Knowledge for Sale

Knowledge for Sale: The Neoliberal Takeover of Higher Education (Infrastructures)Knowledge for Sale: The Neoliberal Takeover of Higher Education by Lawrence Busch

Neoliberalism is undermining the values of higher education, according to this concise treatment by Michigan State University sociologist Lawrence Busch. Neoliberalism here is not, as a conservative Christian reader might assume, the liberal boogeyman who has hijacked the university and turned it into a godless secular factory for producing “Darwinist minions,” as (no joke) one student labeled my own. Rather, the neoliberalism Busch discusses is something more widespread (at secular and Christian universities alike) and to be honest a lot more frightening. Busch’s neoliberalism is an economic paradigm, one which most of the world is happily following, a paradigm that says free market competition is the surest means to happiness and prosperity. The neoliberalist ideal is to get governments out of the way wherever possible, let competition thrive, and let the assumedly politically neutral processes of free markets work.

Unfortunately, Busch argues, neoliberalism is a flawed dogma, and its effects become most insidious when they begin influencing higher education:

From neoliberal perspectives, markets are about producing efficiencies and thereby maximizing wealth and liberty. But markets can also be about other values besides efficiency. It is precisely because markets may be designed to optimize or maximize many different values that they must be considered a form of governance rather than some naturally occurring or logically justifiable phenomenon. (132)

The problems with neoliberalism and its march toward ultimate market efficiency are numerous, and Busch highlights only a few in his survey of recent critiques. To start with, markets are not actually natural and free; rather, they are created and regulated, and because of this they can be crafted to enshrine certain values and ignore others. Markets tend to prioritize private goods over public goods. They reduce societies to a collection of isolated individuals who are supposed to make market choices based on self-interest and flawed knowledge. They value certain types of knowledge and ignore others. All of this, Busch argues, makes the acceptance of neoliberalism by governments throughout the world problematic, but these issues become even more heightened when they intersect the values of the university.

Busch makes arguments for the problems of privatizing knowledge, of creating partnerships between private companies and public universities, and of seeing education as a purely individualistic commodity as opposed to a social good at public schools supported through public funds. These universities were founded on the belief that the knowledge they produced and the citizens they educated were public goods and should thus be funded by the common purse. As market forces have been introduced to (supposedly) make higher education more efficient and competitive, this has instead the effect of walling off the commons. Knowledge becomes seen as proprietary, a means of generating income for universities that are seeing their public support continually cut. Bureaucracy proliferates to protect this knowledge, to compete for funds, to seek corporate support or partnerships, and to enhance controls and efficiencies. In short, universities become more like businesses.

For many, this doesn’t seem to be a problem. I hear constantly that the field of higher education is changing and that we have to change with it if we hope to remain competitive. The problem though, and Busch’s primary point, is that universities by their very nature are supposed to do things that in themselves critique and at times openly contest the neoliberal paradigm, revealing it to be the value-laden (not neutral or natural) system that it is. The kind of goods created by universities are not private goods, and they are not always amenable to market forces. Indeed, some of the most important work of universities is the production of “slow knowledge,” results of investigations that take years or even decades, that cannot easily be monetized and that may never have a payoff in dollars and cents. Such research is devalued in a university unduly influenced by neoliberal pressures. In addition, certain forms of knowledge (humanities and the arts, for instance) become seen as luxuries because they don’t have the same market value in the way STEM fields do. Instead of being seen as essential forms of knowledge for perspective and cultural literacy, a common and not a private good, they become seen as a poor investment for students and thus an easy target of cuts for administration. Finally, market pressures applied within the university undermine the freedom to pursue (and support) research that exposes harmful effects of big business or corporate sponsors, an obviously corrosive influence on how universities ideally function.

Such examples might seem obvious, but Busch’s concern is that concepts of competition, efficiency, and market forces have become so ubiquitous in our society that they become seen as tools to apply in any situation, regardless of context. They seem so natural in our lives, the way we run our businesses and the way many of us wish we would run our government, that they begin to be seen as self-evident axioms for the way society should be organized. The problem though is that when administrators trained in a business mindset begin applying these paradigms to the university, the university’s ideals and purpose become compromised.

We talk about competing in a “knowledge economy,” where higher education begins to be seen “solely as an investment in one’s self, an investment designed to enhance future earnings.” (49) (Again, I hear language like this all the time.) The danger, Busch argues, is that technoscientific knowledge prioritized in this way (technical training to get a job) is only one aspect of knowledge, and our market economy biases us toward giving it too much value. Rather than an economy of knowledge, Busch claims, we need to recognize that we function in an “ecology of knowledge,” where things like local knowledge, cultural knowledge, moral knowledge, and social knowledge are tools in our epistemological toolbox alongside technoscientific knowledge.

The market economy is not the end all and be all of the good society or what it means to be human. Yet our application of its modes and models to the university threatens to silence one of the strongest voices we have for critiquing, questioning, and broadening that view.


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