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\nMARCELA MOLLIS  \nUniversity of Buenos Aires, Argentina  \nIntroduction: the crisis of university identity  \nRecently in Argentina we were visited by the Nobel Prize winner for Literature, José Saramago, of Portuguese nationality, who attended the tribute to the well-known Argentine writer, Jorge Luis Borges (nominated numerous times by the Swedish Academy but never awarded the Prize) . Saramago, in the name of a community which is not valued on the stock exchange, criticised the effects of the neo-liberal economic model that affects our emerging countries. He was referring to the community of artists, writers, scientists, historians, poets, professors, integrated together as the tribe of sensitive souls.  \nIn this article I would like to present the other side of globalisation. I would like us to imagine that we belong to the tribe of sensitive souls, in order to share a fictional identity for the defence of different cultural meanings and civic democratic values. I will attempt to demonstrate how the agenda for ‘modernisation in higher education’ responds to interests of an economic rather than an academic nature, and aspires to eradicate an important identifying tradition: that of the humanistic professional, committed to the community and to democratic practices.  \nThe British historian Eric Hobsbawm (1989, 1998) wrote about the importance of traditions that perpetuate and form the basis for social practices, and strengthen social, institutional and family identity. In Argentina, democratic culture in what is called the ‘Reformist’ tradition was first practised in the universities, beginning in 1918. Unfortunately the subsequent history of Reformism in the universities was marred by the successive interruptions produced by military dictatorships. Notwithstanding, the Reformist Movement introduced Argentine and Latin American universities to a tradition that turned out to be exportable. The world witnessed the emergence of an intellectual personality that was learning to integrate professional and scientific training with civic commitment, critical thinking and pluralist autonomy. The Reformist tradition was grounded in university autonomy, free tuition, the role of the state as guardian of culture and the sciences, the training of the ruling class in public universities, and intellectual and disciplinary diversity. The French May of 1968 drew heavily upon Reformist inspiration.  \nAt the start of the 1990s, the traditional Reformist values came under attack, in biased analyses of Argentine higher education that were elaborated by agents with particular economic interests - the World Bank, the Argentine Industrial Union, the Bank Boston Foundation, SOFIA, FIEL, and other banking foundations. The Law of Higher Education enacted in 1995 attempted to modify some of the Reformist tradition. In questioning these developments, I do not seek to negate the evaluative culture as such, or oppose myself to the logic of incentives for scientific productivity. Rather, it is a question of defending excellence as the internal academic criteria, in addition to the external quantitative perspective of business interests.  \nIn Argentina, towards the end of the second millennium, cultural expression has been subordinated to the rules of the market. The State selectively finances what appears tobe ‘efficient’. For example, incentives are promised to faculty members on the basis of productivity indicators (although they are not paid, due to the lack of public funds for education) . A Fund for the improvement of Quality allocates resources where quality previously exists, provoking the so-called Matthew Effect: that is, granting more resources to those who already have the most.  \nThe crisis that is most dramatically affecting universities in my country is a crisis of identity. Why an identity crisis? The reforms pushed forward ","cbCaikIz31ZTta2o","https://ap.wps.com/l/cbCaikIz31ZTta2o","pdf",40604,"English","# Introduction: the crisis of university identity\n## Reformist tradition and its legacy\n## Economic interests versus academic criteria","[{\"question\":\"What is the central issue discussed about Argentine universities?\",\"answer\":\"The article centers on a crisis of university identity, driven by reforms shaped by economic interests rather than scholarly innovation.\"},{\"question\":\"How does the Reformist tradition relate to the universities in Argentina?\",\"answer\":\"It traces democratic culture in universities to 1918, grounded in autonomy, free tuition, state support for culture and sciences, and intellectual diversity.\"},{\"question\":\"What reforms in the 1990s does the article criticize?\",\"answer\":\"It criticizes reforms aligned with the World Bank and similar actors that promote efficiency, incentives tied to productivity indicators, and trends that push universities toward market-based entrepreneurial profiles.\"}]","The Americanisation of the reformed university in Argentina - Introduction | PDF",1792080993]