Historically, the configuration and working conditions of professors in the United States have been profoundly influenced by fundamental patterns and shifts in the larger political economy of the country. At the turn of the twentieth century, the industrialization of the American economy and rationalization of the nation-state had profound implications for the changing character of the professorate. Similarly, in the post-World War II era, the rise of the military-industrial complex at the heart of a burgeoning and dominant corporate economy globally had significant consequences for the growth and paths of further development experienced by the academic profession in the United States. Subsequent social movements demanding changes in the demographics of the larger labor force, and the expansion of a broad middle class, also had a major impact on the demographics and expansion of the country’s teaching profession. Now, with the latter part of the twentieth century and the turn of the twenty-first century the country is going through a shift to a knowledge and information based global economy, which augurs corresponding and complementary changes in the workforce of the academic profession.
CITATION STYLE
Lee, J. J., Cheslock, J., Maldonado-Maldonado, A., & Rhoades, G. (2005). Professors as Knowledge Workers in the New, Global Economy. In Higher Education: Handbook of Theory and Research (pp. 55–132). Springer-Verlag. https://doi.org/10.1007/1-4020-3279-x_2
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