Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy

Research output: Chapter in Book/Report/Conference proceedingChapter

8 Citations (Scopus)

Abstract

Public rationales for a wide variety of government interventions in higher education have been linked to the integration of national economies and other political and cultural changes associated with globalisation and the emergence of the knowledge-driven economy. This new economy signals a trend away from material production and manual work in developed countries. Instead, the state's ability to compete successfully in the global context is now seen to rely on the production of higher value-added products and services, which are in turn dependent on knowledge, especially scientific and technological knowledge, and on continuos innovation (see for example, Castells 2001). Notwithstanding the cautionary caveats raised in relation to the direct links made by policy makers between the upgrading of skills and economic prosperity, intellectual capital continues to be portrayed in government policy as one of the most important determiners of economic success and as a crucial resource in the scramble for global profits. In this context of knowledgedriven capitalism, higher education has been positioned as a major and indispensable contributor to the transition to a high skills economy and one of the main institutional sites for the production, dissemination and transfer of knowledge, innovation and technology. The perceived relationship between higher education and national economic advantage has led to increased government attempts to develop policy frameworks to regulate and harness higher education more directly to national skills formation strategies.
LanguageEnglish
Title of host publicationCultural Perspectives on Higher Education
EditorsJ. Valimaa, O-H. Ylijoki
Place of PublicationDordrecht, Germany
PublisherSpringer
Pages43-55
ISBN (Electronic)9781402066047
ISBN (Print)9781402066030
DOIs
StatusPublished - 2008

Fingerprint

knowledge economy
education
student
innovation
economic success
economy
new economy
national economy
cultural change
prosperity
political change
value added
government policy
economics
capitalist society
profit
globalization
ability
trend
resources

Cite this

Naidoo, R. (2008). Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy. In J. Valimaa, & O-H. Ylijoki (Eds.), Cultural Perspectives on Higher Education (pp. 43-55). Dordrecht, Germany: Springer. https://doi.org/10.1007/978-1-4020-6604-7_4

Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy. / Naidoo, Rajani.

Cultural Perspectives on Higher Education. ed. / J. Valimaa; O-H. Ylijoki. Dordrecht, Germany : Springer, 2008. p. 43-55.

Research output: Chapter in Book/Report/Conference proceedingChapter

Naidoo, R 2008, Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy. in J Valimaa & O-H Ylijoki (eds), Cultural Perspectives on Higher Education. Springer, Dordrecht, Germany, pp. 43-55. https://doi.org/10.1007/978-1-4020-6604-7_4
Naidoo R. Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy. In Valimaa J, Ylijoki O-H, editors, Cultural Perspectives on Higher Education. Dordrecht, Germany: Springer. 2008. p. 43-55 https://doi.org/10.1007/978-1-4020-6604-7_4
Naidoo, Rajani. / Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy. Cultural Perspectives on Higher Education. editor / J. Valimaa ; O-H. Ylijoki. Dordrecht, Germany : Springer, 2008. pp. 43-55
@inbook{c36734b085234c9b9c795351a347d2e5,
title = "Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy",
abstract = "Public rationales for a wide variety of government interventions in higher education have been linked to the integration of national economies and other political and cultural changes associated with globalisation and the emergence of the knowledge-driven economy. This new economy signals a trend away from material production and manual work in developed countries. Instead, the state's ability to compete successfully in the global context is now seen to rely on the production of higher value-added products and services, which are in turn dependent on knowledge, especially scientific and technological knowledge, and on continuos innovation (see for example, Castells 2001). Notwithstanding the cautionary caveats raised in relation to the direct links made by policy makers between the upgrading of skills and economic prosperity, intellectual capital continues to be portrayed in government policy as one of the most important determiners of economic success and as a crucial resource in the scramble for global profits. In this context of knowledgedriven capitalism, higher education has been positioned as a major and indispensable contributor to the transition to a high skills economy and one of the main institutional sites for the production, dissemination and transfer of knowledge, innovation and technology. The perceived relationship between higher education and national economic advantage has led to increased government attempts to develop policy frameworks to regulate and harness higher education more directly to national skills formation strategies.",
author = "Rajani Naidoo",
year = "2008",
doi = "10.1007/978-1-4020-6604-7_4",
language = "English",
isbn = "9781402066030",
pages = "43--55",
editor = "J. Valimaa and O-H. Ylijoki",
booktitle = "Cultural Perspectives on Higher Education",
publisher = "Springer",

}

TY - CHAP

T1 - Building or eroding intellectual capital? Student consumerism as a cultural force in the context of knowledge economy

AU - Naidoo, Rajani

PY - 2008

Y1 - 2008

N2 - Public rationales for a wide variety of government interventions in higher education have been linked to the integration of national economies and other political and cultural changes associated with globalisation and the emergence of the knowledge-driven economy. This new economy signals a trend away from material production and manual work in developed countries. Instead, the state's ability to compete successfully in the global context is now seen to rely on the production of higher value-added products and services, which are in turn dependent on knowledge, especially scientific and technological knowledge, and on continuos innovation (see for example, Castells 2001). Notwithstanding the cautionary caveats raised in relation to the direct links made by policy makers between the upgrading of skills and economic prosperity, intellectual capital continues to be portrayed in government policy as one of the most important determiners of economic success and as a crucial resource in the scramble for global profits. In this context of knowledgedriven capitalism, higher education has been positioned as a major and indispensable contributor to the transition to a high skills economy and one of the main institutional sites for the production, dissemination and transfer of knowledge, innovation and technology. The perceived relationship between higher education and national economic advantage has led to increased government attempts to develop policy frameworks to regulate and harness higher education more directly to national skills formation strategies.

AB - Public rationales for a wide variety of government interventions in higher education have been linked to the integration of national economies and other political and cultural changes associated with globalisation and the emergence of the knowledge-driven economy. This new economy signals a trend away from material production and manual work in developed countries. Instead, the state's ability to compete successfully in the global context is now seen to rely on the production of higher value-added products and services, which are in turn dependent on knowledge, especially scientific and technological knowledge, and on continuos innovation (see for example, Castells 2001). Notwithstanding the cautionary caveats raised in relation to the direct links made by policy makers between the upgrading of skills and economic prosperity, intellectual capital continues to be portrayed in government policy as one of the most important determiners of economic success and as a crucial resource in the scramble for global profits. In this context of knowledgedriven capitalism, higher education has been positioned as a major and indispensable contributor to the transition to a high skills economy and one of the main institutional sites for the production, dissemination and transfer of knowledge, innovation and technology. The perceived relationship between higher education and national economic advantage has led to increased government attempts to develop policy frameworks to regulate and harness higher education more directly to national skills formation strategies.

UR - http://dx.doi.org/10.1007/978-1-4020-6604-7_4

U2 - 10.1007/978-1-4020-6604-7_4

DO - 10.1007/978-1-4020-6604-7_4

M3 - Chapter

SN - 9781402066030

SP - 43

EP - 55

BT - Cultural Perspectives on Higher Education

A2 - Valimaa, J.

A2 - Ylijoki, O-H.

PB - Springer

CY - Dordrecht, Germany

ER -