- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
This chapter explores the rapidly growing body of research around technological unemployment and asks: What is the role of higher education in the digital age when technological unemployment becomes the rule rather than the exception? It shows that educational solutions based on the concepts of human capital and homo economicus are unable to resolve the problem of technological unemployment, and concludes that contemporary education requires a non-supercessionist approach based on the figure of homo collaborans which fundamentally rethinks the concepts of work, education, and research. Finally, it blends the ‘open model of the digital university’ and the model of ‘creative university as digital public university’ with recent insights into technological unemployment and develops the non-supercessionist ‘model of education for the Fourth Industrial Revolution’ which may serve as a useful point of departure for further discussions in the field.
Michael A. Peters is Distinguished Professor of Education at the Faculty of Education, Beijing Normal University, Beijing China; Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign; and previously Research Professor at the Universities of Glasgow and Waikato (NZ). He is the Editor-in-Chief of the SSCI journal, Educational Philosophy and Theory, and founding editor of five international journals: Policy Futures in Education, E-Learning and Digital Media, Knowledge Cultures, The Video Journal of Education and Pedagogy, and The Open Review of Education Research. His interests are in education, philosophy, and political economy and he has written over eighty books, including most recently: Wittgenstein and Education: Pedagogical Investigations (2017) and Wittgenstein’s Education: ‘A picture held us captive’ (2018), both with Jeff Stickney; The Global Financial Crisis and the Restructuring of Education (2015), Paulo Freire: The Global Legacy (2015) both with Tina Besley; Education Philosophy and Politics: Selected Works (2011); Education, Cognitive Capitalism and Digital Labour (2011), with Ergin Bulut; and Neoliberalism and After? Education, Social Policy and the Crisis of Capitalism (2011). Peters has acted as an adviser to governments and UNESCO on these and related matters in the USA, Scotland, New Zealand, South Africa, and the EU. He was made an Honorary Fellow of the Royal Society of New Zealand in 2010 and a Fellow in 2018, a Fellow of NZ Humanities Society in 2000, and awarded honorary doctorates by the State University of New York (SUNY) in 2012 and University of Aalborg (Denmark) in 2015.
Petar Jandrić is an educator and researcher. He has published six books, several dozen scholarly articles and chapters, and numerous popular articles. Petar’s works have been published in Croatian, English, German, Ukrainian, Spanish, and Serbian. He regularly participates in national and international educational projects and policy initiatives. Petar’s background is in physics, education, and information science, and his research interests are situated at the post-disciplinary intersections between technologies, pedagogies, and society. Research methodologies of his choice are inter-, trans-, andanti-disciplinarity. Petar has worked at Croatian Academic and Research Network, University of Edinburgh, Glasgow School of Art, and University of East London. At present he works as professor and director of BSc (Informatics) at the Zagreb University of Applied Sciences, and is visiting associate professor at the University of Zagreb. Petar’s major current projects are focused on collaborative research and editing. His most recent books are Learning in the Age of Digital Reason (2017), and The Digital University: A Dialogue and Manifesto (with M. A. Peters, 2018). He is Founding Editor of the journal Postdigital Science and Education.
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