STRUGGLE for HEGEMONY AFTER MAIDAN: the ROLE of UNIVERSITY FACULTY in UKRAINIAN EDUCATION REFORM by Roksolana Mashkova Submitted

CEU eTD Collection

In partialIn fulfillment ofthe requirements for the degree Masterof Arts of T HE S TRUGGLE FOR R OLE OFOLE Department ofSociology Social and Anthropology Supervisors:

U E Central European University NIVERSITY DUCATION

Roksolana Mashkova

Budapest, Hungary

H Submitted to EGEMONY AFTER

2015 By

F R

ACULTY EFORM

p p

rof rof

Prem Kumar Rajaram Don Kalb

M U AIDAN KRAINIAN

CEU eTD Collection id existing the of keywords the redefines only and conservative, remains reform the to resistance the them, pro al of lack the to due that, finds It claims. their attitudes offaculty are members influenced byideologies the which they and use to support make costs minimize and benefits their maximize to solely However, quo. status the strong, the mor especially those which threaten their interests. It also demonstrates that their resistance is the more austerity. general of current the against go to fails, mostly but tries, which reform, controversial highly a in faculty - Europeanism, Europeanism, used by the government to justify austerity cuts and by the professors to oppose Keywords university of role the investigate to opportunity an provides Ukraine in reform Education eology, e their position is threatened, and the more their well T : without he present research research present he hegemony, policy, education, bureaucracy, university this research does not treat those who resist as rational actors rational as resist who those treat not does research this

transcending it.

finds

Abstract

that ternatives to the hegemonic modernist discourse of of discourse modernist hegemonic the to ternatives i

the faculty members faculty the ; instead, it investigates how the actions and and actions the how investigates it instead, ;

- being depends on maintaining

tend

to resist the changes, changes, the resist to , who act act who , CEU eTD Collection Bibliography Conclusion ChapterImplementation:Faculty 3.The Resistance of Role Contestation and inReform Chapter 2. Education andofMaidan Reform theAspirations Chapter 1. Prehistory Education inUkraine ofthe Reform Introduction Contents 3.3. Findings Initial3.2. assumptions 3.1. Case design and methodology 2.3. The towardsand shift “competitiveness” “efficiency” rhetoric inEuropeanization 2.2. The ofEuropeanizationas modernist discourse thekey tolegitimacy 2.1. How protesters policy became makers 1.2 1.1. 3.3.4. Quality Conte and Europeanization: 3.3.3. Deregulation or Re of Resistance Failure3.3.2. Communication and Reliance Mechanisms onHierarchies as Bothand Causes 3.3.1. The case ofcanceling subjects mandatory . Protest campaign

Education inUkraine 1920sand 1990s between

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CEU eTD Collection neoliberalism and the left, particularly in post in particularly left, the and neoliberalism between conflict contemporary the at light shed can inequalities, social justifies and 174), (2002, them and by shaped simultaneouslyis interestsredefine by theconcepts which reform. thekey are to struggling tosupport used the contest professors the demonstrates, research my will that actions their of effect aggregated the is Ukr it since implementation, of reform of membersoutcomes the shaping faculty in role key the a play universities, group, latter The research. field my during interviews and observation on based group latter the of beliefs the and representatives, their by statements of analysisThe faculty. university the of and austerity, of proponents the of government, the in reformers the of reform, the of project the developing in participated who groups the all of ideas the between conflict of implementation are and contested by mostly administrators unpredicted of the reform. compromise between different groups of active stakeholders. As a result, its outcomes at the stage subjectivity” “neoliberal conservatism), as well as the general trends in world education (“audit culture” austeritytowardsorientedmeasur is country the is reform other every when time the at reform liberal culturally and democratic The analysis of the struggles for hegemony around Ukrainian education reform, which which reform, education Ukrainian around hegemony for struggles the of analysis The My thesis will focus on the ideological struggle surr E uain eom n kan i a nqe ae f n tep t ipeet social a implement to attempt an of case unique a is Ukraine in reform ducation

the discourse and ideology of the first three groups is based on the publicthe on based is groups threefirst the of ideologyanddiscourse the —

see Gill 2009), distort the original reform project, which wa which project, reform original the distort 2009), Gill see es. The situation in the country (war, austerity, onset of culturalcountryof the onset austerity, (war, in situation The es. selves shape the “practical activity”, as Kate Crehan puts it it puts Crehan Kate as activity”, “practical the shape selves Introduction be be the reform in practice (Lipsky 1980, Chapter 2). As 2). Chapter 1980, (Lipskypractice in reform the - socialist countries after such social upheava social such after countries socialist 1

ideas of the reform according to their group their to according reform the of ideas

ounding the reform, which reflects the —

see Shore 2008;

s itself a a itself s ainian ainian ls as as ls

- CEU eTD Collection to the historical context of the case and is divided into two sections. In section 1.1, the history of of history the 1.1, section In sections. two into divided is and case the of context historical the to Th significance. its and problem research the introduce I introduction, (Gramsci 1957,181 proven is refuted, counter significant of lack for keywords, hegemonic the redefining by terms, own its on reformers the of th because conservative, remains resistance their that I by reformgreat positions. extent than toatheirrather conclude shaped ideological, structural, is the to employees university of resistance the that conclusion the to me led and determinations, them directly. However, what I observed countered my assumption about the primacy of structur impact which problems the about position structural same the in those of opinions of uniformity by caused is conservatism this confirmed that the role of the faculty in the conflict is rather conservative, and that, to some extent, findings My now. until themselves reformers the by shared indeed, assumption, the universities; burea on be must focus my implementation, its of failures the explain was myassumption to order that,in athe reformon ofitsimplementation, researcher as stage foresaw the r and progressive, as it saw I 2013), (Gorbach times Soviet since changed hardly level, legislative pre the in project, reform the creating a student campaign for education reform (see section social a as particularity its in only not originates however, reform, education the in interest My Maidan. - democratic project, implemented in neoliberal environment, but also in my participation in participation inmy in also implementedbut inneoliberal environment, democratic project, - The paper consists of the Introduction, three chapters and the Conclusion. In the the In Conclusion. the and chapters three Introduction, the of consists paper The hegemonic projects. Thus, the original sociological explanation, although not completely althoughnot explanation, originalsociologicalthe Thus, projects. hegemonic esistance it to in the conservative bureaucratic forces. As a result, when I approached by the evidence to be in need of “political” augmentation, in Gramsci’s terms terms Gramsci’s in augmentation, “political” of need in be to evidence the by - 182).

the structural position of the informants, as demonstrated by the the by demonstrated as informants, the of position structural the - Maidan times of relative welfare state, which, at least on least at which, state, welfare relative of times Maidan 2

1.2) as a student union member. As a part of eir claims contest the hegemonic discourse discourse hegemonic the contest claims eir e first chapter is dedicated dedicated is chapter first e ucratic hierarchy of the the of hierarchy ucratic al al CEU eTD Collection and thetheoretical andpractical ofthe implications presentare research indicated. summarized, are findings the conclusion, the In data. the of aspects the to according subsections, orientation. Section 2.4 extensively presents the findings of the fieldwork, and is divided in ethnographic data. Section 3.1 describes the site, the data collection design, and the methodological hi around discourse and the influenced “Europeanization” feature which reform, post the 2.2, section of In “modernization”. promoters the by produced discourse th project; reform the implementing started and office to came Education of Ministry the of officials current the when 2015, spring to 2014 February from period the of events the covers 2.1 Section society. Ukrainian in change of context wider the in The second chapter concerns the events in education during Maidan and after it, putting educ 2011 background deve this for point starting a briefly;provides narrated is 1990s to 1920s from Ukraine in education higher mass - 14 is described, a left

- leaning social movement which produced the project of current reform.

loping the case. In section 1.2, the student protest campaign of of campaign protest student the 1.2, section In case. the loping hr dcto i epand Te hr catr rsns the presents chapter third The explained. is education gher - Maidan context of austerity is outlined and the way it it way the and outlined is austerity of context Maidan 3

e section highlights the key terms of the the of terms key the highlights section e

to four ation CEU eTD Collection seen as servants public similarlyto schoolteachers. serving thestate, concer primary the was commissariat, and the “quality” of it education was not an issue at the time; the faculty of the Institutes were higher to access the Thus, education. of content the than rather students, for accommodation and rations, food stipends, about were proc study the disrupted freshmen the of preparedness low the that complained who professors the of requests background,upon class regardlessof admission, forcriterionkey the be to admitted was onl was It 45). 2012, (Ryabchenko course the taking for preparation of criteria the meet not did who admitted were candidates the sometimes and strict, not was examination admission the background; proletarian of candidates accordi out carried was 1937 until period the in institutes Soviet to admission The skills. practical to primarily oriented was it reason, this for literacy; universal rapidly the industria provide to was period this in institutions education higher of aim The Republic. providingfor than socialstudents,rather supportresearch. as structured mechanisms (admission) were rationing around also primarily designed but agencies, state professionals, bureaucratic producing in needs state’s the served only not historically,most that, demonstrates It university. of model Humboldtian the to compared it of specificity the indicate 1.1. Ukraine Reformin Education ofthe 1. Prehistory Chapter ess (Ryabchenko 2012, 47). Moreover, the primary concern of education policies at this timethis at policies education primaryMoreover,of the concern47). 2012, (Ryabchenko ess

Mass higher education in Ukraine was established in 1920s by Ukrainian Soviet Socialist Socialist Soviet Ukrainian by 1920s in established was Ukraine in education higher Mass T 1990s and 1920s between inUkraine Education lizing society with specialists, as well as to provide teachers to implement the goal of of goal the implement to teachers provide to as well as specialists, with society lizing his section aims to narrate the history of Ukrainian mass higher education briefly, to briefly, education higher mass Ukrainian of history the narrate to aims section his

Ukrainian universities originated as bodies of the state, and for this reason this for and state, the of bodies as originated universities Ukrainian y in 1937 when the examination of the candidates knowledge knowledge candidates the of examination the when 1937 in y 4

ng to quotas, with preference to to preference with quotas, to ng

n for education education for n

and CEU eTD Collection happened to large extent for the reason that private universities started to emerge, as well as as well as emerge, to started universities private that reason the for extent large to happened expansion The 88). 2015: (Tkachenko aged significantly and percent 10 by decreased population 2.4 already were there 2008 by Ukraine after 1990 continued to expand: while in 1990 there were 0.9 million students in Ukraine, for research. d resources and time have to position, university their to parallel Science of based on teaching hours. Some of my informants, for example, occupied a position in the Academy considered the primar is teaching today, Ukraine in Still, 2015). (Samokhin ideas scientific their implement to way a as scientists prospective for seen usually not are Science of Academy the in positions that little f quality research of deterioration the and funding, of lack to due basis materialcatastrophicits the despitedeteriorationof primary institution, the scientific as Science and thenumber 2015,86). offell technologies three by more new (Tkachenko than times same time, between 19 the at USA; the in than engineers of diplomas with people more times six were there 1974, by large (La education higher some had who 15, than older people 1000 per 125 or people, million 23 already was it 1989, by and 1959; and 1939 between million 8.3 to 1.2 from rose USSR in education higher unfinished or full with people of number - scale scale inflation of higher education diplomas, which can be seen from the following numbers: Contrary to the stereotypes about transition, the access to higher education in independent independent education the access in Contrary higher about to transition, to the stereotypes of Academy the instead, institutes; educational Soviet of task a not was science Doing rap was education higher to access the period, Soviet the During was established for this goal. Ukrainian Academy of Science exists until now and is seen isseen nowand exists until Science goal.Ukrainian Academy of this established was for

y function of the university faculty, and their salaries are calculated primarily 65 and 1978thenumber of65 innovationsper one engineer fell by twotimes,

ilo; n te xaso hpee i te eid hn the when period the in happened expansion the and million; 5

ne 2015, 59). At the same time, there was a was there time, same the At 59). 2015, ne or the reason that its staff is paid so paid is staff its that reason the or dy xadn. The expanding. idly edicated specifically specifically edicated

CEU eTD Collection underfunding and war. situatio economic the despite postponed, be cannot and urgent is education higher Ukrainian in reform the that said questionnaires) to replied who those of two but all and interviewed, the oppose who which I am in investigating this paper, the need for resistance the met and launched been has reform the when now, Even overdue. long considered campaign the commonsensically acknowle their raise to standing. names their in university of title the included eagerly institutions other 2013); th see to tradition its of proud too was it because Technical University of Ukraine “Kyiv Polytechnic Institute” solely to fit the state’s requirements, fieldwork was called simply Kyiv Polytechnic Institute doing was I where university The Administration. and Management of University National or Aviation, of University National Technology, Food of University National like names with a state byfundedthe fields, started turning into “universities”, since the institutions with “university” status were better limited in only education provided previously that institutions the of many 1990s, in addition, educati higher devaluing to led also Russia in process similar candidates who could not pass the exam to get a free state becaus e access to education in public universities by paying tuition increased the chances of those education, higher of quality deteriorating and diplomas of devaluing the Moreover,

this particular this Against Degradation of Education of Degradation Against nd got more state more got nd

reform. The overwhelming majority of my informants (all but one of one but (all informants my of majority overwhelming The reform. dged by Ukrainian society, contributed to the fact that by 2011, when - funded places for students; this bred numerous institutionsnumerousbred this students; for places funded 6

started (see section 1.2), education reform was was reform education 1.2), section (see started e name change as prestigious (NTUU “KPI” (NTUU prestigious as change name e some kind \ until until 1994; it changed its name to National - funded funded place in a public university. The on (Morgan and Kulikova 2007). In 2007). Kulikova and (Morgan on of reform is admitted even by those

my my n, CEU eTD Collection Shmatko 2011). In short, their claims were framed wi In were their 2011). claims Shmatko short, future the in want they system education the about idea control over education. As anarchists, they were the only of the three groups who had at least some of centralization the of indignant theywere movement, syndicalist will a As increase.constantly places free for accepted not were who students those for fees tuition the that possibility state in cuts of prospect former government in 2011 reflect their the political position. As a union, they were most concerned with bythe proposed law draft the about dissatisfaction of points their and union, student published in2011 re on as well as observation, my on positions other of those and vision sideline theirof education,toimpose competed own and oftheir they thefuture vision (FRI) Initiatives Regional 2011: January the documentthe reform regulating isthesubject ofmy which research. stat a become to promoted and movement by whichwas,the bill, supported another,ineffect, “progressive”led tothecreationeducation of the new Higher Education Bill proposed by the former Yanukovych’s government, and eventually 2014. Thebetweenmovement theperiodand movement in early for 2011 1.2. Protest campaign campaign Protest Priama Diya, since Ukraine in law education the around campaign the of motors the were groups Three I n this section, I will describe the origin of the education reform from the student protest student the from reform education the of origin the describe will I section, this n groups. As a participant of the movement, I base the outline of the three groups’ three the of outline the base I movement, the of participant a As groups. raa Diya Priama - 2013. of which I was a member until I graduated in

- fund . Each of them had a different claim different a had them of Each . Against the Degradation of Education Degradation the Against d ta i, re o te n ue) lcs n nvriis ad the and universities, in places user) end the for free is, (that ed “iet Action (“Direct e policy document right after Maidan. This same bill is bill same This Maidan. after right document policy e ”), ”), 7 -

reading of the bulk of the articles which they they which articles the of bulk the of reading

Vidsich th a socialist project in mind. However, it is However, itis inmind. project th asocialist — the idea of “libertarian education” (see education” “libertarian of idea the “ih Bc”, and Back”), (“Fight - making strategy, which reflected reflected which strategy, making

2013,

is an anarcho med as to an opposition

in 2011 onain of Foundation - syndicalist - 14

state CEU eTD Collection Minister of Education was pro Minister ofEducation was What distinguished them from other gro westward time same Ukraine for particular popularacceptedas supportand legitimaterepresentatives inpolicy be movement of the publ the of the law draft in governmental offices. However, their elitism and disregard for engagement with public, who can speak the language of power, and, as such, participate in the official deliberations decision sourcesof formalist legal analyses, but it was the most successful in getting the members of FRI closer to the their of inaccessibility the about concerned so not and power in those to appealing three, all of then the to 2011a) personally actors powerful some to and bodies scru to was strategy the First ofEducation. Deputy Minister lef them of most humanities professors of struggle, Kyiv the into professors university engage to managed who their wider claims stick. It is also worth noting that emphasis the impose to managed they Consequently, public. in explicit framework ideological wider their rarelymade and demands, conditions” “labor and economic with comfortable most felt they that remarkable Vidsich The ic, as well as the lack of wider idea of future education, prevented them from gaining from them prevented education, future of idea wider of lack the as well as ic, Foundation Foundation of Regional Initiatives areyouth a organization with an inclination for a blend of “nati - - president Viktor Yanukovych (FRI 2011b). This strategy was the most elit most the was strategy This 2011b). (FRI Yanukovych Viktor president making. The air of legal expertis legalof air making.The pulously analyse the proposed legislation, and to appeal to the governmental the to appeal to and legislation, proposed the analyse pulously - oriented, progressist, and utilizing “anti utilizing and progressist, oriented, on the accessibility of education on the whole campaign, but failed to make to failed campaign,but whole the on education of accessibilitytheon — nationalist as any other representatives of this political trend, but at the at but trend, political this of representatives other any as nationalist - - Mohyla Academy; one of these was Inna Sovsun, who later became Russian, and his reform “neglected the role of Ukrainian “neglected andRussian, theof reform his role language ups of actors was their concern with the fact that the then

( FRI 8 —

Priama Diya rm h ha o te omns Pry (FRI Party Communist the of head the from ) are a left e let them gain trust as representatives of the the representativesof as gaintrust them let e - - colonialist” rhetoric against Russia. Russia. against rhetoric colonialist” liberal human rights NGO, and their were the only of the three groups onal onal democratism” - t making. - leaning ist ist -

CEU eTD Collection modernist social movement not only would not add anything our to understanding of their actions voice rather mundane reactive claims. Fitting their aspirations neatly into the abstract idea about a mo used they Instead, claims. their make to ideology strategies can fit into this or that theory of modernity, none of the groups explicitly used modernist “first modernity” (Beck, Bonss and Lau 2003, 4 of description their in Lauand Bonss byBeck,e.g., theorized, “modernityasclassic package”,of nation the Finally, 34). 2012, Comaroff and (Comaroff desc Comaroffs the what with line FRI of project legalist The modernity. with associated 120) 2005, (Cooper ones)” (good such as pathos democratic radical En of spirit the (in education mass of role social the emphasises it way of project socialist The modernity. of theoreticians different by fundamentally different. fighting were they what not because the groups that led the campaign could only agree on what they were fighting campaig the acknowledgement, this despite However, from. degrade to much not was there so with, begin to good so not was education Ukrainian that 2011 of campaign whole impos and Education” of Degradation the “Against title the with up came who ones time, same the At audience. target educated presuppositio 2013). (Vidsich process” education in All t All hese three projects can be called modernist in different senses of the term, proposed proposed term, the of senses different in modernist called be can projects three hese ns, because they felt the resonance with the views of the majority of their young their of majority the of views the with resonance the felt they because ns,

- 13. The other two groups at first disliked the title, pointing at the fact fact the at pointing title, the disliked first at groups two other The 13. for — Ter oiie iin o te uue f dcto were education of future the of visions positive Their . it is modernist in a sense that it strives for “a set of attributes attributes of set “a for strives it that sense a in modernist is it ie n hi scin bu te jdcaiain f politics” of “judicialization the about section their in ribe Vidsich Vidsich - 6). 6). However, the fact is that, even though all these 9

most eagerly announced their ideological ideological their announced eagerly most

adopted a reactive position reactive a adopted re or less context less or re - building project of project building ws i fc, lot uey reactive, purely almost fact, in was, n Priama Diya Priama - lightenment), and in its its in and lightenment), specific terminology to to terminology specific Vidsich

is modernist in the the in modernist is —

is an example an is they were the the were they against ed it on the on it ed

falls in in falls , but

CEU eTD Collection distinguishesleadership thecurrent of groups theMinistryofEducationfromabove. the three 14 2005, (Cooper stick” claims their “make to rhetoric “Europeanization” modernist of use explicit the precisely is It contest. policy the won eventually one active less seemingly but words, and

would actually prevent us from explaining why not any of these groups but a a but groups these of any not why explaining from us prevent actually would

) that 9)

CEU eTD Collection the academic stipends to the level of the official subsistence cost, to limiting the teachers’ w something) “against” Education produced occupiers the factions, nationalist and socialist, liberal, less or more between debate heated a After Education. of Ministry the of Pedagogic University and including members of alliances allegiances whichthe shifted reform project. their and distorted impo to able be to order in Education, of Ministry the (which I describe in what follows), as well as the ascent of neo government Ukrainian by out carried currently assault neoliberal of context the in time, same support their claims, which resonated with major aspects of to the public discourse of Maidan. “Europeanization” modernist of rhetoric of use their to due contestation policy the in won their and groups other the eclipsing reform, the of proponents the embody to started and field, the in makers policy key the became Education, of Ministry the of leadership the up took eventually that group the of success Int change. of favor in resolvedfinally be years,to four debatefor heated a of center a been has which reform, education of issue the allowing level, ideological makers policy became protesters 2.1. How ofMaidan theAspirations and Reform 2. Education Chapter n eray 1 21, gop f tdns ld y h “tie omte” f National of committee” “strike the by led students, of group a 2014, 21, February On M aidan protest in winter 2013/14 changed the rules of the political field, at least on the on least at field, political the of rules the changed 2013/14 winter in protest aidan , which included all kinds — from online publication of raw accounting data of the Ministry, to raising to Ministry, the of data accountingraw of publication online from visions. The chapter provides evidence to the argument that this group group this that argument the to evidence provides chapter The visions.

of of proactive, innovative demands (not just reactive statements 11 h Ramp o Dvlpet f Ukrainian of Development for Roadmap The

Priama Di

se their agenda, was forced to make the the make to forced was agenda, their se ya

and - nationalism, nationalism, the new leadership of Vidsich his section, I try to explain the explain Ito try section, his

, occupied the premises

orkload

At the CEU eTD Collection ideological markers. The final project of the Higher Education Law was also elaborated by a group Roadmap 2011 of campaign the of activists the among interests teachers’ of representative Kyiv of professor former a Sovsun, Inna of leadership the accepted for his nationalist affiliations, all the participants of the higher e the reform explicitlyMinistry,provide the from althoughindependent Education of Degradation the Against (CSR) Soc for Center of experts the by education on texts the and Sovsun Inna deputy minister the by statements The education. higher of charge in on now from was who Deputy, the implement to Roadmap actors education the all ordered which decree first his signed Kvit Serhiy implement will they February 2014. They were granted the power directly by “the people”, under a strict condition that inthe lastdays of Ministry legitimacy,way, ofthe revolutionary bypremises theoccupiers under rhetoricmodernization examplesofhow educationworks and Europe. in on claims their of most based latter The Research. Society for Center called tank think a from the about said be cannot argumentation of the most public Which proponents of the education reform, a Europe. to comparison or modernization to appeal single the however, Significantly, 2014). (MON year per hours 600 to — Although not everyone was satisfied by the appointment of Serhiy Kvit, who was renowned The new leadership of the Ministry of Education was . However, in practice the control over its implementation was passed down to his First his to down passed was implementation its over control the practice in However, .

a think tank of which Sovsun had been a director while she was still a protester in the in protester a still was she while director a been had Sovsun which of tank think a was largely based on the res the on based largely was —

serve as theempiricalserve section. basisofthis The

Roadma p for Development of Ukrainian Education Ukrainian of Development for p earch by CSR, despite not repeating their pro their repeating not despite CSR, by earch apin n nt e a euy iitr ad which, and minister, deputy a yet not and campaign 12

s information and research support for for researchsupport and information s de facto ducation ducation campaign wholeheartedly Roadmap Roadmap

ele group group of education experts - cted in a direct democratic Mohyla Academy and a a and Academy Mohyla

was not backed by a a by backed not was . The new Minister new The . - 14. In fact, In 14. iety Research Research iety - European The The CEU eTD Collection of the protesters, who lacked the social and symbolic capital to equally participate in the high representation over of oppositional forces and deliberations the for government the by organized as groups such Moreover, contested. highly was education Ukrainian of future the of vision the Ministry, the of occupation campaign the when times the in then, But origins. grassroots its and procedure adopting democratic direct the aske ever tolegitimacy the key as Europeanization of discourse modernist 2.2. The International of Institute Relations of students the by demand on when 2015, May until up reformers the of side the on completely was 2011, since campaign the in participated who members older expected resistance by supposedly c the suppress and implementation its monitor to out set and Law the of adoption the in rejoiced group radical most the of members including activists, student of majority great againParliament the of front at aimed i decisions to a in particularinstitution the general students. assemblyand ofitsworkers most norms the make as to right well the assigning by as institutions education workload, of democratization teachers’ decreasing and stipends increasing as it. for of experts which originated in the movement, and CSR provided information support and expertise

The project included the norms which presuppose increased investment in education, such such education, in investment increased presuppose which norms the included project The T In June 2014, a smaller group of students, led by members of CSR among others, rallied in he question of what lent so much credibility to the new Law and its proponents was hardly d among the activists. The first and obvious answer would be that it was legitimated by by legitimated was it that be would answer obvious and first The activists. the among d they thecampaign thethreat engagedrestructuring in against the institute. of of gis te erdto o Education of Degradation the Against raa Diya Priama — this time not against but against not time this onservative educational bureaucracy. The union, especially its de de facto

ee istsid ih h wy h ofca council, official the way the with dissatisfied were 13

excluded excluded from legitimate decision

for a bomn, n eve and blooming, was a law a h euain eom sie the seized reform, education the project (seeproject The Stadny2014a). Priama Diya Priama - drn the during n making most

mportant

- level level

, CEU eTD Collection homogenous (the West). And it asserts that these different cultures are united by one th one by united are cultures different these that asserts it And West). (the homogenous as cultures) European different (the differentiated very fact in are what “represents Rest”, “the this of parts interchangeable and representative equally as in brought decades different in countries different in arrangements reform. favor in argumentspowerful most arethe level “European” educationto reform. Finally, comparisons to “European” system of education and aspirations to rise Ukrainian we her Ukrainianthe educationis proper one by chosen path the whether decide to authority higher as treated are experts European Moreover, to not only research more, but to present their “developed countries” is presented as absolute and primary necessity: “Ukrainian professors have one of the priorities of the EU” (Svityashchuk Integration2013a). into educational the network of higher of “internationalization because goal, primary a is systems degree academic constantly underlined localized in the West, most arrangements in developed countries. Importantly, modern education in this framework is spatially education the to to appeals modernist on based is project reform their in trust the that suggest and promoted, be resistance legitimately suppressed? toit should and acceptable generally is Law Education of version current the discussion, framed in l ekly Facebook reports that the “experts from European Council” expressed support for the the for support expressed EuropeanCouncil” from “experts the that reports Facebook ekly “European” education in this rhetoric is often treated as a mythical unity, with examples of Sov Inna by speeches and texts the of analysis The

— egalistic egalistic terms. Given these contestations, what made everybody agree that e.g., e.g., facilitating international student mobility via unification of credit and ly in Europe. The need to integrate Ukrainian education with Europe is

unity. It functions as Stuart Hall’s division between “the West” and and West” “the between division Hall’s Stuart as functions It unity. —

e.g., Innae.g., findsitSovsun necessary tounderline inoneof

results results on international arena better” (Stadny 2014b). 14

sun and CSR researchers allows to allows researchers CSR and sun

of various aspects of the of aspects various of education is education ing: the the ing: CEU eTD Collection Europe inthe welfares the with up catch to tries discourse the that demonstrates itself 1990s, in trendy became which which, according toCooper(2005, 117 world” the in sector educational the of for use reformers’ The 2013b). (Svityashchuk crisis financial world of consequences the analyse to allow presently not does unfortunately, which, 2010, until only available is educationfunding] acknowledged by author thesame inanother article, where she admits that“i is it fact, In education. European progressive defines innovations, neoliberal the not and model, of modern educat examples European the Thus, education. free for claim author’s the counter them of majority the EU member states” (Svityashchuk 2014); but there are currently 28 states in the EU, which means that “in systems 12education ofEurope, thereisno financial the universities of autonomy advocating article an In itself. Europe of countries many in reforms neoliberal have or being are which arrangements the to appeals often reformers education Ukrainian of version the in rhetoric modernist the example, For claims. own one’s support to upwith“themove, and West.” strive tocatch occidentalizing an in Rest” “the of category the into themselves put Ukrainians dichotomy, this that fact Thi they are all different from the Rest the from different all are they s mythical unity of “Europe” allows for manipulations with the concept to make it fit it make to concept the with manipulations for allows “Europe” of unity mythical s ion which we should aspire for are handpicked to prove that the social tate times, not theEurope times,ofausterity not tate cuts. in combination in - 118), is a word isafrom 1950s 118),

with government funding, a member of CSR underlines CSR of member a funding, government with ” (Hall 1993, 280; emphasis in the original). Only, in Only, original). the in emphasis 280; 1993, (Hall ”

term “modernization” to frame their claims their frame to “modernization” term

education fee for students of this countryeducation ofthis and students fee for

- 70s — instead of “modernity”, of“modernity”, instead nternational data [on

been replaced by by replaced been - democratic — CEU eTD Collection demand, raised the age of pension eligibility for special categories of population (those who, before million by the end of the year (ZIK 2015). beforeJust that, to severely reduce government spendings, including reducing spendings in education by UAH 300 loan; the transfer was accompanied by a memorandum, in which Ukrainian government committed On March 13, Ukraine received a transfer of $5 billion from the IMF as a first part of $17. 2014. 27, February on dollar per 9.985 UAH to compared dollar, US per 33.725 UAH at peaked protecti without at the meeting of Ukraine Ministry of Education even in nominal terms fell by 23 percent. Pri the budget and of percent the (Samokhin2014), another 9 inflation,fell by by percent indexed 21 perc 5.6 by cut was spending public the and time, first the sequestered was budget state Ukrainian 2014, 2, April On rhetoric. reformers’ the of shift the explain to order in detail, some in outlined opposite, their into turn aspirations rhetoric Europeanization in and“efficiency” “competitiveness” shifttowards 2.3. The ent (ZN.UA 2014). In 2015, the planned spendings from state budget in real terms, that is, that terms, real in budget state from spendings planned the 2015, In 2014). (ZN.UA ent Meanwhile, in February 2015, Ukrainian currency was let to float freely on the market, the on freely float to let was currency Ukrainian 2015, February in Meanwhile, for thestate budget. and allocate around UAH 95 million to military needs every Itday. is a heavyvery burden powers their reduced and bodies controlling public spending. We introduced new taxes, changed the regulatory policy, cut a number of reduce to order in percent, ten by officials state of number the reduced programs, benefit co system benefit the revised packages, austerity two adopted we country: the stabilize to steps of number a made we months, nine last the In H wvr i peet otx o sepn aseiy n kan, uh social such Ukraine, in austerity sweeping of context present in owever, n y h Ntoa Bn (NA 21a, n o Fbur 2, 05 is rate its 2015, 26, February on and 2015a), (UNIAN Bank National the by on —

EU Association December in 2014assuredthecreditors that

vn f gis te eomr’ il Te otx ms be must context The will. reformers’ the against if even 16

… We created National Guard from scratch scratch from Guard National created We …

on March 5, the Parliament, upon IMF mpletely, cut a number of social social of number a cut mpletely, me minister Arseniy Yatsenyuk - democratic

5 billion CEU eTD Collection not have a clear neoliberal intention, but was developed by a left a by developed was but intention, neoliberal clear ahave not to this tendency, the higher education law, as was explicated in sections 1.2 and 1.3, not on full a implement finally to determined is government the that clear human high index, Gini low leve highand index development with claim the supporting Ukraine, in neoliberalism of trace no is there that argue to credible was it yearsago two if and Ukraine. in therapy” without “shock because of objective crisis, but because of conscious govern the employer, employer allowing and the nottopay overtime thelike. ag collective of replacingprocedure, firing of simplification anti numerous includes which and 2011, since back hold to managed write, theParliament considering is theproject oftheLabor new Code, which labor activists have heating by 72 percent, and gas by incredible 280 percent in one day (UNIAN 2015b). Finally, after, on April 1, the tariffs for communal utilities soared: the price of electricity rose by 50 percent, the that sigha with admitted myresearch term the of middle the professors the legislation, this Following hryvnias). thousand of reachi place, first the in living dignified less or more for enough barely were universities who still taught and had not retired, were deprived of their “scientific pensions” (which 2 pravda (Ukrayinska percent 15 by pensioners working of pensions the reduced and earlier) retire could ruling, this By now it is clear that the economic situation of Ukrainians is disastrous, and not simply not and disastrous, is Ukrainians of situation economic the that clear is it now By 015). As a part of these innovations, the elderly professors of Ukrainian of professors elderly the innovations, these of part a As 015). — at a faculty meeting, the dean of the department which was the focus of of focus the was which department the of dean the meeting, faculty a at l of redistribution in favor of the poor (Gorbach 2013), now it is it now 2013), (Gorbach poor the favorof in redistribution of l

week before he had to sign eight resignations. Not long Not resignations. eight sign to had hebefore week 17

ment policies, which have been dubbed reements by one by reements - en masse en liberal coalition which included which coalition liberal - fledged IMF SAP. Contrarily Contrarily SAP. IMF fledged

- labor measures, such as such measures, labor hastily retired right in right retired hastily - sided documents by documents sided ng at most a couple couple a most at ng ly ly does as I CEU eTD Collection reforms which were designed to increase investment in education ended up justif up inended education investment increase to designed were which reforms the case, this in welfare; social providing and needs substantial to attending up ended deregulation, and 2 in (Collier Russia reforms” wave 1 re the example, For stakeholders. the of some for harmful In Europe. in state welfare Keynesian of remnants the from drawn examples than other ideologues, and examples of state ingeneral, and the of with the official discourse tune more in is thatit so discourse, adjusttheir claims, hadits to frame able be to order in Education, of Ministry the Thus, loan. their receive and demand IMF’s post of wave second colonialist” pro the and dominant, became defensive patriotic the East, the in war the of start the and annexation Crimea with Maidan, after immediately standing; equal less or more had still other the on strand “patriotic” the end of Maidan protes By violence. police from defendants as themselves presented who groups, militant the to thanks support wonpopular who nationalists, tothe Euromaidan, name the under theprotest who started pr the from drifted hegemony the itself, Maidan During politics. Ukrainian in groups powerful more with alliances forge to had Education of Ministry which require investment andaim toincrease access norms numerous includes therefore and democrats, social to anarchists from spectrum political a

The situation in question presents a case opposite to what Collier described in his book on “second on “second book in his described what Collier to opposite a case presents question in situation The In this context, the Ministry’s rhetoric based on Westernization turned to a different choice In however, context, this inorder tobe able toimplement atleast of some the reforms, the —

anti

this version, it can easily can it version, this -

Soviet and anti and Soviet enter anenter alliance withpatriotsand neoliberals. - Soviet transition, aimed to justify the au the justify to aimed transition, Soviet ts, ts, “pro

011) 011) - - uoen icus tasomd no o te n hn, “anti hand, one the on into, transformed discourse European European”, “democratic” strand on the one hand, and nationalist, - — Russian Russian

in Collier’s case, neoliberal reforms, instead of marketization insteadof marketization reforms, neoliberal case, Collier’s in — be be 18

used to legitimize the innovations which can be be can which innovations the legitimize to used rhetoric, and, on the other hand, a discourse of discourse a hand, other the on and, rhetoric,

to education o - European intellectual groups of youth, of groups intellectual European - licensing of all the universities and universities the all of licensing trt esrs ae o satisfy to taken measures sterity 1 .

ying cuts.

discourse discourse - CEU eTD Collection intelligence”. In effect, as the analysis of their texts below demonstrates, technocrats “aspire to to “aspire technocrats demonstrates, below texts their of analysis the as effect, In intelligence”. “pretend to use science”) in bureaucracies successfully contested the intellectuals’ “monopoly over ( wrote Bourdieu as Thus, Stadny2015). and Sovsun Stadny2014a; 2015; (Kvit proponents reform the of rhetoric the in learn to unwilling or ignorant as labelled post turn a indicating fewer, becoming and are legitimacy popular to Bonneuil references while 2012), Levidow (cf. reform the of proponents the by publication every nearly in abundant are and financial aid for stu “efficiency” of name the in as well as name, its in made are sacrifices many expectedly, quite quality; education of criterion canhigherbe inother caused…education institutions” professors findwork (Kvit 2014). the of words: “[Closing some higher education institutions] does not mean that any social tension will example, offering thelaid when it will be very difficult for them to find a new job. The Minister of Education, instead of, for diplomas fake with deal to have not will society the and provide, institutions these education of quality many benefit fact in will move this While completely. of more field some into the merge to to or switch education, and professional status their change to either institutions education higher some cause will universities, fewer much havecountries” “developed that and “outdated” Ukraineis in colleges, implied in the new Law and legitimized by the claim that the wide network - oiia tcncay A te ae ie te aut ad nvriy diitaos were administrators university and faculty the time, same the At technocracy. political Another example of such rhetoric is a widespread us widespread a is rhetoric such of example Another —

at the same same the at dents (see Stadny, i Solodko Svityahschuk References 2014). to “experts” time, many employees may be laid off in the time of economic crisis, economic of time the in off laid be may employees many time, - off workers a safety package, just dismissed the problemaoff w safetypackage, the workers dismissed just —

from the abovementioned restructurings to reshuffling of funding of reshuffling to restructurings abovementioned the from 19

ucsfl ntttos o t su down shut to or institutions, successful —

students will not be misled about the about misled be not will students e of the term “competitiveness” as a a as “competitiveness” term the of e 1991, 655), technocrats (who (who technocrats 655), 1991,

of universities ith a ith couple

to CEU eTD Collection avoid solving urgent problems, how to better organize the study process. Low process. study the organize better to how problems, urgent solving avoid at situation “The minister: ( “leveling” Kvit) for are synonymous “post and “postcolonial” to opposed as “market”, and “competition” co are practice international to references the article, so the justify can “abroad” or Europe to appeal the how entitled Educatio of Minister the by article an is “competition”, with “modernization” left behind” (Stadny 2014a). b live to start changes will the for ready are who Those constant reforms. the be with will compliance and success implementation of to monitoring key “The “modernize”: to want not do who those of exclusion self of level the on even post by supported and shared 80 aspect “agonistic” the ignore to structured is reform the that reveals values common uncontested supposedly as “efficiency” and “competitiveness” on emphasis recurrent the stakeholders), of groups various of representatives include will which Highe Education, of Quality the Ensuring for Agency National as such bodies governing new creating 1991, 666). manageme to politics reduce - 0) Te oens pto, obnd ih cnmzn za bcue f h war the of because zeal economizing with combined pathos, modernist The 107). One particularly illustrative piece of such rhetoric, associating “Europe” and and “Europe” associating rhetoric, such of piece illustrative particularly One For example, although the reform is praised for its innovative deliberative democracy (e.g., We Need Change: Content and Tasks of Education Reform Education of Tasks and Content Change: Need We

- censorship. The ad The censorship. y the new rules more quickly and easily while those who aren’t will be will aren’t who those while easily and quickly more rules ynew the the market of education services will leave universities no chance to chance no universities leave will services education of market the

- (Bourdieu expertise” and competence by solved be to problems nt Maidan public opinion public Maidan zrivnyalivka vocates of the reform do not see a problem in the in problem a see not do reform the of vocates 20

). Competition must become fiercer, insists the insists fiercer, become must Competition ). —

silences any possible dissent, sometimes dissent, possible anysilences bnd ih setn te aus of values the asserting with mbined - called “unpopular measures”. In this this In measures”. “unpopular called of politics (cf. Mouffe 2000, 2000, Mouffe (cf. politics of (Kvit 2015); it demonstrates it 2015); (Kvit - Soviet” (these two epithets two (these Soviet” - quality university quality Sri Kvit, Serhiy n —

both r CEU eTD Collection h fc ta ter oens reoi o “uoenzto” o rsntd ih h hegemonic the with resonated now “Europeanization” of rhetoric modernist their that fact the government of Yanukovych. This change allowed the most consistent and dedicated liberals to use be had that forcesliberal the discourse Ukrainianpolitical with efficiency and competition. universit of those times, “Europe” for them and their supporters indicated academic freedom and high funding In compete. to call now they who those among were and education, in makers policykey the not in shift striking a Sovsu Inna by rhetoric the of comparison indicates This education. quality higher guarantees which competition, post to opposed as “Europe”, defines Kvit Serhiy profitable become must institutions education budget That anddoestoit.” contribute is, not instead ofremaining non public the from financing draws only therefore and anything, produce or grow not ‘does which “forces us to move even further. We have to reject the post Kvit, to according funding), state the use should they how decide to state the to it leaving (while t that means Law Education Higher the universities, which in the financial autonomyacademic of The success.” evaluating their not only by winners the chooses committee a when abroad, study to stipends for competition like more competit The GPA. excellent be must condition basic “The abroad: do they as just A’s, straight with students excellent the for only provided be should but higher, and B from grade average an with everyone to provided now are which stipends, for students amo competition be also must There field.” education Ukrainian from disappear to doomed is h porsit n European and progressist The ies (see analysis of Svityashchuk 2013b, 2014 above); now, “Europe” is associated associated is “Europe” now, above); 2014 2013b, Svityashchuk of analysis (see ies

- integration pathos of Maidan brought to the fore of of fore the to brought Maidan of pathos integration he universities can manage their revenues as they wish they as revenues their manage can universities he n and Serhiy Kvit himself in the times when they were were they when times the in himself Kvit Serhiy and n 21 —

obviously, as obviously, - Soviet Ukraine, as a space of beneficial beneficial of space a as Ukraine, Soviet en in opposition under the conservative the under opposition in en - Soviet Soviet attitude to education as the field

in Europe. Thus, in this article, this in Thus, Europe. in ion for this stipend must be must stipend this for ion - profit, as in profit, Union,Soviet ng ng

CEU eTD Collection second, because they larg policy the enter to necessary capital cultural and symbolic of lack for first, FRI among other they reasons,either because didnothave a clear agenda, their out carry to failed education, Ukrainian for struggle the in effort less no invested have might who actors, other The opinion. popular of leader a becomes it provide can whoever an required, most is change progressive of vision consistent a turmoil, social of moment the education. The fact that their program became so appealing toawider public demonstrates that in pu finally to and ideology, and Vidsich ), or did not have the resources to impose the vision they had (as had they vision the impose to resources the have not did or ), ely altogether grassroots of thestateinfavor rejected politics politics. sh for the innovations in the quintessentially modernist field of of field modernist quintessentially the in innovations the for sh

vision of thefuturevision ofeducation (as - aig il, and field, making Priama Diya Priama

), ), d CEU eTD Collection reac this that argue will I research, field my on based section, this In writers). the of status the on (depending media comments social media in or mass publicationsin anyaction indignant beyond howeve community; academic resistanceby is, fields of study for which diplomas can be issued. All these loud conflicts were caused by vocal representatives of the reformers on the topic of the reductions in the list of academic branches, that with cooperation in University National InstituteKyiv of InternationalRelations the of students lines, thesewrite I there was thedep indexed by Scopus or Web of science, working abroad and passing a foreign language exam; later, journals in publications included now which professor, and docent as such titles” “academic for BAleve at mandatorysubjects formerly otherand science political English, history, Ukrainian philosophy, of teaching mandatory of canceling was Education Law mission their as saw they what to down got the problems theinternally with displacedand professors whole finally students, universities, andContestation Resistance Reform Implementation: in ofFaculty Role 3. The Chapter in f h aaei cmuiy s asd n sae b to atr: is, hi group their first, factors: two by shaped and caused is community academic the of tion S ince December 2014, when the new Ministry of Education had finished with managing managing with finished had Education of Ministry new the when 2014, December ince — rivation ofthe elderlyrivation pensions; workingacademic finally, professors of their as

nearly every new move in education was accompanied by a scandal. First there raa Diya Priama tdn sniae r saig pbi deb public a staging are syndicate student

r, the resistance is quite peculiar, since it never led to led never it since peculiar, quite resistanceis the r, — 23

that is, the implementation the is, that

l; then, there were new demands for candidates for demands new therewere then, l; of the new Higher Higher new the of t wt the with ate CEU eTD Collection which are in turn are in which 2 faculty whichat of wasthe middle atthetime, turmoil namelyFacultyof Sociology the Law, and anywhere else (see details below). Taking advantage of the moment, I focused my attention than threatened more is position their that felt history and philosophy of professors the where maj a of midst the in were faculty one into compressedare it in humanities and sciences social the all and polytechnic, a is it Then, which the reformers in the Ministry come, and therefore are inclined to b in many other respects. Its workers and students see KPI as a rival to Kyiv abbreviation by related (heretofore Institute Polytechnic Kyiv Moreover, change. resist will structure its and inert very be will it that hypothesis initial my to appealed institution the of size sheer The 2009). populat student with Ukraine, of university largest the Institute”, Polytechnic “Kyiv Ukraine of University Technical National chose I members, 3.1. Case hegemony, andas bothassubjects recipients ofideology. structural position and conditions of work; second, their involvement in the struggle for ideological

In Ukraine, Universities are divided into faculties or institutes (both types can exist within one university), university), one within exist can types (both or institutes into faculties divided are Universities In Ukraine, 2 A ; it turned out to be very useful, since, exactly when I started my fieldwork, the humanities s a case for investigating the attitudes towards implementation of reform among faculty faculty among reform of implementation towards attitudes the investigating for case a s

methodology and design KPI, as it is usually called in everyday language) proved to be an advantageous site site advantageous an be to proved language) everyday in called usually is it as KPI,

divided into departments ( departments into divided

or conflict, which was all the more serious in a technical university, technical a in serious more the all was which conflict, or

kafedra

). 24

ion of approximately 30 thousand (Osvita.ua thousand 30 approximately of ion

e critical of the Ministry. - Mohyla Academy, from

on the CEU eTD Collection but situated in a provincial city; I also distributed questionnaires in mayopinions adversely affect them. since they were promised anonymity and, ind interviewees, the about provided is information other No problem. particular a in stakes their or department the within interviewee the of position the and opinions of correlation demonstratethe indica are “older”) and “middle” (“younger”, generation the and affiliation department the text, further the in quotes the after Accordingly, Faculty. Sociology of dean the e with 3 age, of professors (less than 35 years old, most without any “academic titles”), 8 with docents of middle professors’ rooms and outside the university. 10 the of interviews were with youngera generation in key my with conversations informal some had the Sociology faculty, a meeting of the department of Theory and Practice of Administration), and of collectiveacademic of meeting a and collective” employee “conferenceof (a purposesvarious facu monthly observedthree and attended Ialso interviewees; byrequestthe upon from toone 40minutes and a half hour long, which were 19of audio and recorded 4notrecorded Theory Administration. and Practice of of Science,and History, Sociologyand Philosophy, Political departments of its and, inparticular, Three of the interviews were with professors from a different university, also quite large, quite also university, different a from professors with were interviews the of Three cours the In lderly professors; one was with the chair of the Sociology Department, and one with one and Department, Sociology the of chair the with wasone professors; lderly e of the fieldwork, I carried out 23 in 23 out carried I fieldwork, the of e

eed, have reasons to ask for it, because some of their 25

formants and with random faculty members in members faculty random with and formants - depth semi depth another one of top - structured interviews, each each interviews, structured e, n re to order in ted, lty meetings of meetingslty - 3 Ukrainian CEU eTD Collection public bureaucracy, will have inertia and be biased in favor of status quo. This assumption was assumption This quo. status of favor in biased be and inertia have will bureaucracy, public assumptions 3.2. Initial enhancewith the findings andcase. improve ofthe it street of theory the put to order in 1998) (Burawoy method it, shapes which context historical specific the explicating also while investigation, thorough for case single a of choice The premises. own my question me made they cases other in and them, confirmed data my of rest the because interpretations, acce to tended I cases, some In narrations. or descriptions than rather interpretations provided themselves and sciences), social in trained those (especially reflexive highly were all thethree ofmyfieldwork. months on KPI, since I have a comprehensive understanding of this case, having been present there during focus special a with however, KPI, in out carried interviews the with equally analysis for data as attitudes in these other universities was similar as in the case I investigated. I will use these sour KPI of specificities wh check to responses questionnaire the and interviews 3 these used I departments). science social from 6 and humanities, from universities, the Kyiv University,National and received 20 replies (8 from science departments, 6 M The complexity of y assumption while I was starting my fieldwork w fieldwork my starting was I while assumption y —

whether its profile, location or status or location profile, its whether

interpreting these interviews lies in the fact that some of the informants

ether some of the patterns I observed were due to the the to due were observed I patterns the of some ether 26

allows to employ the extended case extended the employ to allows — as that the university structure, as a as structure, university the that as -

ee bracay o et ad to and test, to bureaucracy level and found that the distribution of distribution the that found and t their pt ces CEU eTD Collection worker stream of street univ by workarounds and hierarchies shed light on the mechanisms of resistance to reform implementation, described in in the next section. workload of problem the especially bureaucracies and the coping mechanisms which the professiona aspects, These routines. these disturb to attempts ever with coping of mechanisms of development the demandunlimited for andresulting them, between andand availability tensions quality of resources public limited between tension insuperable and immanent the (b) regulations; the Among features. street to attributes Lipsky which features defining of number a share Universities services. welfare and housing police, his in twice only universities public mentions xi) 1980: (Lipsky examples of list a providing simply by clarified definition a sanctions”, public of allocation the or benefits of dispensation the over discretion wide have Services Public in Individual the of bureaucracy, introduced by Michael Lipsky in his 1980 book was, by ineffect,bureaucracyall levels alsoopposed ofeducational asdraft. a law the from emerged which project, reform The Uk stagnationof the maintain pre in formed - In particular, in explaining such mechanisms of keeping back the reform as reliance on on reliance as reform the back keeping of mechanisms such explaining in particular, In this In diitao rltosi i te ntttos hc epo poesoas Important professionals. employ which institutions the in relationship administrator

- adn ie, hn h Mnsr ws lid ih nvriy diitain to administrations university with allied was Ministry the when times, Maidan - iuto, nvriis ol b cnetaie wti te hoy f street of theory the within conceptualized be could universities situation, level level bureaucracy literature which emphasizes not worker se features are (a) wide discretion, within limits defined by voluminous state voluminous bydefined limits within discretion, wide (a) are features se - level bureaucracies, and their behaviour can be explained by these these by explained be can behaviour their and bureaucracies, level rainian education in vested interest of all levels of this bureaucracy. this of levels all of interestin vested education rainian and briefly defined as “agencies whose wor whose “agencies as defined briefly and ersity administration, it is particularly useful to employ the the employ to useful particularly is it administration, ersity whole book, although focusing mostly on schools, schools, on mostly focusing although book, whole Against the Degradation of Education of Degradation the Against 27

- increasing workload, and resistance to any any to resistance and workload, increasing Street ls within them develop, do indeed - Level Bureaucracy: Dilemmas - client client relationships, but . kers interact and and interact kers isy himself Lipsky

service; (c) service; (c) campaign, campaign, - level level

CEU eTD Collection motivations motivations and exp post in that demonstrated data my contrary, the On actions. a particular society can be reflected in the worldview of street street by shared ideologi the that recognize to fails ethic also but administrators, service and professional 2011) the (2010; Evans highlights perspective. interactionist of use the to rather relates here “individual” to directed beyond are practicesand decisions routines whose actors, rational as them treats implicitly he Mostly, 10). Chapter workers’ the govern public which that acknowledging worldviews and motivations conscious subtitle, take not does bureaucracy street of theory The bureaucracies. within determinations structural by solely explained post new the in assumptions, foun I 3.3.3), and 3.3.2 subsection (see reform the resist to employed were mechanisms bureaucratic that and 3.3.1), subsection (see opinion of choice the determined rather thanstate front the with lie affiliations their therefore and worldview, and ethic professional research street and managers Tony Evans. Evans, who bases his work on Lipsky's theory, tackles the issue of relations between r epresentative of such literature is the book oee, lhuh oe f y bevtos eosrtd ht tutrl position structural that demonstrated observations my of some although However, Dilemmas of the Individual in Public Services,Public in Individual the of Dilemmas — maximizing

that the local managers largely come from the professional background, share the share background, professional the from come largely managers local the that - level managers(Ev lanations, as well as the struggle for hegemony, can be more important factors - ee wres n mks n bevto p observation an makes and workers level

their benefits (including personal job satisfaction) and mini and satisfaction) job personal (including benefits their

service staff share the biases of the general population (Lipsky 1980, 1980, (Lipsky population general the of biases the share staff service no con te i the account into - Maidan context the resistance to the education reform cannot be cannot reform education the to resistance the context Maidan ans 2011). Professional Professional Discretion in Welfare Services

elgcl oiain o te cos Dsie the Despite actors. the of motivations deological 28

Lipsky himself pays little attention to theto attention little pays Lipskyhimself cal conflicts or hegemonic ideology in ideology hegemonic or conflicts cal - level level bureaucrats and influence their - eouinr cnet ideological context, revolutionary articularly important for my my for important articularly - ee wres n local and workers level d that, contrary to my my to contrary that, d - mizing costs; costs; mizing line workers workers line (2010) (2010) by - level level CEU eTD Collection The interviews which I carried out in this period were largely about this controversy and those those and controversy this about largely were period this in out carried I which interviews The o decidingsubjects betaught whether should certain andtowhom.However, caused thisstep vocal in autonomy their exercise should universities on now from that and subjects, mandatory any H new the that was subjects mandatory cancelingfor justification The specialization. their of regardless university, Ukrainian subjectsall every thestudentsfor in mandatoryby whicha of previousprovided list Minister, the The unfolding. was controversy was time, the following: the Ministry some of Education issued fora Dec media the in present was and news national into reform The ofcanceling3.3.1. case mandatory 3.3. Finding reform demonstrated. is education the around conflict the for hegemony for struggle the of importance the and context, str these section, third the In reform. the resist to administrators and faculty university of alliance an by attitudes. In the second subsection, bureaucratic mechanisms are described, which were employed position structural the that demonstrating subgroups, different of interest material the on depending split attitudes the which in described come to the fore, and more particular group vested interest becomes subordin struggles political wider the situation, this In subjects. research the of behavior the determine to pposition pposition among some faculty members, in particular from Philosophy and History departments. W is situation the subsection, first the In findings. my present I section, following the In uctural determinations and coping mechanisms are put back into the wider post wider the into back put are mechanisms coping and determinations uctural hen I was just starting my fieldwork, the first heated debate, which brought education brought which debate, heated first the fieldwork, my starting just was I hen s

igher Education Law does not give the Ministry the power to impose impose to power the Ministry the give not does Law Education igher

nlecs h coc wti a ag o available of range a within choice the influences

subjects 29

ree to cancel another Decree ate to these struggles. - Maidan Maidan

CEU eTD Collection intelligentsia. of idea the of remnants the with overlapped ideology patriotic that indicating person, same the difficult for times single from Soviet vocabulary and substituted it with “comprehensively developed personality”), and not called be could what produce to is unconditionally mandatory, for one of two reasons Those older and more conservative believed that the subjects which transmit worldview should be of human cost: low of getrid helpwill believedthis and electivebasis, on humanities worl liberal more with those and younger Those age. with correlated mostly which stance, ideological and ( influenced reform. the towards attitudes of investigation for advantageous be to proved It reformers. the of part the autonomy and thefinancial discretion, limitations, and theformalism, ignorance and disregard on it with associated were which reform of aspects - minded specialists; or because the mission of universities is to produce patriots in these in patriots produce to is universities of mission the because or specialists; minded

( ( spongers are Ukraine in scientists and professors of majority the that think I but majority, the than better no am feeli emotional my it’s Maybe [...] easy. rather this take I subje the on opinions The Department younger Sociology, of gene i.e. ve wr oe t te osblt o poiig h non the providing of possibility the to open were dview

those who did not teach any mandatories anyway) varied depending on their age age their on depending varied anyway) mandatories any teach not did who those

the country. In fact, these two explanations werethe country.Inexplanations interchangeably often fact, these used two by darmoyidy t f h mmes f eatet wih ee o directly not were which departments of members the of ct intelligentsia intelligentsia ). [...] I probably have a bit liberal views in this sense. this in views liberal bit a have probably I [...] ). 30 ration

— (alth

— the extent to which to extent the

) either either because the mission of the university ough the informants did not use this word word this use not did informants the ough

ng about it largely, and maybe I maybe and largely, it about ng - quality courses, regardless regardless courses, quality

universities should have should universities - pcaie sbet in subjects specialized CEU eTD Collection translations of quotes byhim. quotes of translations 3 name of the sympathizing and layoffs of dangers the acknowledging while contrary, the on professor, sociology Another layoffs. This ledone sociology professor toconclude: cor to allocated hours teaching severein reduction to lead will it that grounds the on explicitly measure the opposed professors younger Some terms. materialist purely in but idealist, in not posed sometimes was problem the issue,

This informa This the social cutshigher ed in justify to law now Ministry, this usingthe unfortunately,That exactly is this. Iis it, seeas everything within the frame of these budget cuts. It seems to me that the key problem here, Ministry, The reduced… higher be for to spendings have the education that problem the of front in put was ministry The necessity. law this that think lack the account into taking it, optimize to tries but It seems to me that maybe now the Ministry just, in general, aims not to improve the system, dir not did who those among that is however, important, is What Hobbes in bed before going to sleep. Obviously, it’s not true. But beware not to throw the Reason Pure of Critique re to talented is everyone saythat these [mandatory] arehumanities a kind of social insurance for our Idepartments. cannot truth, faceBecause the letus you somehow. tosurvive you,and have we deprive tell us,] to hire them,to hire someoneyou tofire have someo we need more competitive employees for that, and it is also not easy to find them, not easy should commercialize, enroll more students, but this is not a question of one advantage” “competitive about talk to need they that understand I quality of education: quality of nt used a lot of English terms in his speech, which are marked by quotation marks in the by marks quotation which are marked in his speech, English terms a lot of nt used

with those affected, agreed with the necessity to cancel mandatory subjects in the in subjects mandatory cancel to necessity the with agreed affected, those with

—

in fact, a very good law good very a fact, in

ad hn hy al epy n oe ih hlspy n read and philosophy with love in deeply fall they then and , ucation. ( tell to medical or cybernetic students the essence of the of essence the students cybernetic or medical to tell Department of Sociology,Department of younger generation responding departments, which will, in turn, lead to lead turn, in will, which departments, responding 31

— upsdy codn t ti lw does law, this to according supposedly

it will be grinded by a certain practical certain a by grinded be will it of budget money. And that is why I why is that And money. budget of ne, and is it also not easy. [They [...] ectly have stakes in the the in stakes have ectly 3

and so on, that you that on, so and - day reforms, )

CEU eTD Collection opinions of those who have stakes in the problem are more strongly determined by this position position this by determined strongly more are problem the in stakes have who those of opinions pos structural their on depended problem certain an to which relation in stance chose ideological informant the hand, one the On outlined. be can opinions of distribution caused rather by t directly fact, in was, opposition their and philosophy, or history of professors as mission their in the philosophers and historia oppose the Ministry’s move, because their andsituation self or support either to afford could groups other of Members group. their of position endangered opini their that suggests departments, other in opinions members of departments affected by the new Decree, both young the and old, as opposed to variety all of of unanimity The subject. their of status mandatory the preserving in interest material raise to subjects humanitarian students teach to mission their of terms in opposition their explained departments these in generation subje the changed quickly losing their job, the interviewees, although admitting the danger, were reluctant to talk about it and of dangers the on focus to problem, the of aspect material the stress to tried I when Even jobs. predictably, none of them put the reasons for this opposition explicitly them but one young left and Histo This is not to suggest that their justifications were false were justifications their that suggest to not is This Contrarily, among the members of those departments whose central subjects generation ( background. general the need also we efficiency”, bathw the with out baby ry of Ukraine his belief than byInstead, their fear of implications ofthis their jobs. losing two )

- — leaning leaning historian were strongly opposed to the new Decree. However, less

were deprived of mandatory status, the response was unanimous: all of ct to ethical aspects of the problem. Both the older and the younger the and older the Both problem. the of aspects ethical to ct ns necessarily tookthestance. oppositional ater, because in order to have these growth points, “pockets of of “pockets points, growth these have to order in because ater, intelligentsia 32

and patriots, and avoided talking abou talkingavoided and patriots, and n wr cue b te objectively the by caused were ons - esteem does dependnot on the issue; Department of Sociology, younger Sociology, of Department —

they indeed honestly believed honestly indeed they in terms of fear to lose their

— to, n the and ition,

Philosophy t their their t CEU eTD Collection informant from sociology department, whose opinion was cited above, came to conclusion that the of students educationUkrainianand ofwar, harm aim todestroy Ukrainian and society by in times depriving malicious intentionally are reformers the that opinion strong a developed She anymore. ministry course inher university,and nowshe gave upon studies gender establishing in minister deputy first the with cooperate to used she how of story ( informants the of One reform. towards ofResistanceMechanisms Communication Reliance Failure and as3.3.2. Both onHierarchies and Causes conflicts in the explain to sufficient not is institutions of type certain within determinations structural the at looking that suggests This field. ideological wider by shaped is attitude their how investigate street the all to people helping and “altruism” of ideology similar assigned he However, 1980). (Lipsky conditions work their to adjustment their in important is security, and workload of terms in comfort their only not employee, public street about observation same the made Lipsky important. as do they what see they which in worldview, and concept max to demonstrates, do not act as purely rational actors, who calculate their andinterest act accordingly, consciously interest preserving ontheir thefaculty based in status; their as research members, my hand, other the On background). broader their with rathercorrelate opinions latter’s (thedistance from speculatethosewho of opinions the than imize their benefits and minimize costs. Instead, their attitude is mediated by their self their by mediated is attitude their Instead, costs. minimize and benefits their imize T he issue of mandatory subjects was for many informants a turning point i point turning a informants many for was subjects mandatory of issue he

implementation, atleast thetimes ofsocialintoday’s in like turmoil Ukraine. h aiiy o hn (ht s cneig hlspy n Hsoy. nte young Another History). and Philosophy canceling is, (that think to ability the - ee bracas hn e nitd ht esnl jo personal that insisted he when bureaucrats level

Department of Philosophy, middle generation middle Philosophy, of Department 33

their opposition to change, is not directly and and directly not is change, to opposition their that, because trustthe people shein does not the -

level bureaucrats, and did not go further to to further go not did and bureaucrats, level b satisfaction of a a of satisfaction b n their attitude their n ) told me a a me told )

- CEU eTD Collection to the universities in novel ways, such as policy officials’ engagement in Facebook discussions, discussions, Facebook in engagement officials’ policy as such ways, novel in universities the to Indeed,enoughout. effort their tofigurecommunicate ministry policies try hard the it does to implicat the misunderstood completely opponents ( this problem that we have to pu implementation mechanisms, and universities are left on their own and confused: “We really have develop to responsibility its from resigned Ministry the that said often informants The ground. the awareness of the situation on the ground, and poorly communica lacks addresses, and needs professors’ to unresponsive disrespectful, is Ministry the that claimed the change; responsi any towards hostility and effort invest to unwillingness the only not is distance Bologna reform. early in agreement present 2000s,and the generation ( another’s” to be’ to has it ‘how view minister’s one from turn Education must new… something to used get to have you now and something, to used got only You beneficial. not are reforms “Constant popular: particularly was attitude this questionnaire, the to responded l professors’ the complicating by existence reformthis absolutely is nothing new, another just group came topower trying and tojustify their danger of cuts, became suspicious of any innovation in education; an opinion was widespread that Others education. in measures austerity for justification a but was reform whole Department middlegeneration Sociology, of On their part, the propagandists of the reform in their texts recurringly claim that their their that claim recurringly texts their in reform the of propagandists the part, their On this for reason The reformers. and reform the from distance demonstrates view a Such bility also lies on the state administrators of the reform. Indeed, most of the informants the of most Indeed, reform. the of administrators state the on lies also bility . ay a cniut bten eom crid u i te ae f adju of name the in out carried reforms between continuity saw Many ). be be left alone for at least 5 years” ( ll ll ourselves up by our bootstraps, and it is not clear how to do that” ives. In Kyiv National University, among those who those among University, National Kyiv In ives. ).

Math Department, middle generation

ions of a particular policy and did not invest not did and policy particular a of ions

Psychology Department, older older Department, Psychology tes tes its rulings to people on the , realizing the realizing , ); “We just tet to stment CEU eTD Collection on theground, ineffect simply is communication torectors, and from that level down“it happens informant One members. faculty expression) English ackno the using it, put informants my of one(as file” “rankand the to onlythen and departmentchairs, the to deans the fromdeans, the to comm are which aspects those only know they instead, source; the from information the receive not do mandatories), canceling one the as Decrees such by confirmed only suspicions (the it from good or new anything expect and influence file” “rankorganization and ofthe oninstitutional neverbe will established. administrators, higher by made be to continue will decisions that arrangement, habitual expec not do they that stated simply part, their on reform, the of opponents The acknowledge are ofcommunication thatthemechanisms flawed: informa the follow and search to reform the about enough enthusiastic are who members) faculty youngest the (mostly those only in articles wledged that what seems to the Ministry officials to be direct communication with people people with communication direct be to officials Ministry the to seems what that wledged In effect, the middle and the older generation, who ar younger generation) ( faculty. the with work its at relations, public its at bad very is not have an understandin does also he that me to seems it and timeline, [Facebook] Stadny’s read I Stadny, Yegor with Sovsun, Inna with interviews articles, different from information draw I Personally in change, to how change, to what but something, change to will subconscious a is There [...] department. our at perceived is it how that’s factthe Ministry’smessage,but in isthis that think not Ido goaway. you, Cu sanctions!” sanctions, “Sanctions, one: only is Ministry the from down comes which message department,the our in that, me to It seems

Internet media, or such websites as websites such or media, Internet

unicated to them through the habitual channels channels habitual the through them to unicated g how everything beshould modernized. I think that the Ministry tion about it independently. These enthusiasts themselves themselves enthusiasts These independently. it about tion

what direction, the professors here don’t know. [...] [...] know. don’t here professors the direction, what http://osvita.gov.ua/ 35

ts, reducing wage reducing ts, e suspicious of the reform and do not

. However, their efforts reach reach efforts their However, . Department of History, of Department - rates, we don’t need need don’t we rates, —

t change in the in change t from the rector the from

CEU eTD Collection temporarily imposed by the government in January 2015, by increasing on paper the pay to those those to pay paperthe on increasing by 2015, Januarygovernmentin the by imposed temporarily sector, public in wages on cap the overcomes administration department’s their that me told innovatio the overcome to administration to pursue its interests. In the interviews, I heard numerous stories of workarounds by the university unintentionally) distorted information, but also the university hierarchy is empowered in new ways street the of most only not backfires; grassroots (cf. Niesz and 2013). Krishnamurthy r the implement to way only the be might cannot afford to process every request and deliver information to everyone personally, even if this it Obviously, 2015). Stadny and (Sovsun people (!) only20 Ministry the has in Education Higher IMF the suffered Ituniversity downthrough theuniversity butthroughand hierarchy. media staff also publications your on I’m that youknow but annoying, is it know “I say, to seems which news, the announces he when everything will be OK, I promise”); in other cases but slightly, only by the tone of the dean’s voice the (along it communicates who person the faculty the to officials Ministry the from way its on distorted is information that saw also I attended. I which meetings faculty the at counted, vote for unanimously” ( must we ideally, which, directives, us give only they discussed, really is nothing where meeting, anyway the same way as it was always happening, which means that we a eetees te eine n ueurtc irrhe fr omncto wt the with communication for hierarchies bureaucratic on reliance the Nevertheless, ra hands the when mentioned, she voting unanimous the seen have I side”. However, in fact, the Ministry simply cannot use any other ways of informing the the informing of ways other any use cannot simplyMinistry the fact, in However, side”. - moe ct o gvrmn sedn, n nw h sta the now and spending, government on cuts imposed Department History,generation younger of

ns and preserve the status quo. One of the interviewee interviewee the of One quo. status the preserve and ns eform in its full, as the creators of the law imagined it it imagined law the of creators the as full, its in eform ie o,“eaesrgln o ov hs u, but out, this solve to struggling are “We of, lines — 36

in some cases by direct negative evaluation by evaluation negative direct by cases some in - ee uiest wres rece workers university level ).

re re herded to some faculty ff of Department of of Department of ff ised were not even even not were ised v (sometimes ive CEU eTD Collection status quo,sidewiththe university and feelcontempt administration the in stakes have who majority, the professors, Other opportunity. an as movement current the univ self personal Since enthusiasm. of out teachers as work and money, earn actually to academia outside jobs other have they reason, this to m academicdepend jobs ontheir not do members faculty younger Many reasons. ideological for reformers the with side lose to talk tothe dean. in chair, department one chair; department their to talk should I that me told andare notcompetent, onthebasismoreover, thatthey refused me, simply totalk threeto people interviews, during illustration, an As hierarchies. on heavily rely themselves members faculty fact, In situation. job advantage their to reform the use the faculty, also demonstrates that the faculty members side namely freesubjects choice of for the students. Law, but, obviously, legislators expected everyone as as have Suchnegotiations, possible). many hours technically,are notagainst thenew letting (i.e. departments all of benefits the maximize to order in subjects, mandatory to dedicated teachin trade to departments other and department their between negotiations of those who used toofficially moreearn allows. Another thanthe interviewee cap methe told story littl earn who ersity jobs, they believe that Ukrainian education desperately needs to be reformed and see see and reformed be to needs desperately education Ukrainian that believe they jobs, ersity Only youngthe teachers precariousin status, without academic titles and having not much all with meetingsdepartment at discussed were which negotiations, of example latter The e (my interviewee being one of them) and making them give the money in cash to cash in money the give them making and them) of one being interviewee (my e

docents told me to address their department chairs, because they know better; better; know they because chairs, department their address to me told docents — ake a living, because the salaries in academiaFor are thesalaries toolow. a because in ake living,

either to preserve the status quo, or even improve their own own their improve even or quo, status the preserve to either -

sem n nt oe i ter rmr sae n their in stake primary their is money not and esteem completely different outcome of cancelling mandatories,

with their with their superiors in the attempts to

for the reformers.for the turn, advised me to to me advised turn, g hours formerly hours g

CEU eTD Collection h cl the they are poorly informed, still expect that this will worsen their situation evaluation, preparation for courses). However, on the one hand, many faculty members, given that 90 from workload teaching maximum of reductionthe is educationlawnew the of celebrated norms most the of one reformaddresses:actually the which problem urgent one is This significance. any of research doing mention to man to allows hardly workload their complained, informants my of every nearly As needs. their understand and values their share supposedly who administrators local of hands the into decisions make to power the trust to and “autonomy”, exercise to and fate Deregulation or 3.3.3. Re changing.its faculty, except for those wh workarounds which donotexplicitly break therules and soon that are used downthe toslow reform managers and front street in since subordinates, their of position the ordi rector the even and chairs, department the deans, satisfaction, security, statusandself Mini the of case in as anyway), them officials; their interest is not so much in efficient allocation of resources (which hardly depends on nary professors at some point, when their period in office expires; therefore they partially share ass time will be counted into these 600 hours, and thesis supervision and other similar similar other and supervision thesis and hours, 600 these into counted be will time ass After all, faculty members have substantial reasons to resign their right to decide their own state ratherthe subordinates their with affiliated also are part, their on administrators,The

- line workers is narrow (Evans 2011). As a o are disadvantaged the in current situation and expect to benefit from - Regulation: Autonomy, Regulation: Auditand Paperwork, Culture - respect (Lipsky 1980). Moreover, the university ranks — stry, but in maintaining their and their subordinates’ job job subordinates’ their and their maintaining in but stry,

0 to 600 hours per year (including supervisorship, supervisorship, (including year per hours 600 to 0 distorting information way onits down, coming upwith 38

- — level bureaucracies, there gap between local local between gap there bureaucracies, level

also teach, and most of them will become will them of most and teach, also

result, result, the bureaucratic mechanisms — age preparation for lectures, not not lectures, for preparation age

are approved by themajority of —

for example, that only —

the the

CEU eTD Collection time and energy to invest into participation in decision in participation into invest to energy and time degradin and wages low paperwork, workload, with to access decision of problem the listed professors Ukrainian of percent 15 only that fact the despite u is discussed most is which problem the Instead, it. with agree members faculty some even and convention, this follow to seems Ministry the fields; their in investment must go to f money nowadays that convention hegemonic the of because silenced are problems These p.m. 5 to a.m. 9 onlyfrom up moved elevators,which buggy and ceilings leaky toilets, smellywerealso no were buildings For the winter, in degrading. example, are work of conditions material the universities, Ukrainian prestigious most the of one and largest the KPI, in even observed, I As reform. the around discourse current the aresimp problems two These percent).(49 supplytechnical andmaterial bad and important) most as indicated percent (69 wages low include shows, survey CSR the as the Ukraine professors university of percent 45 by problems important most the among stated was 2013), suspilstva doslidzhennya (Tsentr CSR requireme the with cases increasing some in contrary, the on but, reducing not is this and do; to paperwork much too have research. wi still and breathe, to them allow just will this that say reduced, be actually will workload their that believe who those even hand, other the On not. will activities

reformers, at least as of now. Other problems which are most important for faculty members, members, faculty for important most are which problems Other now. of as least at reformers, One reason why it will not is that the faculty members, as virtually all of them complained, - making among three most important (Tsentr doslidzhen suspilstva 2013). The situation situation The 2013). suspilstva doslidzhen (Tsentr important most three among making

ight ight the intervention in the East, and conscious citizens must not be greedy and demand nts of the new law. Paperwork, according to the 2013 research by by research 2013 the to according Paperwork, law. new the of nts t heated, and the staff had to wear coats inside; there inside; coats wear to had staff the and heated, t - wide. However, this problem is not being treated by treated being not is problem this However, wide. 39

g conditions, leaves faculty members little members faculty leaves conditions, g - making and reform implementation, even implementation, reform and making ll not leave enough time to do to time enough leave not ll ly not addressed at all in all addressedat not ly iest autonomy, niversity CEU eTD Collection rankings: younger generation [ now, doing are you according to concrete results. Not the administrators [should be] asked about all this, but, just like but criteria, formal to according not be must control “The work: their of substance the evaluate generation middle ( Harvard” from students PhD into candidates and aspirants our turn won’t it ‘PhD’, to ‘candidates’ and ‘aspirants’ from name the change simply you “If members: external and quantitative control measures, and does not relate to things that really matt who recognize reform, formalistic, argue theneedistoo for superficial, thatit only imposesmore th many in suspicions rise year, innovations, such as decreasing to limit theupper mandatoryworkload 600 900to from hours per beneficial supposedly the even Education, of Ministry the of innovations the of wary be to habit a As ways. old in on going simply is everything that impression get for decisions. paid k they result, thelong theirif they in centrala problems run. wouldhelpsolve As participation believethatthis t s h lte ta hs o e hne (h pairs ad h in the generation and plagiarism (the changed be to environment), and not the former has (chasing the rankings). ( that latter the is high it of conditions the in use little anti of lack and opportunism of is analogues, Western resembles it although o quality the of evaluation criteriain quantitative formal to Orientation the members faculty the in maintains hierarchies on reliance Ministry’s the Meanwhile,

eep delegating their decision their delegating eep ) ). Many argued that the methods of contr of methods the that argued Many ).

). Others explicitly referred to such control mechanisms as citation indexes and the Ministry should ask the faculty]” ( faculty]” the ask should Ministry the

at they will result in layoffs or other complications. Even those Even complications. other or layoffs in result will they at - plagiarism control and independent expert environment. So environment. expert independent and control plagiarism - making power to the people who are responsible and and responsible are who people the to power making 40

Department of Telecommunications, of Department ol offered by the reformers can not not can reformers the by offered ol Department of Sociology, middle result of misinformation and a a and misinformation of result Department of Sociology, Sociology, of Department f faculty members, members, faculty f dependent expert expert dependent er er to faculty CEU eTD Collection of Estonian reforms during fiscal duringfiscal Estonian reforms of research her in clients with working regarding decisions of decentralization time, same the at but, funding, 4 standards. universal the of some preserved state the that wished even andhappen, to expected factin is deregulation that admitted informants the of some Indeed, councils. faculty the to responsibilities many transferring field, the reformers claim that the new LawEducation grants universities au contrary, the On field. this in new something not is authorities by audit constant so state, the by payexpectfor pay andthose it; whoare, somehow notsorespectable. supposedly, jobsthatshould so enthusiastic about their be must professors” “true because funding, increased require not does fact in reform that stating subjects, these become to ready were informants my of some indeed, And, themselves. manage for reward expect not do who 2009), (Gill subjects” “neoliberal enthusiastic on rely to and allocation, funding public of efficiency and accountability of name the in Science cont remote as neglect. The reformers claim that Ukraine must follow the “audit culture” tendencies to impose formalism, the efficiency as deprivation, and passing the quality assurance down to the universities resources of waste avoid to mechanisms formal staff university the idea that andmaintaining increasing the quality ofeducation should be left to the discretion of on premised is cuit allocation; resource in efficiency maximum on is focus primary administrators’ “audit as labelled west, the in processes the

Cf. Savi 2014, who found similar dialectic of increased centralization of making decision regarding regarding decision of making centralization increased of dialectic similar who found Savi 2014, Cf. Ukrainian academia has always been regulated by extensive universal standards, imposed standards,universal extensive by regulated been always has academia Ukrainian resemble ways own their in academia Ukrainian in processes the that hints quote last The rol according to formal criteria such as publications indexed in Scopus or Web of of Web or Scopus in indexed publications as such criteria formal to according rol

within a framework of “university autonomy”, but must be controlled by rather rather by controlled be must but autonomy”, “university of framework a within

crisis.

On the other hand, according to the new law, a new controlling new a law, new the to according hand, other the On

invest effort in reforming education without expecting without effortreforming education invest in 41

Te cdmc tf prev ti cnrl as control this perceive staff academic The . tr” Soe 08 Srten 00. The 2000). Strathern 2008; (Shore lture” tonomy andtonomy deregulates the

their efforts and can can and efforts their

CEU eTD Collection or the discontent they met among British faculty. British among met they discontent or the never men and Ukraineto follow, for examples as RAE the and QAA the praising 2015), June4, yet of as up but not website, their at published 5 to their values. requirements, so, as they are not affected, they can feel free to take a stance in this matter according majo from come study this in informants the of all perceived as “diploma factories” (e.g. Semkiv 2013), providing very low quality education. Again, been long have which universities small of closures the example, for justifies, completely my overwhelmin an for quality to appeal the contested, somewhat least at is autonomy university of value the While informants. my of one every virtually by supported was desired be Quality 3.3.4. Contested Europeanization: Claim and Terms and 2015, 16). (Graeber bureaucracy on book recent most his in it formulated wittily Graeber David as like”, mean a re might case this in deregulation the 2015), (Kvit market” the “on lose must and criteria the meet extensively audited and re 2000) Wright and (ShoreWright Susan and Shore Cris by analyzed Britain, in Management Public New under Agency Assurance Ministry the of independent formally and employers) notably, and, students professors, as (such groups stakeholder all of representatives created, was body

After I wrote this section, I had a chance to see a forthcoming article by a young CSR researcher (to be (to be youngCSR researcher a by article a forthcoming to see a chance had I section, wrote this I After At the same same the At -

regulation, “changing the regu

National Agency for Quality for Agency National time, the claim that the quality of Ukrainian higher education leaves a lot to to lot a leaves education higher Ukrainian of quality the that claim the time,

- licensed, licensed, and the Ministry officials claim that many are not expected to

5 tioning the New Public Management background of these institutions these institutions of background Management Public New the tioning . Judging from the current state of affairs, whe affairs, of state current the from Judging . latory structure in a way that I [in our case, the reformers]

—

42 Assurance in Higher Education, Higher in Assurance

bd wih togy eebe te Quality the resembles strongly which body a

r universities which will certainly meet all the the all meet certainly will which universities r - Making DevicesMaking

n universities are universities n consisting of the of consisting g majority of of majority g

CEU eTD Collection their own meaning to it and use it to use it astheir useto it ownmeaning it a claim and toit assign “quality”, keyword the redefine professors the up, sum To 2014). (Kalb time same the at forgot as overlookedthe neoliberal a wasand, abouteconomy, result, implem which project immersed in developing democracy and ensuring the triumph of liberal values that they completely case this in reform the of adepts The it. in resources total the increasing without education improve to allow can spending thoughtful and targeted efficient, that belief sincere rather but deception, a not again, is, it part the reform often use “quality” in association with “efficiency” to jus of proponents the while investment, without assure to impossible is quality that it, in investment employed Ministry: by the one Ukraine must be taught mandatorily, claiming that otherwise education without humanities will be oppose - ie; r o poe h Mnsr’ fraim n t insis to and formalism Ministry’s the oppose to or sided;

Some informants also mentioned that increasing quality of education requires more more requires education of quality increasing that mentioned also informants Some generat ( education. higher about diplomas receive only they education, higher receive not do mostly here people result, a as and, criteria, whi document For Europe… single a found in not have I reached but general, in is education higher about talking which are we example, goal the reach to but Europe, in as exterior some like is so that it this, this, this, do must we that declare to not mean I reach, to need we which aim the all, of specify,first somehow to havewe norms, new freedoms, these implement wewhen So On the other hand, faculty members also appeal to quality of education in cases when h Ministry the ion )

ch would specify the criteria for higher education, everyone has their own their has everyone education, higher for criteria the specify would ch — in Europe. I mean, our main goal must be not to form some kind of shape, be formmust notto I somekindofshape, in Europe.goal our mean, main

o eape t spot hi saeet ht hlspy r itr of history or philosophy that statement their support to example, for

resemble Polish politicians from Solidarność in 1989, who were so were who 1989, in Solidarność from politicians Polish resemble 43

Department of Telecommunications, younger Telecommunications, of Department - making for device tocompete hegemony. ta ohr esrs hn those than measures other that t tify cuts —

moreover, on their ented ented

they they

CEU eTD Collection been wrongly depicted bythe reformers: “Europe” has that straightforwardlyhe argues Moreover, mandatorya subject. be Ukraine should 2015). In this article, the author uses examples from “Eur titled Tereshchenko, Yuriy by article recent a at look a have us let example, random a take To reform. opponents the of statements public the of nearlyall in found be also can “Europe”) joining of value the reject to never (but means “Europe” what redefine to attempts the that however, new education bill, as as well i the around campaign the of participants the of eyes the in legitimate become to reformers current mass audience. theirfront only of in their argumentnot tosupport words, allowsone it universal ideology, shared by wider population and backed by the shadow of Euromaidan; in other because “qu writer wants to claim. Moreover, “Europe” has much stronger claim a or speaker a what on depending meaning of shades different attributed is and issues, education is “Europe” “quality”, as Just meanings). “USA”,“abroad”, “West” and which are used interchangeably with“Europe” toconvey thesame “quality” by both the proponents and the opponents of the reform Ministry of Education Functionaries Promised but Did Not Keep the Promise iity f dcto hd o tr a ytmc eom f ihr e higher of reform systemic a start to had Education of Ministry Ukrainiannation as well as USA, the andEurope of proc higher education, taking integrational into account European the specificities of of functioning of educational foundations systems the to according that, seem would It the allowed “Europe” to appeal modernist the how 1 Chapter in demonstrated have I is which keyword, another to links also above quote last The ality” belongs rather to a narrower professional discourse, while “Europe” comes from

n the eyes of the general public after ItMaidan. is most significant,

used constantly by both sides of the conflict around around conflict the of sides both by constantly used 44

ope” to support the claim that History of -

and state and — -

making making power than “quality”, namely, “Europe” (as well as - building, the leaders of the the leadersof the building,

colleagues, but in front of front of colleagues, in but strongly associated with with associated strongly uain n Ukraine. in ducation (Tereshchenko s in ess of the of CEU eTD Collection mytho and misuse of understanding their shared informants the of one Finally, funding. public receive should universities that argue to Cambridge as institutions such of example the using financing, defend mandatoryits their in discipline status: ofSome my used the concept informants of“Europe” for purpose thesimilar as Tereshchenko, to logization thereform: ofaround inthe discourse “Europe” netos ta w ae oig oad Erp. ( generation Europe. towards moving are we that intentions, jus is Everything [...] practice. European to law, new the to adjusting us is it say reformers and that] [the that’s Decree, it, cuts this makedecisions, cancel we like or suppos whichdenominator common of kind some to us bring must law this that think theymean, I lens. this through Law Education Higher the see they and opinion, this have colleagues Hu in as same the fixed standardized system. For example, in Germany is it the same as Poland, in in Poland of kind some is there EU, the in Europe, in that think to talked I who people the of Many Others used tooppose thepropo it scientists. the to this say you ( if direction, European and values European they done,discredit be shouldn’t things These requirement. EU an is it and here marriages gay perce 10 have must we that yousaid if assame the is it well, Europeanrequirements, are these that say To 10. to limited is it us for And percent. 25 to 20 have they people, h they Under what sign they do this reform? Towards European requirements? I’m sorry, but there (American)model, as educationalwell as thethorough str European about knowledge proper the neither state, the of specificity political internal ofHowever, vision unfortunately,one theya gets nothave complex animpression that do Department Philosophy, middlegeneration of ave 20 to 25 percent of humanities, in Sweden, in Lithuania, in Germany, I asked I Germany, in Lithuania, in Sweden, in humanities, of percent 25 to 20 ave edly exists in Europe. But in reality it is an imaginary thing. [...] Because these these Because [...] thing. imaginary an is it reality in But Europe. in exists edly )

ngary, and so on. In reality, this is a mistake. But I see that many of my my of many that I see Butmistake. a is this Inreality, on. so and ngary, nents of the reform inothernents aspects, ofthereform as ideas such about

)

Department of Sociology, younger younger Sociology, of Department

ategy ofreform.ategy

tified by good by tified nt of nt CEU eTD Collection discourse may be long. notso hegemonic transcending to it from distance the and successful, be also can itself hegemony of co a is there but polar, simply counter 114); 1977, (Williams hegemonic” the to tied practice in are contributions… and initiatives all nearly or “all it, put Williams Raymond as However, n does and publications), tools media same hierarchy, the (university uses paradigm, dominant the within resistance that is this of outcome the it; those who oppose the reform, hardly ever transcend the discourse and values of those who promote I which subjects mandatorycancelling with case the in as issues, specific around discussions in stance of choices their guides approach same mos keywords,these but to they Todothis, but alsowhenthey it. meanings they reform, oppose assign their own supportthe when cases in only not “abroad”), / “US” / (“West” “Europe” as such Ukraine, of west the and have which keywords the employ and ideology hegemonic the within arguments their support reform the of opponents the that demonstrate examples These tly do it implicitly and do not transcend the hegemonic discourse. The The hegemonicdiscourse.transcendthe not implicitlydo and it tly do

ntinuum between them. The contestation in terms of the keywords keywords the of terms in contestation The them. between ntinuum analyzed 46

in the beginning of this section. this of beginning the in t lo fr n atraie paradigm. alternative any for allow ot

nearly uncontested value in the north north the in value uncontested nearly - hegemony and hegemony are not are hegemony and hegemony In general, In CEU eTD Collection represented by such important figures for our case as the deputy minister of education Inna Sovsun and Ukrainian public is discourse limited to plain (asnationalism a reaction to war) and pro discourse. critique of neoliberalism, and one towards pr cases liberalism. Only two of the informants stepped outside this framework pro patriotism, ideology: hegemonic of aspects various of range a within ide these for choices of range the However, issue. particular a in person a of worldviews also depend on their structural position directly and conscio the For this reason, faculty members side with local administrators to design workarounds to preserve self their to threats position, which leads them to defend against the attempts to disturb their usual routines and against facul

status quo status anti ty of Ukrainian universities towards the reform in higher education. First is their structural their is First education. higher in reform the towards universities Ukrainian of ty hs iuto cn e xlie b te at ht h cocs f doois rsn in present ideologies of choices the that fact the by explained be can situation This the of attitudes the shape aspects two demonstrates, data empirical my of analysis the As - oit nolbrls. vn oeae social moderate Even (neo)liberalism. Soviet

. Second, at the same time, the actions of faculty members are in most cases not not cases most in are members faculty of actions the time, same the at Second, . - regard and job satisfaction, as well as satisfaction, job and regard usly directedusly by interests, butmediated their through their worldviews. These uti pten o dmnto i te ir stain the situation, micro the application of social movements. theory turns tobuilding social in domination of patterns sustain Once one highlights systemic forces and the way they cr Conclusion o - Soviet Soviet nostalgia; the rest stayed within the dominant 47

—

the more strongly, the bigger are the stakes - as against the danger of losing their job. their losing of danger the against as

eortc ocs r sac, although scarce, are voices democratic Michael 283) (1998, Burawoy - Europeanism, in some some in Europeanism, —

one towards leftist ological views lie views ological - European eate and

CEU eTD Collection any of the mainstream media in which the reformers and non their reformers which the in media the mainstream anyof with compete cannot and marginal is also popular articles, most its for readers thousand a of couple most ( JournalSocial Criticism of Commons: 6 percent 25 as norms such when year, academic next the from start will reform the of activephase The implemented. wereeconomy, budget connectedto emergency mostly measures, formulation of alternativeofreform. visions cou of absence in conservatism, and liberalism within struggle of limitation such texts; publishing why, despite all the controversy, the resistance of the opponents of reform goesnever further than hegemon the within waged is reform subjects demonstrates. The fact that the struggle around such controversial issues as the education mandatory canceling of case the as framework, same the within claims their justify to tended changed their rhetoric over time accordingly. It was also accepted b implementing austerity. a into Europeanism anti and Russian pro East, the in and Crimea in interventions Russian right when Maidan, during which the initial pro marginalized completely alter left explicitly mention to not tank; think CSR native her and

The critique of the education reform from an anti from reform education the of critique The nter - The education reform in Ukraine was just launched 10 months ago. So far, only the the only far, So ago. months 10 launched just was Ukraine in reform education The who Education, of Ministry the of leadership the by accepted was transformation This hegemonic public discourses, precludes any form of collective action, as well as as well as action, collective of form any precludes discourses, public hegemonic - wing groups gained legitimacy gained groups wing - oit aroim scn, h post the second, patriotism; Soviet

legitimation for cooperation with international institutions such as IMF and and IMF as such institutions international with cooperation for legitimation

Ti stain s asd y h dvlpet o Mia ad after and Maidan of developments the by caused is situation This .

- http://commons.com.ua European modernist aspirations were transformed twice: first, ic discourse by means of redefining keywords can explain explain can keywords redefining of means by discourse ic

as militants against police violence and then against against then and violence police against militants as

- austerity perspective is basically represented solely by by solely represented basically is perspective austerity 48

- Europeanism became intertwined with anti with intertwined became Europeanism - adn rss oenet und pro turned government crisis Maidan ). However ). - left opponents publish their texts. publish their opponents left y educational community, who , this electronic journal, with at with journal, electronic , this aie, hc ae almost are which natives,

of elective of

- - CEU eTD Collection whole. ideology hegemonic the to alternatives of transcending the reactive resistance, as implied by the present research, seems to be the promotion re of circle a in get trapped and reactive be to actions government’s to opposition the causes austerity, justifying for dominance of pro andopinions ideologicalclaims, analyzed oftheactual actors. and paper, practices inthis between relations the understand to order in observation, participant and immersion on based real the also but reform, the around battles discursive the only not investigate to research further to up is It possible. is hege the that show rights, student and accessibility on emphasis their to return and education in innovations the of Education originall were who groups the of one with 2015), May (in weeks recent of developments The implemented. be will others and candidates, professor and docent PhD, for requirements new the of application workload, the of reducing gradual subjects,

counter of lack the that suggests research This campaign, namely the - European progressivism with a patriotic tint, which is successfully used as a veil mony is weakening and that the emergence of counter of emergence the that and weakening is mony - life contingencies of its implementation. This further res further This implementation. its of contingencies life eiig h kyod o hgmnc dooy Te odto of condition The ideology. hegemonic of keywords the defining

Pryama Pryama Diya —

student student syndicate, starting to critically oppose some and not only in education, but in the society as a as society the in but education, in only not and 49

- y a part of the the of part a y hegem onic ideology in Ukraine, the total the Ukraine, in ideology onic Against the Degradation of Degradation the Against - hegemonic movements hegemonic earch should be be should earch

CEU eTD Collection Ashgate. UCP. America Africa isEvolving Toward Princeton: Princeton University Press. World.” ScienceStudies of dispute.” trade GMO the in expertise scientific of staging and mobilization The Know? 20(2): 1 Modernization: Problematic, Hypotheses and Research Programme”.

vn, oy 2010. Tony. Evans, 2005. Fredric. Cooper, 2012. Comaroff. L. John and Jean, Comaroff, Collier, Stephen J. 2011. Burawoy, Michael. 1998. “The Extended Case Method.” Bourdieu, Pierre.1991.“Universal Corporati LesBonneuil, and Christophe, Levidow. Does 2012.“How Trade theWorld Organization Reflexive of Theory “The 2003. Lau. Christoph and Wolfgang, Bonss, Ulrich, Beck, - Poetics Today 33.

, 42(1): 75 , 42(1): 12(4): 655 12(4): - rfsinl icein nWlae Services. Welfare in Discretion Professional 100. Colonialism in Question: Theory, Knowledge, Theory, Question: in Colonialism Post

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