The Salutogenic Management of Pedagogic Frailty: A Case of Educational Theory Development Using Concept Mapping

The Ecological Root Metaphor for Higher Education: Searching for Evidence of Conceptual Emergence within University Education Strategies

Recent research has suggested that Higher Education would benefit from the adoption of institutional models that relinquish ties to industrial thinking and associated metaphors. This long-established, market-led managerial perspective has been colonised by neoliberal values that work against education. A move towards models that have greater resonance with ecological thinking is considered to better align the institutional purpose with tackling the wicked problems of the current century and promoting social justice. This paper considers the role of root metaphors in promoting and maintaining an ecological perspective and asks if there is any evidence for the emergence of ecological thinking in institutional education strategies that might support the development of the imagined future of the ecological university. Qualitative document analysis suggests that the move towards the adoption of the ecological root metaphor will require a punctuated change that is not compatible with the typical incremental nature of change within universities. The incremental adoption of ecological terminology may trigger an increase in pedagogic frailty if the root metaphor remains linked to the neoliberal ideology of consumerism. The construction of strategy documents needs to consider how key concepts are related to each other and how they can portray a coherent image of the institution’s ambitions.