Through the examination of knowledge artefacts, utilising an analytical metaphorical representation, the authors present an exploration of higher education. In this way, the exploration is depicted as a schizophrenic, dichotomic journey through the difficult discourse of knowledge, wisdom, and employability in higher education institutions. The article explores how the place and value of knowledge appear fractured in the higher education curriculum. Applying Root Cause Analysis, it is argued that the marketisation, commercialisation and commodification of higher education, with the resulting emphasis on economic value through the employability of graduates, has created unintended consequences in the sector. To insert employability initiatives, something has to give in the module structure so that everything can be fitted in. That ‘something’ is the sacrifice of wisdom within the deeper knowledge of a subject. The authors argue that the depth of knowledge has unintentionally been negatively affected by embedding employability. While some students position themselves strategically to use their education for their individual gain, others want to learn more deeply, and become anxious that they do not have the time to reflect on what they have learned. It is recommended that a deeper reflexive conversation must take place between all stakeholders in higher education if it is to have a future in economic terms.

通过对知识文物的检验，利用分析性的隐喻表示法，作者提出了对高等教育的探索。通过这种方式，这种探索被描述为在高等教育机构中艰难的知识，智慧和就业能力话语的精神分裂，二分法式的旅程。本文探讨了在高等教育课程中知识的位置和价值是如何破碎的。运用根本原因分析法，认为高等教育的市场化，商业化和商品化，进而通过毕业生的就业能力而强调经济价值，对这一部门产生了意想不到的后果。要插入可雇佣性计划，必须在模块结构中加入一些内容，以便可以安装所有内容。“某物”是在更深层次的学科知识中牺牲的智慧。作者认为，嵌入就业能力无意间影响了知识的深度。尽管有些学生从战略上定位自己，以利用自己的教育来谋取个人利益，但另一些学生则想学习得更深入，并感到焦虑，因为他们没有时间去思考所学到的东西。如果要在经济方面拥有未来，建议在高等教育的所有利益相关者之间进行更深入的反思性对话。有些学生在战略上定位自己，以利用自己的教育谋取个人利益，而另一些学生则想学习得更深入，并感到焦虑，因为他们没有时间去思考所学到的东西。如果要在经济方面拥有未来，建议在高等教育的所有利益相关者之间进行更深入的反思性对话。尽管有些学生从战略上定位自己，以利用自己的教育来谋取个人利益，但另一些学生则想学习得更深入，并感到焦虑，因为他们没有时间去思考所学到的东西。如果要在经济方面拥有未来，建议在高等教育的所有利益相关者之间进行更深入的反思性对话。