The Servitization of Australian K-12 Educational Settings

Amnesty International. (2019). Surveillance giants: how the business model of Google and Facebook threaten human rights. Resource document. Amnesty International. https://www.amnesty.org/download/Documents/POL3014042019ENGLISH.PDF. Accessed 8 December 2019. Australian Competition and Consumer Commission. (2019). Digital platforms final report. Australian Competition and Consumer Commission. https://www.accc.gov.au/focus-areas/inquiries-ongoing/digital-platforms-inquiry/final-report-executive-summary. Accessed 8 December 2019. Australian Human Rights Commission. (2018). Human rights and technology issues paper. Australian Human Rights Commission. https://www.humanrights.gov.au/sites/default/files/document/publication/AHRC-Human-Rights-Tech-IP.pdf. Accessed 8 December 2019. Berry, J. M. (2002). Validity and reliability issues in elite interviewing. PS: Political Science and Politics, 35(4), 679–682. https://doi.org/10.1017/S1049096502001166. Bhatti, A., El-Qawasmeh, E., & Tubaisahat, A. (2005). Using technology-mediated learning environment to overcome social and cultural limitations in higher education. Informing Science: International Journal of an Emerging Transdiscipline, 2, 67–76. https://doi.org/10.28945/811. Beer, D. (2017). The social power of algorithms. Information, Communication & Society, 20(1), 1–13. https://doi.org/10.1080/1369118X.2016.1216147. Biesta, G. (2009a). Sporadic democracy: education, democracy, and the question of inclusion. In M.S. Katz, S. Verducci, and G. Biesta (Eds.), Education, democracy, and the moral life. (pp. 101-112). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-8626-7_8. Biesta, G. (2009b). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9. Biesta, G. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education, 30(2), 141–153. https://doi.org/10.1007/s11217-011-9220-4. Baturay, M. H. (2015). An overview of the world of MOOCs. Procedia-Social and Behavioral Sciences, 174, 427–433. https://doi.org/10.1016/j.sbspro.2015.01.685. Cheney-Lippold, J. (2011). A new algorithmic identity: soft biopolitics and the modulation of control. Theory, Culture & Society, 28(6), 164–181. https://doi.org/10.1177/0263276411424420. Corbeil, J. R., Khan, B. H., & Corbeil, M. E. (2018). MOOCs revisited: still transformative or passing fad? Asian Journal of University Education, 14(2). https://files.eric.ed.gov/fulltext/EJ1207738.pdf. Accessed 8 December 2019. Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications. Creswell, J. W., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Thousand Oaks, CA: SAGE Publications. Deubener, J., Velamuri, V. K., & Schneckenberg, D. (2016). A typology of freemium business models for mobile applications. Twenty-Fourth European Conference on Information Systems (ECIS), İstanbul,Turkey Research Papers, 59, 1–20. http://aisel.aisnet.org/ecis2016_rp/59?utm_source=aisel.aisnet.org%2Fecis2016_rp%2F59&utm_medium=PDF&utm_campaign=PDFCoverPages Accessed 8 December 2019. Drucker, P. F. (1986). Management: the problems of success. Academy of Management Perspectives, 1(1), 13–19. https://doi.org/10.5465/ame.1987.4275874. Fuchs, C. (2015). The digital labour theory of value and Karl Marx in the age of Facebook, YouTube, Twitter, and Weibo. In C. Fuchs & E. Fisher (Eds.), Reconsidering value and labour in the digital age (pp. 26–41). Basingstoke: Palgrave Macmillan. Garcia, R. J. (2003). Ghost workers in an interconnected world: going beyond the dichotomies of domestic immigration and labor laws. Scholarly Works. Paper 658. http://scholars.law.unlv.edu/facpub/658 . Accessed 8 December 2019. Gray, M. L., & Suri, S. (2019). Ghost work: how to stop silicon valley from building a new global underclass: New York: Eamon Dolan Books. Hanson, J. S., & Howe, K. (2011). The potential for deliberative democratic civic education. Democracy and Education, 19(2). https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1018&context=home. Accessed 8 December 2019. Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. https://doi.org/10.1080/00131857.2018.1454000. Kemp, K. (2019) Concealed data practices and competition law: why privacy matters. UNSW Law Research Paper. No. 19-53. https://doi.org/10.2139/ssrn.3432769. Accessed 8 December 2019. Kenney, M., & Zysman, J. (2016). The rise of the platform economy. Issues in science and technology, 32(3), 61. https://issues.org/the-rise-of-the-platform-economy/. Accessed 13 December 2019. Khan, S. (2019). Beyond the Industrial Revolution education model: Sal Khan on training and skills in the 21st century. McKinsey & Company, January. https://www.mckinsey.com/featured-insights/future-of-work/beyond-the-industrial-revolution-education-model-sal-khan-on-training-and-skills-in-the-21st-century. Accessed 8 December 2019. Knox, J. (2019b). Postdigital as (re) turn to the political. Postdigital Science and Education, 1(2), 357–370. https://doi.org/10.1007/s42438-019-00058-7. Knox, J. (2019a). What does the ‘Postdigital’mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357–370. https://doi.org/10.1007/s42438-019-00045-y. Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers and Education, 145(10369), 1–17. https://doi.org/10.1016/j.compedu.2019.103693. Lingard, B., Sellar, S., Hogan, A., & Thompson, G. (2017). Commercialisation in public schooling (CIPS). Sydney, NSW: New South Wales Teachers Federation. https://www.nswtf.org.au/files/17251_cips_international_edition_finalv02.pdf. Accessed 8 December 2019. Marshall, P. D. (2015). Monitoring persona: mediatized identity and the edited public self. Frame: Journal of Literary Studies, 28(1), 115-133. http://www.tijdschriftframe.nl/wp-content/uploads/2017/08/Frame-28_1-Monitoring-Persona.pdf. Accessed 5 December 2019. Meadmore, D., & McWilliam, E. (2001). The corporate curriculum: schools as sites of new knowledge production. The Australian Educational Researcher, 28(1), 31–45. https://doi.org/10.1007/BF03219743. Mirrlees, T., & Alvi, S. (2019). EdTech Inc.: selling, automating and globalizing higher education in the digital age. Boca Raton, Florida: CRC Press, Taylor and Francis Group. Molnar, A. (2005). School commercialism: from democratic ideal to market commodity. New York: Routledge. Ong, B. S., & Grigoryan, A. (2015). MOOCs and universities: competitors or partners? International Journal of Information and Education Technology, 5(5), 373–376. https://doi.org/10.7763/IJIET.2015.V5.533. Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA: SAGE Publications. Pearson (2019) Pearson acquires Ed Tech company Lumerit. CISION PR Newswire. 4 November https://www.prnewswire.com/news-releases/pearson-acquires-ed-tech-company-lumerit-300950433.html. Accessed 13 December 2019. Polkinghorne, M., & Arnold, A. (2014). A six step guide to using recursive abstraction applied to the qualitative analysis of interview data. Discussion Paper. Poole, England: Bournemouth University. http://eprints.bournemouth.ac.uk/21367/. Accessed 13 December 2019. Polkinghorne, M., & Taylor, J. (2019). Switching on the BBC: using recursive abstraction to undertake a narrative inquiry-based investigation into the BBC’s early strategic business and management issues. SAGE Research Methods Cases, 1-20. https://doi.org/10.4135/9781526473134. Rennie, E., Schmieder, K., Thomas, J., Howard, S. K., Ma, J., & Yang, J. (2019). Privacy and app use in Australian primary schools: insights into school-based Internet governance. Media International Australia Incorporating Culture and Policy: quarterly journal of media research and resources, Online First 1-12. https://doi.org/10.1177/1329878X19828368. Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405–420. https://doi.org/10.1080/02680939.2015.1132774. Ross, D. (2019). SEEK makes big investment in global online learning platforms Coursera and Futurelearn. Business Insider, Australia, 29 April. https://www.businessinsider.com.au/seek-makes-big-investment-in-global-online-learning-platforms-coursera-and-futurelearn-2019-4. Accessed 13 December 2019. Sadowski, J. (2019). When data is capital: datafication, accumulation, and extraction. Big Data and Society, 6(1), 1–12. https://doi.org/10.1177/2053951718820549. Sant, E. (2019). Democratic education: a theoretical review (2006–2017). Review of Educational Research, 89(5), 655–696. https://doi.org/10.3102/0034654319862493. Schwandt, T. A., Lincoln, Y. S., & Guba, E. G. (2007). Judging interpretations: but is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 2007(114), 11–25. https://doi.org/10.1002/ev.223. Selwyn, N. (2016). Is technology good for education? Cambridge: Polity Press. Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Everyday schooling in the digital age: High school, high tech? London: Routledge. Srnicek, N. (2017). Platform capitalism. New Jersey: John Wiley and Sons. Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of Qualitative Research, 17, 273–285. Striano, F. (2019). Towards ‘Post-Digital’. A media theory to re-think the digital revolution. Ethics in Progress, 10(1), 83-93. https://doi.org/10.14746/eip.2019.1.7. Sultan, N. (2014). Cloud and MOOCS: the servitization of IT and education. Review of Enterprise and Management Studies, 1(2), 1-15. https://www.uos.ac.uk/sites/default/files/basic_file/CLOUD-AND-MOOCS.pdf. Accessed 8 December 2019. Sultan, N. (2019). The disruption and global implications of massive open online courses (MOOCs) for higher education. In N. Faghih (Ed.), Globalization and development. Contributions to Economics (pp. 201-215). Cham: Springer. https://doi.org/10.1007/978-3-030-14370-1_8. Tauqeer, M., & Bang, K. (2018). Servitization: a model for the transformation of products into services through a utility-driven approach. Journal of Open Innovation: Technology, Market, and Complexity, 4(60), 1–20. https://doi.org/10.3390/joitmc4040060. Thompson, G., Hogan, A., & Rahimi, M. (2019). Private funding in Australian public schools: a problem of equity. Australian Educational Researcher, 46(5), 893–910. https://doi.org/10.1007/s13384-019-00319-1. Tsai, Y.-S., Moreno-Marcos, P. M., Jivet, I., Scheffel, M., Tammets, K., Kollom, K., & Gašević, D. (2018). The SHEILA framework: informing institutional strategies and policy processes of learning analytics. Journal of Learning Analytics, 5(3), 5–20. https://doi.org/10.18608/jla.2018.53.2. van de Oudeweetering, K., & Agirdag, O. (2018). MOOCS as accelerators of social mobility? A systematic review. Journal of Educational Technology and Society, 21(1), 1–11. https://www.researchgate.net/publication/322732673_MOOCS_as_accelerators_of_social_mobility_A_systematic_review. Accessed 8 December 2019. van Dijck, J. (2014). Datafication, dataism and dataveillance: big data between scientific paradigm and ideology. Surveillance and Society, 12(2), 197–208. https://doi.org/10.24908/ss.v12i2.4776. Vandermerwe, S., & Rada, J. (1988). Servitization of business: adding value by adding services. European Management Journal, 6(4), 314–324. https://doi.org/10.1016/0263-2373(88)90033-3. Wachter, S. (2020). Affinity profiling and discrimination by association in online behavioural advertising. Berkeley Technology Law Journal, 35(2). https://doi.org/10.2139/ssrn.3388639. Waterson, J. (2019). Pearson shifts to Netflix-style subscription model for textbooks. The Guardian, 16 July. https://www.theguardian.com/media/2019/jul/16/pearson-netflix-style-rental-academic-textbooks. Accessed 8 December 2019. Williamson, B. (2016a). Coding the biodigital child: the biopolitics and pedagogic strategies of educational data science. Pedagogy, Culture & Society, 24(3), 401–416. https://doi.org/10.1080/14681366.2016.1175499. Williamson, B. (2016b). Digital education governance: data visualization, predictive analytics, and ‘real-time’policy instruments. Journal of Education Policy, 31(2), 123–141. https://doi.org/10.1080/02680939.2015.1035758. Williamson, B. (2017). Learning in the ‘platform society’: disassembling an educational data assemblage. Research in Education, 98(1), 59–82. https://doi.org/10.1177/0034523717723389. Yao, D. Q., Wang, Z., Mukhopadhyay, S. K., & Cong, Y. (2012). Dynamic pricing strategy for subscription-based information goods. Journal of Revenue and Pricing Management, 11(2), 210–224. https://doi.org/10.1057/rpm.2010.48. Yuan, L., & Powell, S. (2013). MOOCs and open education: implications for higher education. In Bolton: Centre for Educational Technology and Interoperability Standards. White Paper. (pp. 1-22). http://hdl.voced.edu.au/10707/284805. Accessed 14 December 2019.