1974 Bachelor of History and Political Science, University of Melbourne;
1996 graduated from the university of Melbourne with a doctorate in education;
1993- 1998, lecturer and associate professor, Higher Education Research Center, University of Melbourne, Australia;
1998-2006, 1998 monash university as a researcher, in 2000, he was appointed as a professor and private lecture professor at monash university's school of education, and in 2000, he was elected as an academician of the Australian Academy of Social Sciences; In 2004, he was elected honorary research fellow of the British Institute of Higher Education.
2006-2065 438+03, Professor of Higher Education, Higher Education Research Center, University of Melbourne, Australia. In 2007, he became an Honorary Fellow of the Australian Education Leadership Council (FACEL). In 2008, he won the Woodward Prize in Humanities and Social Sciences of Melbourne University. In the same year, in 2008, it also published an article "Global Field and Global Imagination: Bourdieu and Higher Education in the World". Visiting Professor, Hiroshima University, Japan, 2009; 20 1 1 won the Adelaide Award for Outstanding Contribution to International Education at the Australian International Education Conference.
20 13-20 18, Professor of International Higher Education, School of Education, University College London;
20 14, visiting professor at the university of California, Berkeley, won the outstanding research award of the American association for higher education research in the same year.
After 20 15, he served as director of CGHE.
2065438+September 2008 Professor of Higher Education, Oxford University;
He is a member of the European College of Humanities, a lifelong researcher of the British Higher Education Research Association, and a researcher of the British and Australian Academy of Social Sciences. Simon is also the co-editor of Higher Education magazine.
Simon is one of the most cited scholars in the field of higher education research in the world. In his works, he borrowed and integrated a series of social science disciplines, mainly political economics and political philosophy, historical sociology and social theory. His research focuses on globalization and higher education, international and comparative higher education, higher education and social inequality. At present, I am studying the public welfare contribution of higher education, and I have completed a book with my colleagues on the influence of global trends on the high participation system of higher education.
Main works STEM: Australian education and public policy (1993), Australian education (1997), education market (1997), enterprise university (2000), international student safety (20 10), globalization and higher education. His representative works have been translated into Chinese: History of Education in Australia (2007), Education and Public Policy in Australia (2007), Power Structure, Management Model and Reengineering Model of Australian Enterprise Universities (2007) and Education Market Theory (2008), all of which are published by Zhejiang University Press. Four papers have also been published in China: Higher Education in the Global Knowledge Economy (2007), Why the Higher Education Market Doesn't Follow the Economics Textbook (20 14), The New Knowledge Empire in East Asia (20 14), The Master Plan of California Higher Education and the Success or Failure of Higher Education System and Its Significance to China (20654.000000000005
Among them, the most influential books are about the education market. The main content of this book is that the formation of a large number of markets in education depends on the specific economic and political discourse environment, that is, the deepening of competition in educational status and the rise of new right-wing and neoclassical means in management. In particular, market reform has winners and losers: those who support it are winners, and those who support it are also winners. The hierarchy, inequality, extreme competition and profit produced by the market are not accidental by-products, but the goals of market reformers. For them, the common interests in education are only the "by-products" of the main interests obtained by privileged individuals.