CONTEMPORARY UNIVERSITY MODELS AND THEIR CRITIQUE IN THE SOCIAL SCIENCES

Abstract

The massification of higher education, the rise of the knowledge society, and the dominance of neoliberal education policies have led to the emergence of new university models. The second and third type of university models, as well as the triple helix model, emphasize the practical, applicable dimension of higher education, manifested through innovations, patents and cooperation among a broad network of regional, national and supranational actors. The formerly dominant Humboldtian model, characterized by a combination of research and studies, has been widened by the “third mission” of university, focused primarily on the commercial value of new knowledge. Science is valued primarily for its application and commercial value, while scientists become more oriented towards the managerial aspect of their work. Natural sciences are taken as the epistemic standard, while humanities and social sciences are marginalized. This paper examines contemporary university models, as well as humanities and social sciences’ response to their emergence. Three critical strategies are analysed: methodological critique, negotiation strategy for the affirmation of humanities and social sciences, and epistemic reflexivity critique of contemporary university models.