this new common sense
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Academics Responding to Discourses of Crisis in Higher Education and Research
5
Discourses of crisis and academia: Debating impacts on practices, values and identities
Zara Pinto-Coelho and Anabela Carvalho
are struck by the cross-currents of the state, the market and civil society. Demand overload
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of higher education. In addition, universities are dialogical entities in the sense that they
are composed of multiple discourses and a plurality of community of practices (Trowler,
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often than others reminds us that universities need to address the current situation in prinFLSOHGFUHDWLYHDQGVWUDWHJLFZD\V7KH\QHHGWRUHFRJQL]HWKHOHJLWLPDF\RIFHUWDLQFODLPV
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One way to go down this path is through a conversation with our fellow scholars in
order to know their opinions on key issues of the current debate on higher education and
research. It is by now common sense that there is a global tendency towards a marketoriented reform of universities and education systems, pressured by a number of structural
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age, the rise of the knowledge-based economy and the learning society. Universities in many
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the changing needs of their surrounding society and economy. While there is a general trend
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academic milieus by different individuals will of course vary. Using an opportunity generated
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process of interviewing some of our fellow academics. We wanted to gather their opinions on
the use of crisis discourses in higher education and research, particularly on its institutional
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processes for the role of the state, the power and role of academics, the character of research,
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included academics in senior positions and younger scholars, working in different instituWLRQV RI KLJKHU HGXFDWLRQ LQ (XURSH 6SDLQ DQG 8QLWHG .LQJGRP ZLWK DYDULHW\ RI EDFNJURXQGVH[SHULHQFHVLQWHUHVWVDQGLQVWLWXWLRQDOSRVLWLRQVEXWDOOGRLQJUHVHDUFKLQWKHˉHOG
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order to cover more disciplines, to include academics from our own country and academics
that due to their research interests and/or to their professional positions are involved in
institutional policy-making, its implementation and/or its analysis.2
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responded in writing to a set of questions (this option was due to a lack of resources to conduct interviews afar).
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Academics Responding to Discourses of Crisis in Higher Education and Research
Discourses of crisis and academia: Debating impacts on practices, values and identities
Zara Pinto-Coelho and Anabela Carvalho
This quest was restricted to the social sciences and humanities domains, a parti-pris
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enterprise to develop their technological breakthroughs into viable products
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aspects of science and social science — the imaginative, creative aspect, and the aspect of
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In any discussion about the future of the university, the risk of being caught in a
straight-jacketed thinking is real, with calls for reality on one side, and for the mythical
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Academics Responding to Discourses of Crisis in Higher Education and Research
Discourses of crisis and academia: Debating impacts on practices, values and identities
Zara Pinto-Coelho and Anabela Carvalho
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Our interviewees do not necessarily agree on their analysis of the uses of crisis
discourses in higher education and research, but we found nevertheless a fair amount of
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an emphasis on the commonalities in the interviews.
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changes to a wider political agenda and to long-term societal trends associated with the
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crisis of higher education, on the ways of running universities and research centres, on
the nature of the education provided and the knowledge produced, on the geopolitics of
knowledge, on the geopolitical relations between universities, as well as the effects of these
changes on students and on access to higher education.
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to them, the shift towards the market pole came with the reinforcement of institutional
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neo-liberal reforms. These regulatory mechanisms, says one of our interviewees, act through
steering at a distance, that is, controlling what academic staff think and do in a disguised
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The interviewees relate the introduction of entrepreneurialism into the academic
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positive and negative developments. The fact that evaluation criteria to recruit academic
staff is getting more demanding is seen as a positive step inasmuch as it introduces open
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the withdrawal of the state from higher education, in the shape of funding cuts, is seen by
some as a potentially positive change considering that in the past it was sometimes associDWHGȢZLWKJLYLQJSDUWLFXODUJXLGHOLQHVWRUHVHDUFKIRVWHULQJRUSURPRWLQJFHUWDLQDUHDVRI
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out as positive, as long as it stands for solidary cooperation, which is seen as fundamental to
Academics Responding to Discourses of Crisis in Higher Education and Research
Discourses of crisis and academia: Debating impacts on practices, values and identities
Zara Pinto-Coelho and Anabela Carvalho
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Nevertheless, the emphasis in the interviews is on the risks and negative effects
of the profound institutional transformation in the university and its environments upon
individual and collective identities, teaching, research, working conditions and conditions
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education institutions means, for some of the interviewees, less research and thus raising
unemployment among young lecturers and among prospective researchers that do not get
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the aim of high quality mass higher education. They highlight the trend towards a growing
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for the humanities, an area where publishing a monograph is seen as harder work and
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more relevant in decision-making situations such as third-party funding decisions or job
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people working in humanities, but somehow have that crossover with the so-called hard
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Academics Responding to Discourses of Crisis in Higher Education and Research
Discourses of crisis and academia: Debating impacts on practices, values and identities
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and active members of knowledge societies if they develop theoretical understandings on
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volume) and one should be aware that initiatives that are intended to enhance the hugely
disregarded yet foundational research in humanities and social sciences, as is the case of
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The current political and economic climate may actually be leading scholars to paralysis:
Ȣwe go in (…) circles, saying that we do not do [something] because of the crisis (…) it’s like
a constant censorship that’s limiting us, limiting our constructing whatever needs to be
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poses challenges to the current common sense (idem).
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engagement — with the ethic criterion of critical unrest (…) Universities should be seen
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embody a principle of critical resistance and a potential for dissidence, guided by what
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Academics Responding to Discourses of Crisis in Higher Education and Research
11
Discourses of crisis and academia: Debating impacts on practices, values and identities
Zara Pinto-Coelho and Anabela Carvalho
possibilities of the adventure of thought, and to transform both teaching and research into
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discourses of possible futures demand a holistic thinking, an imaginary reconstitution of
societies within which the future of education is embedded and within which we imagine
ourselves otherwise. This kind of thinking allows us to judge what we are doing in light of
what we should be doing and in light of who we might become. We have shown, hopefully,
that there is no consensus among academics on many such matters. The university will
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should not preclude us from engaging in inclusive debates about our practices, values and
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University, %DOWLPRUH0'7KH-RKQ+RSNLQV8QLYHUVLW\3UHVV
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