Knowledge and Creative Tension in the New Zealand University

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dc.contributor.advisor Rata, E en
dc.contributor.advisor McPhail, G en
dc.contributor.author Adelekan, Temitope en
dc.date.accessioned 2020-06-03T21:57:35Z en
dc.date.issued 2020 en
dc.identifier.uri http://hdl.handle.net/2292/51330 en
dc.description.abstract This study aims to examine and explain the hypothesised knowledge tension post-1980 to the present day in the New Zealand University. This is a period when new global forces such as globalisation of education, internationalisation of education, global market in higher education, global economic reformation, public management in education, and global rankings began to exert an influence on the forms of knowledge valued for the global economy. These influences appear to have resulted in a marked shift towards knowledge being increasingly regarded as something that must be fundamentally linked to economic purposes. I adopted a social realist three steps approach (theoretical conceptualisation, policy document analysis, and empirical study – involving three New Zealand Universities) and a historical approach to explore and explain a shift that I hypothesise has occurred in the value accorded to knowledge. I identify a tension between the symbolic and the economic purposes of knowledge, which I theorise as a knowledge dialectic – an expression of a deeper creative tension – the potential for a conciliatory mode/knowledge synthesis approach. I argue that this knowledge dialectic is located in the humanising-instrumentalising purposes of knowledge and can be seen in how the connection between the two knowledge forms (theoretical/procedural) and types of education (liberal/vocational) are played out in university education. I hope that this study may contribute to a broader understanding of the changing purposes and roles of universities by providing insights into the way in which knowledge is valued within this period of global economic change; and also to encourage discussion about the purposes of the university to arrive at a new knowledge synthesis/conciliatory mode between the types and forms of knowledge. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265290910602091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Knowledge and Creative Tension in the New Zealand University en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 803221 en
pubs.record-created-at-source-date 2020-06-04 en


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