How democratic is higher education for sustainable development?

We wondered how ‘democracy’ was being used and communicated within the higher education discourse of ‘education for sustainability’, or ‘for sustainable development’ (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the concept of democracy within ES/ESD texts has evolved to suggest many meanings that in their entirety do not support our shared research mission towards ES/ESD. At the pens of ES/ESD scholars, democracy may have become one of Sartori's intolerably blunted conceptual tools.     

The pedagogy of higher education — Research problems

Until recently pedagogics has concentrated on elementary and secondary education. With the expansion of higher education it is important to apply the principles of pedagogic theory to higher education. Qualitative, as well as quantitative aspects should be considered. The aim should be to develop a system which is effective and adequate in terms of the needs of contemporary society.

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La pedagogie de l'enseignement superieur: Problemes de recherche

Résumé La recherche pédagogique s'est jusqu'ici attachée principalement aux problèmes de l'enseignement primaire et secondaire. L'expansion de l'enseignement supérieur exige aujourd'hui que l'on applique les principes de la théorie pédagogique à ce type d'enseignement. Il convient de prendre en compte aussi bien les aspects qualitatifs que les aspects quantitatifs de la question. Le but recherché devrait être de mettre en place un système efficace et adapté aux besoins des sociétés contemporaines.

     

How and why do students of higher education participate in online seminars?

Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.     

How stable is the stratification of higher education in England and Scotland?

This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for 1996–2010, the article finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status differences between sectors towards the end of the period. The main exception was a slight ‘upgrading’ of new (post-1992) universities in Scotland early in the period. There was little change in the association of institutional sector with social class, but in England the association with private secondary schools became slightly stronger and the association with ethnicity weakened.     

Implementation of quality assurance standards in European higher education: does context matter?

The vast majority of studies concerning the implementation of quality assurance in higher education institutions have been conducted from a national perspective, with few cross-national studies. This study aimed to explore the implementation of quality assurance standards in Europe from a comparative perspective. A questionnaire based on Standards and Guidelines for Quality Assurance in the European Higher Education Area was developed to compare countries. The results indicate that higher education institutions mainly formulate their quality assurance systems according to national standards or based on their own needs. The main emphasis in quality assurance is on teaching and learning activities and curriculum development. The major contribution of the study lies in showing how different country settings affect the implementation of quality assurance standards through presenting the strengths and weaknesses for quality assurance implementation among several European countries.     

The dynamics of ‘market-making’ in higher education

Abstract

This paper examines what to some is a well-worked furrow; the processes and outcomes involved in what is typically referred to as ‘marketization’ in the higher education sector. We do this through a case study of Newton University, where we reveal a rapid proliferation of market exchanges involving the administrative division of the university with the wider world. Our account of this process of ‘market making’ is developed in two (dialectically related) moves. First, we identify a range of market exchanges that have emerged in the context of wider ideological and political changes in the governance of higher education to make it a more globally competitive producer of knowledge, and a services sector. Second, we explore the ways in which making markets involve a considerable amount of microwork, such as the deployment of a range of framings, and socio-technical tools. Taken together, these market-making processes are recalibrating and remaking the structures, social relations and subjectivities, within and beyond the university and in turn reconstituting the university and the higher education sector.     

The value of non‐participation in higher education

The paper seeks to link the structural and the institutional to learning outcomes in order to articulate a research agenda capable of evaluating the impact of consumerism on learning and teaching in higher education. Consumerist mechanisms are situated in the context of quasi‐market and new managerial regulatory frameworks and concepts developed by Pierre Bourdieu are drawn on to establish a theoretical model of the uneven impact of consumerism across different types of universities. Empirical studies, conducted in a variety of national settings, are outlined to confirm the plausibility of the model. The possible interactions between first, changes in academic identity, teaching and the curriculum; and secondly, on student identities and their impact on teaching and assessment and their consequent learning outcomes, are outlined. Some important questions about the consequences for the labour market are also raised. The paper hypothesizes that attempts to restructure pedagogical cultures and identities to comply with consumerist frameworks may unintentionally deter innovation, promote passive and instrumental attitudes to learning, threaten academic standards and further entrench academic privilege. The paper concludes by outlining key areas that require investigation in order to address some of the problems posed by consumerism in a mass higher education system.     

European graduates’ level of satisfaction with higher education

In this paper we investigate satisfaction rates among young European higher education graduates with their tertiary level study. Ordered choice models are used to parse out those factors that influence study satisfaction, such as environmental factors, field of study, usefulness of study and other individual-specific characteristics. Results show that those graduates who were most satisfied with their course of study scored course content and social aspects very highly, while opportunity to participate in research projects and poor supply of teaching materials were among the main reasons for dissatisfaction with higher education studies.     

Who owns the curriculum of higher education?

The European University has passed through four main phases of dominance of the curriculum since its medieval origin. They are (1) priestly, (2) aristocratic, (3) professional, (4) democratic. Vestigial remains of (1), (2) and (3) are still with us and (4), the rise of student/consumer sovereignty, has implications which the British universities still fail to accept. We need universities for the scholarly few and higher education, pluralistically funded, for everyone.     

Who makes higher education graduates ready for work? The case of teacher education in Slovenia

This paper starts by focusing on the problem of students' transition to working life in the domain of teacher education. Second, it problematises the teacher educator concept. Particular attention is paid to the question of which professionals regard themselves as teacher educators, and why. Third, it presents young teachers' acquisition of working experience and their transition from education to work in Slovenia as linked to three processes: practical and developmental work in schools during studies, traineeship period, and continuous professional learning. The general findings indicate that teacher education, training and professional development are all characterised by a sharp division between the role of academics (transmitters of theory), and senior teachers (facilitators of teachers' practical experiences). In our findings we demonstrate that young graduates lack a well-considered and integrated acquisition of practical experience as they move from education to the labour market. The paper is concluded with a call for better understanding the role of academics in preparing graduates for the world of work.     

The gendered landscape of UK higher education: do men feel disadvantaged?

The landscape of UK higher education (HE) has changed significantly over the past decades. Key shifts relate to the changing gender balance of the undergraduate student body and to emergent gender gaps in retention and attainment. Men are now less likely to access HE, complete their degrees or achieve ‘Upper’ degrees. There has been minimal empirical exploration of men’s perceptions of the current gender patterning of HE, and none focusing on the extent to which they identify as a minority, or experience minority disadvantage, within this context. This study explores these questions via analysis of quantitative and qualitative data from 333 male and female survey respondents. The findings suggest that men do not recognise themselves as comprising a disadvantaged minority within HE, and that both men and women perceive that women face greater challenges because of their gender, both during their studies and in relation to post-degree life chances.     

Why is quality in higher education not achieved? The view of academics

Quality assurance is currently an established activity in Europe, driven either by national quality assurance agencies or by institutions themselves. However, whether quality assurance is perceived as actually being capable of promoting quality is still a question open to discussion. Based on three different views on quality derived from the literature – quality as culture, as compliance and as consistency – the current article sheds light on this issue by identifying the main obstacles to quality as perceived by Portuguese academics. The analysis reveals that academics tend to see those obstacles as essentially related to the view of quality as culture and especially with its structural component, including the design and functioning of institutional governance and management. Although this may indeed correspond to the Portuguese higher education institutions’ reality, one must not forget that academics tend to have a poor knowledge about the structural frames that are embedded in governance and management. By highlighting obstacles related to different views on quality, this study may serve as a base to the development of more effective quality assurance mechanisms.     

The changing pattern of higher education in England and Wales — The end of an era?

During the past twenty years great changes have taken place in British higher education. During the 1980s these changes have been even more noticeable, so that by the middle of the 1990s the pattern and the ethos of British higher education will be very different from that prevailing in the 1970s. Not only have there been structural changes but there have also been concerns about autonomy and freedom, accountability and appraisal in the face of government demands for improved management efficiency, restrictions on tenure and alternative forms of finance. This paper analyses these changes in universities, polytechnics and teacher education colleges and traces the growing intervention on the part of government. It also seeks to draw out implications for other education systems facing the same pressures. A glossary of abbreviations and acronyms appears on p. 301.

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Zusammenfassung Während der vergangenen zwanzig Jahre gab es in der britischen Hochschulbildung große Veränderungen. Im Laufe der 80er Jahre sind diese Veränderungen besonders deutlich geworden, und bis zur Mitte der 90er Jahre werden sich die Struktur und das Ethos der britischen Hochschulbildung von den in den 70er Jahren vorherrschenden stark unterscheiden. Es hat nicht nur strukturelle Veränderungen gegeben, sondern auch besorgte Überlegungen zu Fragen der Autonomie und Freiheit, Verantwortlichkeit und Beurteilung angesichts der Forderungen seitens der Regierung nach verbesserter Wirtschaftlichkeit der Verwaltung, Begrenzung der Amtszeiten und alternativen Finanzierungsformen. Im vorliegenden Artikel werden diese Veränderungen an Universitäten, Technischen Hochschulen und Pädagogischen Hochschulen analysiert, und es wird den zunehmenden Eingriffen durch die Regierung nachgegangen. Darüberhinaus wird versucht, Auswirkungen auf andere Bildungssysteme aufzuzeigen, die mit denselben Zwängen konfrontiert sind. Ein Glossar der Abkürzungen und Akronyme erscheint auf S. 301.

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Résumé Au cours des vingt dernières années, de grands changements sont intervenus dans l'enseignement supérieur en Grande Bretagne. Ces changements sont devenus encore plus sensibles durant les années 1980, si bien que, vers le milieu des années 1990, la structure et l'éthos de l'enseignement supérieur britannique seront très différents de ceux qui prévalaient dans les années 1970. Non seulement il y a eu des changements structuraux, mais on s'est également préoccupé d'autonomie et de liberté, de responsabilité et d'appréciation en dépit des exigences gouvernementales à l'égard d'une gestion plus efficace, d'une réduction de la période d'exercice des fonctions, et de nouvelles formes de financement. Le présent article analyse ces changements dans les universités, les collèges polytechniques et les écoles normales et décrit le rôle grandissant de l'Etat. Il s'efforce également d'en dégager les leçons pour d'autres systèmes éducatifs qui font face aux même pressions. Un glossaire d'abbréviations et d'acronymes apparaît à la page 301.

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Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament     

The use of cost-benefit analysis in funding continuing education: steering the fifth wheel?

This article builds upon recent interest in models of funding Continuing Education (McGivney 1990, Berrell and Smith 1996, Matkin 1997). It is based on an EU-funded project which examined inter alia current funding models for Continuing Education (CE) within four European Union countries - France, Ireland, Italy and Scotland. The article firstly discusses the breadth of CE. It then investigates the existence of funding models by examining the use of cost-benefit analysis (CBA) in determining course provision in the relevant countries. We argue that while costs and benefits form part of providers' everyday thinking, expression of CBA was generally implicit and never articulated in technical terms. We suggest that providers' value-systems, or ideology, militate against simplistic use of CBA. We conclude by returning to the question of models of funding CE.     

The recontextualisation of ‘quality’ in Australian higher education

In the education policy arena, the notion of ‘quality'as a mechanism for increasing accountability to stakeholders has risen to prominence in the 1990s, as part of the micro‐economic reform agenda of many national governments. This study analyses the way in which policy makers in Australian higher education have recontextualised the notions of quality adopted in other countries to reconstruct a uniquely Australian version. Further, the study analyses how this recontextualisation continues from the ministerial level, through the Higher Education Council (HEC), and then the Committee for Quality Assurance in Higher Education (CQAHE), to the site of intended policy effect ‐‐ individual universities. A theoretical framework, in part offered by Stephen Ball's policy trajectory studies, is employed to examine the negotiation, resistance and even transformation of the original ministerial quality policy of 1991. A central contention is that the operation of the subsequent 3‐year cycle of quality reviews between 1993 and 1995 provides an example par excellence of a government strategy of ‘steering at a distance’.     

What’s wrong with fairness? How discourses in higher education literature support gender inequalities

The role and influence of department heads on women in academia is understudied and weakly conceptualized. This article expounds on prior work, which identified limitations of department head literature, to put forth three problematic discourses that run through much of the department head research: the discourse of fairness, the discourse of collective good, and the training imperative. The discourse of fairness encourages an unproblematized adoption of fairness as a core criterion, ignoring the ways fairness may be conceptualized to benefit some groups over others. The discourse of collective good encourages department heads to seek out resolutions that maximize the ‘good’ for the department and its constituents but may perpetuate gender biases. The training imperative discourse places a heavy emphasis on training, regardless of whether training is or is not an effective means to address gender inequalities. Implications and directions for future work and practices are discussed in closing.