Academic capitalism is a unique hybrid that unites the scientific search for truth and the economic maximization of profits. It turns universities into enterprises competing for capital accumulation and businesses into knowledge producers looking for new findings that can be turned into patents and profitable commodities. To understand what this new institutional setting means for science and the evolution of scientific knowledge, science as a field in a Bourdieusian perspective, which operates in the tension field between autonomy and heteronomy, is explored. On this basis, crucial features of academic capitalism and their impact on science as well as the evolution of scientific knowledge are described. Academic capitalism is located in the zone of the intersection of scientific research, economic profit maximization, and innovation policy. The institutional conflicts of interest involved in the corporate funding of academic research are addressed. The logic of academic capital accumulation is spelled out by describing the entrepreneurial university. Field effects of academic capital accumulation on science, namely increasing inequality, over-investment at the top, and under-investment among the rank and file are examined, along with the organizational effects of academic capital accumulation in terms of tightened managerial quality assurance on diversity and creativity as crucial prerequisites of advancing scientific knowledge. The main results of the analysis are summarized and some guidelines for future research are presented.
Francis B. Nyamnjoh
Since the euphoria of independence in the 1960s and subsequent attempts at decolonization of university education through promotion of perspectives grounded in African realities and experiences, African universities have almost without exception significantly Africanized their personnel but not their curricula, pedagogical structures, or epistemologies in a systematic and productive manner. Even a late arrival to political independence such as South Africa has, however reluctantly, embarked upon and covered some mileage toward Africanization of university personnel. Hardly addressed in any meaningful and transformative manner (even in countries that gained independence in the 1960s or shortly before), however, is the tradition of knowledge production and the epistemological order that informs it. This paper argues that any serious attempt at making African universities uncompromisingly inclusive institutions through embracing African traditions of knowing and knowledge production would require looking beyond the academy in its current configuration for inspiration. It uses the example of Amos Tutuola—a man of limited formal colonial education, and his writings depicting African universes as inspired by his Yoruba cosmology and ontology, to make the case on the reservoirs of insights and wisdom in the lived experiences of ordinary Africans, waiting to be tapped and channelled into the lecture halls of universities to refresh minds and reconfigure practice in the interest of a more relevant scholarship. The paper baptizes as convivial such a scholarship that dwells less on zero-sum games of absolute winners and losers, encourages a disposition of incompleteness and humility through the reality of the ubiquity of debt and indebtedness, and finds strength in themes of interconnections, interdependences, compositeness, and incompleteness of being that Tutuola’s writings exude.