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It argues contemporary intellectual work relies on collective institutions and support workforces rather than lone scholars.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-knowledge-economy-and-university-workers-raewyn-connell/594609/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-knowledge-economy-and-university-workers-raewyn-connell/594609.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central argument about modern university work?","Question",{"text":112,"@type":113},"Modern intellectual work depends on collective systems—workforces, institutions, and networks of cooperation—rather than lone scholars.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the essay explain the rise of technocracy?",{"text":117,"@type":113},"Technocracy gained force as science became militarily and economically important and as the workforce involved in producing and circulating knowledge expanded.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the essay claim the individualist model of the intellectual is outdated?",{"text":121,"@type":113},"Because knowledge is mainly produced and circulated collectively, through large teams, complex organizations, and extensive technical and administrative support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594609,1792192099,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nThe knowledge economy and university workers  \nRaewyn Connell  \nThis article is a condensed analysis of the developing sustainability crisis of Australian universities. It is based on an address to National Council of the National Tertiary Education Union, Melbourne, 3 October 2014. Thanks to all my fellow-members, who have kept my hopes for the modern university alive.  \nThe collective intellectual  \nThe modern idea of the intellectual crystallised at the end of the nineteenth century, in dramatic circumstances. Captain Dreyfus, a French army officer of Jewish background, had been framed by right-wing officers inan espionage case, and condemned by a biased military court to prison on Devil’s Island.When evidence clearing Dreyfus came to light, the army refused to budge. The injustice was denounced by a group of writers, most famously Émile Zola, triggering a political struggle that ran for years.The term‘intellectuel’was stuck on Zola and his friends by violently abusive right-wing commentators – the ancestors of Murdoch’s bloggers and columnists. Paradoxically it became a term of pride.  \nThe image of the intellectual created in that moment still has some vitality: a creative, radical individual who‘speaks truth to power’, who thinks publicly about large issues of society, justice or survival. Projecting forward, we think of Chomsky, Sartre or Solzhenitsyn; projecting backward, we think of Galileo, Marx or Tolstoy.  \nThat’s not a bad heritage to have.Butithasits limits,quite apart from the health risks of chain-smoking Gauloisesin Left Bank cafés. Most of the creative individuals who fit this bill seem to be urban, middle-class White blokes resident in Paris or, more recently, Boston. Uncomfortably  \nclose to the profile of social privilege; if not members of the one per cent, then at least their cousins.  \nExactly this point was made by another group of thinkers, beginning in late 19th century Europe, who diagnosed a connection between knowledge and power. The anarchist Bakunin was one of the first and most prophetic. But the Marxist Lenin produced the most famous version, designing a party of intellectuals as the vanguard of social revolution. His colleague Trotsky, who actually led the Bolshevik coup and created the Red Army to defend it, survived just long enough to see their revolutionary party become the entrenched elite of a police state.Trotsky’s bitter diagnosis became the basis of a whole genre of 20th century‘new class’theories, where intellectuals were seen as power holders, contenders for power, bearers of power/knowledge, or essential cogs ina new technocracy.  \nWhat gave force to the idea of technocracy was the rising military and economic importance of science, in the era of atomic weapons and automation, and a great expansion of the workforce involved in producing and circulating knowledge – researchers,teachers,technicians and knowledge-based professions of all kinds. Starting in the United States, higher education was transforming from a small elite concern to a mass education system supported by the state. By the end of the 20th century  \nvol. 57, no. 2, 2015 The knowledge economy and university workers Raewyn Connell 91  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nit was common to speak of a ‘knowledge economy’ and‘knowledge industries’. The size of the university system was now seen as a measure of any country’s modernisation, and metrics were invented for research output. New forms of competing and boasting appeared with them: atone university I have visited, there are specially-marked parking places for the cars of Nobel Prize winners.  \nThis could only happen because old forms of higher education had radically changed.The research university, invented in 19th century Germany and expanded in the 20th century United States, became the global model. By the end of the 20th century, information technology was turned back on the k","cbCaiixOxwyMd0Oa","https://ap.wps.com/l/cbCaiixOxwyMd0Oa","pdf",105272,"English","# The collective intellectual\n## From the intellectual to “speaks truth to power”\n## Knowledge and power: new-class theories\n# The university system and the knowledge economy\n## Research universities as global models\n## Digital databases and remote access\n# Collective production of knowledge\n## Non-academic workforce and divisions of labour\n## Cooperation as the core mechanism","[{\"question\":\"What is the central argument about modern university work?\",\"answer\":\"Modern intellectual work depends on collective systems—workforces, institutions, and networks of cooperation—rather than lone scholars.\"},{\"question\":\"How does the essay explain the rise of technocracy?\",\"answer\":\"Technocracy gained force as science became militarily and economically important and as the workforce involved in producing and circulating knowledge expanded.\"},{\"question\":\"Why does the essay claim the individualist model of the intellectual is outdated?\",\"answer\":\"Because knowledge is mainly produced and circulated collectively, through large teams, complex organizations, and extensive technical and administrative support.\"}]","The knowledge economy and university workers - Raewyn Connell | PDF",1792079487,13]