G.A.T.S. and universities: Implications for research |
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Authors: | Email author" target="_blank">David?E?PackhamEmail author |
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Institution: | (1) Materials Research Centre, E.A.S., University of Bath, BA2 7AY Bath, United Kingdom |
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Abstract: | The likely impact of applying the General Agreement on Trade in Services (GATS) to higher education are examined. GATS aims
to “open up” services to competition: no preference can be shown to national or government providers.
The consequences for teaching are likely to be that private companies, with degree-awarding powers, would be eligible for
the same subsidies as public providers. Appealing to the inadequate recently introduced “benchmark” statements as proof of
quality, they would provide a “bare bones” service at lower cost. Public subsidies would go: education being reduced to that
minimum which could be packaged in terms of verifiable “learning outcomes”. The loss of “higher” aspirations, such education
of critically-minded citizens of a democratic and civilised society would impoverish the university’s research culture which
demands honesty and openness to public scrutiny.
Most university research is substantially supported by public subsidy. Under GATS discipline, commercial providers of research
services could be entitled to similar public subsidies. Publicly funded fundamental research would fade, leaving university
research totally dependent for funds upon the good will of industry and commerce. Present problems, such as the suppression
of unwelcome results and the use of questionable results to manipulate public opinion, would considerably increase. The public
would lose a prime source of trustworthy knowledge, needed in political discourse, legal disputation, consumer protection
and in many other contexts. |
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Keywords: | General Agreement on Trade in Services (GATS) higher education aims of education Dearing Report educational values instrumental science Merton’ s norms Mode 2 knowledge postmodernism quality in higher education subject benchmark statements |
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