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This book uses the overlapping approaches of political care ethics and feminist posthumanism as a lens to focus on the notions of privileged irresponsibility, responsibility and response-ability within the context of higher education and as it pertains to the issues of colonialism/decolonisation, pandemics and the climate crisis. The book will appeal to scholars in the field of higher education as well as to those in several other fields, such as ecology, gender studies, sociology, philosophy, and political science.

This book reveals the layered effects of the corporatization of higher education, situated within the phenomenon of disaster capitalism. The authors argue that higher education administrators have seized on the Covid-19 pandemic as an opportunity to advance a corporate higher education agenda consistent with the principles of disaster capitalism. This crisis deeply impacts what and how students in the United States learn, who gets to learn, and the very mission of the academy. Chapters also address neoliberalism as a policy statement that has reshaped and continues to shape higher education in the United States and in much of Western societies.

This book explores the concept of academic freedom from a European vantage point. Academic freedom has long been considered a natural part of higher education, but as the world enters the digital age, a renewed understanding of its role and the threats it must face is required.

The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018.

This book considers the detrimental changes that have occurred to the institution of the university, as a result of the withdrawal of state funding and the imposition of neoliberal market reforms on higher education.

This book employs an an intersectional feminist approach to highlight how research and teaching agendas are being skewed by commercialized, corporatized and commodified values and assumptions implicit in the neoliberalization of the academy.

This book presents a critique of neoliberalism within UK Higher Education, taking its cue from approaches more usually associated with literary studies. It offers a sustained and detailed close reading of three works that might be understood to fall outside the established body of educational theory.

Academic freedom is increasingly being threatened by a stifling culture of conformity in higher education that is restricting individual academics, the freedom of academic thought and the progress of knowledge - the very foundations upon which academia and universities are built.

The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018.

The future of higher education is in question as universities struggle to remain relevant to the present and future needs of society.

This collected volume of essays offers glimpses of the future of university education. It will be of great interest to teachers and students in higher education, as well as policy makers and those interested in the current and future state of higher education.

Actively integrating cultural pluralism in developing knowledge and understanding aspires to liberate the learner from existing power structures by fostering a desire to challenge and change the social system in which we live and connects the reality around us and its many problems to the knowledge generation process.

The first of two volumes, this diptych of critical academic work investigates generative spaces, or 'cracks' in neoliberal managerialism that can be exposed, negotiated, exploited and energised with renewed collegiality, subversion and creativity.

This book outlines the creative responses academics are using to subvert powerful market forces that restrict university work to a neoliberal, economic focus.

This book provides the first comprehensive assessment of non-academic research impact in relation to a marginal field of study, namely tourism studies.

The image of the university is tarnished: this book examines how recent philosophies of education, new readings of its economics, new technologies affecting research and access, and contemporary novelists' representations of university life all describe a global university that has given up on its promise of greater educational equality.

This timely and insightful volume will appeal to researchers, academics, students and advocates of academic freedom from different disciplines and academic cultures whose agendas prioritize higher education policies, university systems, academic production and academic labor.

This collected volume of essays offers glimpses of the future of university education. It will be of great interest to teachers and students in higher education, as well as policy makers and those interested in the current and future state of higher education.

The future of higher education is in question as universities struggle to remain relevant to the present and future needs of society.

Actively integrating cultural pluralism in developing knowledge and understanding aspires to liberate the learner from existing power structures by fostering a desire to challenge and change the social system in which we live and connects the reality around us and its many problems to the knowledge generation process.

This book explores how the kinds of world-wide restructurings of higher educationand research work that are underway today havenot only increased employment insecurity in academia but may actually beproducing unemployment both for those within academia and forgraduate job-seekers in other sectors.