The following paper shall examine the processes of commodification in the German speaking academic context and illustrate the “state of the art” of research of the commodification of academic labor on several dimensions: (i) by university research institutions and (ii) by student organizations. It should illustrate, in reference to the theoretical framework by Ursula Huws, the institutional “discussion” of the academic commodification and should demonstrate that there is a lack of research about the commodification and a result of this lack is a missing discourse about these specific aspect of the economization of the university system in Germany, Austria and Switzerland.
The paper is structured in three parts; the first chapter will gives a theoretical introduction to the means of the commodification of intellectual activity and when we talking about economization and the resulting new interdependencies I will connect the Marxist based Framework by Huws with the Governance Concept of Michael Foucault. After these theoretical embedding it follows an empirical overview about the situation in the German speaking academic landscape. Then I like to give a reflection on the topic, sum up the research findings and like to raise some further questions.
“Commodification as the process of transforming things into objects for sale has become a totalizing cultural force” (T-H-R 2003: 5) and it is described as the “essence of our time” (Ley & Harriss 2012). Under advanced capitalism , commodification expands into all corners of social and political life . But not everything useful is a commodity. What makes anything a commodity is the possibility of trading it for profit? They are not only means of production that are traded in this process, not only raw materials and machinery, but also labor or knowledge.
Table of Contents
1. Introduction: The General Problem of Commodification of the University System
2. Theoretical Framework of Commodification
3. A little Introduction and Overview of the Situation on German Speaking Universities
4. Some Conclusions
5. References
Research Objectives and Themes
This paper examines the processes of commodification within the academic landscape of German-speaking countries, specifically focusing on how neoliberal structures, digitalization, and managerialism impact academic labor and the nature of knowledge production at universities.
- The theoretical transformation of knowledge into a tradable commodity.
- The impact of "New Managerialism" and standardization on academic autonomy.
- The role of Massive Open Online Courses (MOOCs) in the economization of education.
- The precarious working conditions of academic staff (fixed-term contracts and intensified labor).
- The internalization of market-oriented governance according to Foucault’s concept of governmentality.
Excerpt from the Book
Theoretical Framework of Commodification
Ursula Huws (2006) is describing in her article “Begging and Bragging”, the dual process of commodification which goes hand in hand with employment insecurity what means to be in a concurrence relation with other researchers under a new structured labor logic (ibid.). She names the dynamic as a process of increasing intensification of work, a standardization of the work process (ibid.). These processes are parts of general developments of the labor market, like an increasing of labor flexibility and atypical employment relations in Germany and Austria (Verwiebe & Giesecke 2008; Ates & Brechelmacher 2012: 24; Teitzer 2014; Fritsch, Teitzer, Verwiebe 2014). The development in Austria and Germany of these “relative young” phenomenon of short-term contracts, project-based work, lengthening of working hours reached the working and employment structures of the university systems (Huws 2014).
She argued that the creative class of the knowledge-based society become marginalized and commodified under the neo-liberal structures of the academic labor market (ibid. 31f.). It is not less bureaucratization and less autonomy and she raised the question, how the researchers can possibly get started in a system to specify in advance what it is that the researcher will produce in standardized proposals, where the researcher or rather the applicant should describe the verifiable measures and the outcomes (ibid. 32). The standardization processes make it possible to use information and communication technologies more extensively (for example; introducing standard reporting procedures that make it possible to compare performance over time or between locations – by making it possible to pool knowledge in common databases or knowledge banks (ibid.).
Summary of Chapters
Introduction: The General Problem of Commodification of the University System: This chapter introduces the core concept of commodification as a totalizing cultural force that increasingly treats education as a product and students as consumers.
Theoretical Framework of Commodification: This section connects the Marxist-based framework by Ursula Huws regarding labor transformation with Michel Foucault’s concept of governmentality to explain the internalization of neoliberal structures.
A little Introduction and Overview of the Situation on German Speaking Universities: This chapter analyzes empirical cases of economization, including the impact of university laws, the rise of MOOCs, and the cooperation between universities and the private sector.
Some Conclusions: This section reflects on the findings, noting a lack of micro-level research on commodification, and suggests that future studies should utilize mixed-method approaches to understand the subjective experiences of academics.
References: This chapter lists the academic and institutional sources used throughout the research.
Key Words
Commodification, Academic Labor, Neoliberalism, Higher Education, Economization, Knowledge Worker, MOOCs, Standardization, University Reform, Digitalization, Governmentality, Precarious Employment, Marketization, Higher Education Policy, Intellectual Labor.
Frequently Asked Questions
What is the core focus of this research paper?
The paper explores the commodification of academic labor, analyzing how market-oriented logic and economic structures are fundamentally altering the traditional university system in German-speaking countries.
What are the primary thematic areas covered?
The main themes include the transformation of academic work processes, the rise of managerialism, the impact of new digital technologies like MOOCs, and the precarious nature of employment for academic staff.
What is the primary research goal?
The goal is to illustrate the "state of the art" regarding the commodification of academic labor and to highlight the urgent need for further academic discourse on the economization of the higher education system.
Which scientific methods are employed?
The research is primarily based on a review of existing academic literature, sociological theories (Marx, Huws, Foucault), and an analysis of secondary empirical studies from student organizations and research institutions.
What topics are discussed in the main body?
The main body covers the theoretical foundations of commodification, specific empirical cases of economization in Germany and Austria, the influence of private sector software cooperation, and the critique of digital education models.
Which keywords best describe this study?
Key terms include commodification, academic labor, economization, neoliberalism, higher education, and knowledge workers.
How does Foucault’s theory apply to university commodification?
The author uses Foucault’s concept of "governmentality" to argue that neoliberal structures are not just external impositions, but are internalized by intellectuals and scientists, affecting their identity and professional conduct.
Why are MOOCs seen as a controversial development in this context?
MOOCs are viewed as "teaching machines" that promote the standardization of knowledge and the potential reduction of linear teaching budgets, often prioritizing efficiency and control over traditional educational depth.
What does the author conclude about the current state of research?
The author concludes that there is a significant lack of concrete micro-level research on commodification processes in the German-speaking academic landscape, necessitating more direct case studies and interviews with academics.
- Quote paper
- Andreas Schulz (Author), 2015, Knowledge Commodification in German Speaking Universities, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/319992
