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1. The Engineers versus the Economists: The Disunity of Technocracy in Indonesian Development (EJ800385)
Author(s):
Amir, Sulfikar
Source:
Bulletin of Science, Technology & Society, v28 n4 p316-323 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Economic Development; Foreign Countries; Policy Formation; Engineering; Technical Occupations; Economics; Epistemology; Conflict
Abstract: This article observes the competition between two groups of technocrats in Indonesia during the New Order era that has hitherto afflicted national policy making. The first group is the engineers who advocate technology-based development strategy. The other group is the market-oriented economists who promote a comparative-advantages approach in development policies. The rivalry between these technocratic groups occurs in the arenas of policy-making process and bureaucratic structure. To explain how such a clash has emerged, this article offers a notion of disunity of technocracy to examine different logics, rationalities, and argumentations used by each group. It emphasizes that this confrontation is rooted in the epistemological foundations of technocratic expertise. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Comparative Education: The Dialectic of the Global and the Local. Third Edition (ED498281)
Arnove, Robert F., Ed.; Torres, Carlos Alberto, Ed.
Rowman & Littlefield Publishers, Inc.
2007-09-28
Books; Collected Works - General
N/A
Descriptors: Global Approach; Foreign Countries; Social Change; Outcomes of Education; Equal Education; Educational Change; Womens Education; Technical Assistance; International Education; Comparative Education; Critical Theory; Educational Philosophy; Educational Principles; Educational Environment; Educational Policy; International Organizations; Politics of Education; Ethics; Cultural Influences; Educational History; Administrative Organization; Community Education; Adult Education; Higher Education; Educational Development; Developing Nations; Access to Education; Elementary Secondary Education
Abstract: This book brings together many of the outstanding scholars in the field of comparative and international education to provide new perspectives on the dynamic interplay of global, national, and local forces as they shape the functioning and outcomes of education systems in specific contexts. Various chapters in the book call for a rethinking of the nation-state as the basic unit for analyzing school-society relations; provide new ways of conceptualizing equality of educational opportunity and outcomes; call attention to the need to study social movements in relation to educational reform; emphasize the value of feminist, postcolonial, and culturally sensitive perspectives to comparative inquiry into the limitations as well as potential of education systems to contribute to individual development and social change; and provide detailed critical accounts of how various international financial and technical assistance agencies shape educational policy and practice in specific regions of the world. Following an Introduction: Reframing Comparative Education: The Dialectic of the Global and the Local (Robert F. Arnove), this book is divided into seventeen chapters: (1) Technocracy, Uncertainty, and Ethics: Comparative Education in an Era of Postmodernity and Globalization (Anthony Welch); (2) Institutionalizing International Influence (Joel Samoff); (3) The State, Social Movements, and Educational Reform (Raymond A. Morrow and Carlos Alberto Torres); (4) Culture and Education (Vandra Lea Masemann); (5) The Question of Identity from a Comparative Education Perspective (Christine Fox); (6) Equality of Education: A Half-Century of Comparative Evidence Seen From a New Millennium (Joseph P. Farrell); (7) Women's Education in the Twenty-First Century: Balance and Prospects (Nelly P. Stromquist); (8) Control of Education: Issues and Tensions in Centralization and Decentralization (Mark Bray); (9) Beyond Schooling: The Role of Adult and Community Education in Postcolonial Change (Anne Hickling-Hudson); (10) The Political Economy of Educational Reform in Australia, England, and the United States (Edward H. Berman, Simon Marginson, Rosemary Preston, and Robert F. Arnove); (11) Higher Education Restructuring in the Era of Globalization: Toward a Heteronomous Model? (Daniel Schugurensky); (12) Education in Latin America: Dependency, Underdevelopment, and Inequality (Robert Arnove, Stephen Franz, and Carlos Alberto Torres); (13) Education in Asia: Globalization and its Effects (John N. Hawkins); (14) Education in the Middle East: Challenges and Opportunities (Rachel Christina with Golnar Mehran and Shabana Mir); (15) Russia and Eastern Europe (Maria Bucur and Ben Eklof); (16) Education for All in Africa: Still a Distant Dream Joel Samoff with Bidemi Carrol; and (17) Comparative Education: The Dialectics of Globalization and its Discontents (Carlos Alberto Torres). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Balancing Trust and Technocracy? Leadership Training in Higher Education (EJ800408)
Aasen, Petter; Stensaker, Bjorn
International Journal of Educational Management, v21 n5 p371-383 2007
2007-00-00
Journal Articles; Reports - Research
Descriptors: Higher Education; Leadership Training; Questionnaires; Program Evaluation; Program Attitudes; Administrator Attitudes; Participant Satisfaction; Organizational Development; Instructional Leadership; Program Effectiveness; Value Judgment; Trust (Psychology)
Abstract: Purpose: The purpose of this research is to analyse how participants in leadership training programs in higher education value and perceive their training process. Design/methodology/approach: A stylized theoretical model is developed indicating that leadership training may be designed along a collegial-managerial continuum. To study how participants placed themselves on this continuum, a questionnaire was distributed to participants in three different leadership training programs. Findings: The study shows that leadership training programs are tools to modernize higher education without resulting in a rejection of inherent values and characteristics of the sector. Originality/value: Leadership training programs need to be supplemented with broader organisational development activities and a more systematic follow-up process after completion of the program. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Knowledge Management and Higher Education: A Critical Analysis (ED501728)
Metcalfe, Amy
Information Science Publishing
2006-00-00
Descriptors: Knowledge Management; Higher Education; Institutional Research; Educational Administration; School Culture; Technology Integration; Technology Uses in Education; Information Technology; Organizational Change; Case Studies
Abstract: Rather than focusing on functional issues relating to implementation of knowledge management (KM) techniques, this book addresses the social aspects of KM. Using various social science perspectives, the volume provides critical analyses of KM in higher education, with an emphasis on unintended consequences and future implications. Fifteen chapters are included in four sections. Section I, The Application of Knowledge Management in Higher Education, includes: (1) The Political Economy of Knowledge Management in Higher Education (Amy Scott Metcalfe); (2) Knowledge Management Trends: Challenges and Opportunities for Educational Institutions (Lisa A. Petrides and Lilly Nguyen); and (3) Ontologies in Higher Education (John Milam). Section II, Administrative Issues and Knowledge Management, contains: (4) Toward Technological Bloat and Academic Technocracy: The Information Age and Higher Education (George S. McClellan, Gary A. Cruz, Amy Scott Metcalfe and Richard L. Wagoner); (5) We've Got a Job to Do--Eventually: A Study of Knowledge Management Fatigue Syndrome (Richard L. Wagoner); and (6) Institutional Research (IR) Meets Knowledge Management (KM) (Jose L. Santos). Section III, Knowledge Management of Teaching and Learning, includes: (7) Revealing Unseen Organizations in Higher Education: A Study Framework and Application Example (Lucie Sommer); and (8) Distributed Learning Objects: An Open Knowledge Management (Model Veronica Diaz and Patricia McGee). Section IV includes: (9) Case Study I--Policy Processes for Technological Change (Richard Smith, Brian Lewis, and Christine Massey); (10) Case Study II--Enterprise System Development in Higher Education (Bongsug Chae and Marshall Scott Poole); (11) Case Study III--Higher Education Culture and the Diffusion of Technology in Classroom Instruction (Kandis M. Smith); (12) Case Study IV--Wiring Watkins University: Does IT Really Matter? (Andy Borchers); (13) Case Study V--Challenges of Complex Information Technology Projects: The MAC Initiative (Teta Stamati, Panagiotis Kanellis, and Drakoulis Martakos); (14) Case Study VI--A Case of an IT-Enabled Organizational Change Intervention: The Missing Pieces (Bing Wang and David Paper); and (15) Discussion Questions for the Case Studies (Amy Scott Metcalfe). Section V, Resources, concludes the book Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Regime and the Airplane: High Technology and Nationalism in Indonesia (EJ689862)
Bulletin of Science Technology and Society, v24 n2 p107-114 Apr 2004
2004-04-00
Journal Articles
Descriptors: Foreign Countries; Technological Advancement; Nationalism; Global Approach
Abstract: This article discusses high-technology development in Indonesia. Focusing on the Indonesian Aircraft Industry (IPTN), it critically examines how nationalism becomes an impetus for technological development and addresses the implications of nationalism in the pursuit of high technology. Situated in the NewOrder regime, influential elements of the regimes economic and political systems that accommodate the idea of technological leapfrog are traced. It is argued that the failure of the leapfrog idea is because of overreliance on a technological determinist view and the practice of strong technocracy. Furthermore, it is posited that technological nationalism is a rhetorical strategy used by technological elites to legitimate the high-technology policy and to absorb ample economic and political resources that unexpectedly produce farreaching implications in society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Educational Reforms in Post-Revolutionary China and Taiwan: A Comparative Study of Contrasting Paradigms. (ED449548)
Vogt, Christina
1999-00-00
Reports - Descriptive
Descriptors: Comparative Education; Economic Development; Economic Opportunities; Educational Change; Elitism; Equal Education; Foreign Countries; Higher Education; Humanities; Private Schools; Public Education; Science Education; Social Stratification; Womens Education
Abstract: Despite many differences, both China and Taiwan have given priority to a variety of education reforms since 1949. With a U.S. model and aid, the Taiwanese educational system has largely achieved the 15 percent enrollment threshold identified by Hayhoe as required to support economic expansion. In China, major reforms of the 1970s and 1980s leave China, at 10 percent of that target, short of the threshold. Comparing both nations, this paper adds significant data to Hayhoe's four indicators of quality: (1) role of private institutions (2) gender equality; (3) scientific focus; and (4) prevalence of short-cycle versus 4-year institutions. A fifth indicator, the role of government, is included. In both nations, private schools contribute to stratification and inequalities in higher education. Women confront substantial obstacles in both, though with fewer students and educators in higher education, women seem worse off in China. Both nations focus heavily on science, with Taiwan largely successful, and China risks "technocracy" by neglecting the humanities and social sciences. In Taiwan, short-cycle schools largely promoted equality and industrialization and are now in decline, while in China, short-cycle schools no longer promote greater equality even as they proliferate. Centralization in both implies ideological controls and pressures in education. Although female enrollment is roughly equal, China risks losing gains in equality from the Mao era. In China, reintroduction of standardized entrance exams and the end of guaranteed employment promote nepotism and a decline in rural schools and women's participation. (Contains 14 references.) (TEJ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Categories, Standards and Instrumentalism: Theorising the Changing Discourse of Assessment Policy in English Primary Education. (ED421491)
Broadfoot, Patricia; Pollard, Andrew; Osborn, Marilyn; McNess, Elizabeth; Triggs, Pat
1998-04-00
Reports - Evaluative; Speeches/Meeting Papers
Descriptors: Academic Achievement; British National Curriculum; Educational Assessment; Educational Change; Educational Policy; Elementary Education; Foreign Countries; Government Role; School Districts; Teacher Attitudes
Abstract: The effects of the significant changes in English education that have followed the 1988 Education Reform Act are explored in this study that considers the impact of the Reform Act on elementary schools and the changes in primary (elementary) schooling as an illustration of wider social developments. The work of B. Bernstein provides a framework for the exploration. The Primary Assessment, Curriculum, and Experience (PACE) Project was established in 1989 to monitor the effects of the Reform Act. Six schools were drawn from each of eight local education agencies (LEAs) across England, representing different socioeconomic circumstances, geographic regions, and other differences. These schools provided a sample of 48 headteachers. Interviews with 3 teachers from each school resulted in a teacher sample of 144 per round of the study. In each LEA one school was selected for more detailed study. The implementation of the national curriculum and associated assessment was of particular interest. Findings from the PACE study suggest that the attitudes and learning behavior of the children became much more performance oriented, rather than learning oriented, as they experienced the tightening of the curriculum and the impact of external and overt assessment. Teachers appeared to have increasing feelings that priorities were being imposed on them from above, with a loss of fulfillment and autonomy. Some teachers expressed fragmented identities, and many older and experienced teachers found it difficult to reconcile their beliefs with the new technocracy. A lack of confidence in their ability to cover the entire National Curriculum subjects was experienced by some. These changes are viewed in the wider context of social policy and change. (Contains 1 table, 6 figures, and 16 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Library Journal Classics: Mastering the Machines I. (EJ491574)
Berry, John N. III, Ed.
Library Journal, v119 n17 pS1-S4,S6-S8,S10,S12,S14,S16 Oct 15 1994
1994-00-00
Collected Works - General; Historical Materials; Opinion Papers; Journal Articles
Descriptors: Change; Computers; Information Technology; Innovation; Librarians; Library Automation; Library Funding; Library History; Technological Advancement; Technology Integration
Abstract: Reprints five articles originally published between 1933 and 1983 showing that the library field was ready to use technology: "People and Machines: Changing Relationships?" (S. Michael Malinconico); "Guilds or Technocracy?" (Margery C. Quigley); "The Librarian and the Machine" (Jesse H. Shera); "From the Documentation Pitt" (Allen Kent); "Library Automation: Changing Patterns and New Directions" (Richard DeGennaro). (15 references) (KRN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Radical Behaviorism and the Social Order. (EJ442661)
Prilleltensky, Isaac
Counseling and Values, v36 n2 p104-11 Jan 1992
1992-00-00
Journal Articles; Reports - General
Descriptors: Behaviorism; Foreign Countries; Social Behavior; Social Change; Social Theories
Abstract: Contends attempts by radical behaviorists to create better society are marked by analytical and philosophical shortcomings. Argues the allegiance of behaviorism to ideology of technocracy serves primarily to reinforce existing societal structures. Suggests, although behaviorism is being used mostly to preserve the regnant social order, it is potentially capable of becoming a significant catalyst for social change. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Librarianship and Political Values: Neutrality or Commitment? (EJ399374)
Blanke, Henry T.
Library Journal, v114 n12 p39-43 Jul 1989
1989-00-00
Journal Articles; Information Analyses; Opinion Papers
Descriptors: Conservatism; Futures (of Society); Information Technology; Library Science; Political Attitudes; Professional Recognition; Social Change; Social Responsibility; Social Values
Abstract: Describes dominant political trends in librarianship, including the adoption of political neutrality as a means toward acquiring professional status, conservatism, and a willingness to allow government and business to define professional roles. It is argued that values of equity and public service, not the imperatives of technocracy and marketplaces, should govern access to information. (23 references) (CLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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