Postsecondary Education In Canada Today Is An Example Of A Neoliberal Institution

Neoliberalism has had its roots embedded in modern society and mostly realized in the endorsement of a free trade area with privatization of public institutions which have turned to a ruthless capitalist system in an ever globalizing world which requires stiffer competition in order to gain desired outcomes. The neoliberal approach applies a soft tactic towards oppression of lower class society in an endeavor to better society and creates more wealth for itself. This is conducted through reduced government intervention in state programs, privatization of state corporations and a market deregulation which focuses more on economic welfare rather than human welfare. Capitalism sets in in a society where globalization is generally replacing historic practices and associations that worked for human welfare. The neoliberal capitalism is being felt even in the institutions of higher education and occurs in 3 ways i.e. privatization, commercialization and corporatization. The higher education system in Canada has felt the effects of neoliberalism as its institutions of higher education focus more on learning for economic benefit rather than education for social enhancement. This has been generally orchestrated through structural changes in the cadres of management in the system of higher education, a focus on certain areas of education and a growing unpredictability in the employment of contractual staff in the universities. This has led to universities taking on a more consumerism approach to education with competition stiffening on the choice of programs to undertake and which can get the highest fiscal support from sponsors. A specialization on some of the scientific studies and research has led to the slow neglect of humanities studies as this are generally not what the market needs (Locke, William and Fisher 102).

Canadian institutions of higher learning have been engulfed with union movements for the last forty years as the effects of neoliberalism start to settle in. corporatization has led to unpredictability of the work force tenure and also a pattern of recruitment that has been observed as neoliberal. Universities are increasingly dependent on part time lecturers and graduate associates who are hired on a contractual basis. Neoliberalism has led to a fiscal restraint on universities in Canada with focus being on the churning of corporate useful graduates who have undergone training rather than receive an education. Corporatization has greatly aided this endeavor through sponsorships of certain programs from which it will accrue returns on investment through the training of students on their line of trade. Certain scientific studies are being favorably sponsored by the corporate world in order to train students on the specific ideological aspects that the market requires of them.  Research and development faculties have been the mask behind which corporates have thrown their weight to universities in order to create a more market friendly output of the programs. Universities have been aggressive in their search for sponsorship firms in order to create a more stable environment for neoliberalism, with adoption of scientific and medical programs which require research centers and programs to be developed. The corporate world has positively played an influential role in this as they select specific programs to endorse and support hence creating a dilemma for some of the relegated departments especially in the field of humanities. This in turn has created the impact of cross disciplinary approaches where merging of faculties to create a more formidable interdisciplinary field or faculty has benne witnessed so as to receive sponsorship (Kandiko 163).

University administration structures have also been taken up by the craze of the neoliberal capitalistic trends of the modern society. In order to receive financial support and market recognition, management of universities is slowly being tilted towards a more corporate favorable environment with dons and professors acquiring a more managerial aspect rather than an educative approach. The elite are being promoted to administrative posts and coming up with policies that will enhance the corporate world and not the education sector. The naming of buildings and faculties has taken corporate direction in efforts to garner corporate support and funding for university projects. The capital accumulation has led to a digression of focus on education to economic wellbeing and enhancement of the universities, a clear lack of objective purpose in the direction of social education efforts.  The competition for a market share in the higher education industry has led to universities shedding off some of their natural characteristics in ensuring that they stay on top. This has been witnessed through downsizing of intakes for particular courses that the market deems as obsolete and endearing to programs that seem to acquire corporate funding. The universities are working hard to create a brand for themselves, continuously neglecting the needs of the society for a more economic enhancement approach. Intake has been turned to a prestige acquisition event where universities are distancing themselves for some courses in order to create a reputation for themselves. Structuring of the institutions have led to a lower recruitment of professional staff to be elevated to administrative posts while much of the contractual workforce is lumped with the actual teaching jobs. This cadre of workers has been neglected in the salary upgrade and perks enhancement programs, yet they are constantly overworked with the actual teaching. The higher cadres are well paid yet they play a smaller role in the direct education of the students, but instead work on formulation of the institutions policies in order to create an environment of investment and economic independence.

The administrative expansion of universities has led to development of career administrators and their immigration has been rampant as they look for newer opportunities, or are poached for their workmanship and development of the system.There is an eruption of new offices which have been rebranded to financially uplift the institutions. These include customer service departments and research offices which are more business oriented departments witin the university rather than focus on the education wellbeing. The budget allocation for academics has been declining as the universities focus on a more administrative function. The allocation of more funds to in-house development of independent offices of administration e.g. legal departments has been on the increase in most Canadian institutions of higher learning as they seek to become independent financial entities in a growing economy towards neoliberal capitalism. The education system has also grown into a training ground for market orientation instead of delivering social enlightenment studies and improvement skills.  This is through job training for the students in order to make them ready for the market place and an emphasis on economic dependence on employment rather than on innovation. Universities are frequently being put on the spot over their current practice of training for employment rather than focusing on social need s and enhancing skills for innovation. The disengagement of academic and administration has led to the proliferation of unions for university staff with the lower cadres having their efforts towards a comprehensive pay system thwarted through divisiveness tactics of the management (Newstadt Para 6-12).  

Works cited

Kandiko, Camille. Neoliberalism in Higher education: A comparative Approach. International Journal of arts and sciences 3(14): 153-175. 2010.  

Locke, William, William K. Cummings, and Donald Fisher. Changing Governance and Management in Higher Education: The Perspectives of the Academy. Dordrecht: Springer, 2011.

Newstadt, Eric. The neoliberal University: looking at the York strike. E-Bullet, no. 165, December 5, 2008.