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Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its language aspect; (2) identify obstacles to addressing the social wrong; (3) consider whether the social order in a sense "needs" the social wrong; and (4) identify possible ways past the obstacles. The analysis demonstrates that the global, marketized climate of higher education has impacted Turkish and Mexican universities to such a degree that they have become increasingly corporate in their practices of management. The resulting effect is the creation of a performance culture that robs faculty of their professionalism. This paper uncovers this disadvantaged positioning of faculty and posits modest proposals for change.

This study explores how the logic and values of globalization are manifested in international discourses of higher education in relation to scientific knowledge production and how those values are appropriated in national and institutional policies. This study also explores how this confluence of discourses and policies construct scientists in two peripheral countries: Turkey and Mexico. The motivation for this study comes from the largely unexplored impact of geopolitical factors (national and institutional policies for faculty rewards, recruitment, and promotion as well as international evaluation systems) on scientists' academic research and publishing activities. Holland et al.'s ("Identity and agency in cultural worlds." Harvard University Press, Cambridge, MA, 1998) concept of figured worlds informs the analysis. The results demonstrate that globalization-influenced higher education policies and practices that portray scientific knowledge production as a commodity can create tensions both for nation-states and individual scientists.

In this mixed-methods study, we investigated how doctoral students used asynchronous online discussions that were added to a face-to-face research methods course. We focused specifically on what sociocognitive tools the students used and what they thought about the value of the online discussions for their learning. Our data included three online whole-class discussions from the course and students' self-evaluations, which they completed three times during the semester. Our findings support the usefulness of online discussions in providing a site where students could draw on a rich repertoire of tools and strategies as well as on the knowledge of others to enhance their thinking and understanding of theory and research. (Contains 1 table.)

Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its language aspect; (2) identify obstacles to addressing the social wrong; (3) consider whether the social order in a sense 'needs' the social wrong; and (4) identify possible ways past the obstacles. The analysis demonstrates that the global, marketized climate of higher education has impacted Turkish and Mexican universities to such a degree that they have become increasingly corporate in their practices of management. The resulting effect is the creation of a performance culture that robs faculty of their professionalism. This paper uncovers this disadvantaged positioning of faculty and posits modest proposals for change. [ABSTRACT FROM AUTHOR]