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Building sustainable economies: Navigating contemporary issues in the finance, economic complexity, and interprenuership development

National substantive agreement entered into between Parmalat SA (PTY) Ltd and the Food and Allied Workers Union

Moving towards an African identity: a personal vision for the future of Rhodes University

  • Authors: Webb, Arthur (Arthur C M)
  • Date: 2006-10-04
  • Language: English
  • Type: Text
  • Identifier: vital:572 , http://hdl.handle.net/10962/d1006129
  • Description: [From text] There is no doubt that the past two decades have brought radical changes to tertiary education throughout the world. In essence, this was the consequence of the commoditisation of knowledge. The past three decades have seen the emergence of the knowledge-based economy. Knowledge is replacing physical and tangible assets as the key driver of wealth creation and economic growth. How national governments responded to this became critical. Generally, as in the case of Britain, the transition was driven by governments anxious to precipitate their economies into the new era. At the same time, the prohibitive costs of offering free or heavily subsidised tertiary education became a fiscal burden seen as untenable in a post-Keynesian, neo-liberal environment where ‘small government is beautiful’. Often, the transition was successful beyond their expectations because of the ease with which tertiary funding was slashed without serious protest from academics or political constituencies. However, the transition has not only threatened the traditional role and perception of universities in society, it has catapulted many economies onto developmental paths that now challenge the traditional concepts of society, nation, and in particular, the university.
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  • Date Issued: 2006-10-04
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