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This chapter attempts, in the first part, to spell out what the significant technological changes actually are and will be and to outline, in a preliminary way, some of their impacts on knowledge, especially at university level. In the second part it attempts to look, not to the obvious infrastructural implications or indeed to the curricular changes commensurate with rapid digital development (these are taken up in Chapter 2), but rather to the ways in which technological changes have intellectually impacted within educational institutions and beyond.
Aspects of these technologies are cultural as well as material. They are themselves major items of consumption and they have influenced lifestyles and leisure as well as the organization of the workplace and educational institutions. The web, mobiles, laptops and international travel are indeed fashion items. The market for at least the last three focuses on glamour. Advertisements for one of these technologies often feature another. The web has changed the way in which people shop and play as much as the way in which they learn.
This is not to imply that these processes are exclusively progressive or benign: this would appear to be as far from the case with regard to the commercial applications of genetic technology as it was in earlier phases with regard to armament and pharmaceutical development. The wider critique of globalization cannot be placed in abeyance when considering the adaptation of universities to the knowledge economy. There are many further examples of universities’ direct engagement with the knowledge economy.
SGH-P730 PCB
by Brian
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