ABSTRACT
Changes in the field of higher education and science have been the subject of research and advanced theoretical considerations conducted in various scientific disciplines for many years, often in trans- and interdisciplinary areas. Reforming the university became the driving force of scientific discourse, i.e. on the one hand, a source of hope for improving the condition of science and higher education and on the other, a cause of disappointment. The dominant discourse promoted the pattern of higher education as an elite good, in which the presence of irrational masses constitutes a constant threat to society and its development. In the reformed university, an apparatus of knowledge-power relations has been created, absorbing knowledge about the population of students and academics, and introducing interventions at the level of individuals, groups, and institutions. In academic discourse, a responsibilized, enterprising university is also an oppressed university.
