后博洛尼亚政策如何构建高等教育和学生向硕士课程过渡的目标

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Heather Mendick, Anne-Kathrin Peters
{"title":"后博洛尼亚政策如何构建高等教育和学生向硕士课程过渡的目标","authors":"Heather Mendick, Anne-Kathrin Peters","doi":"10.1177/14749041221076633","DOIUrl":null,"url":null,"abstract":"In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of ‘global policyspeak’ are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"236 - 253"},"PeriodicalIF":2.4000,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes\",\"authors\":\"Heather Mendick, Anne-Kathrin Peters\",\"doi\":\"10.1177/14749041221076633\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of ‘global policyspeak’ are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic.\",\"PeriodicalId\":47336,\"journal\":{\"name\":\"European Educational Research Journal\",\"volume\":\"22 1\",\"pages\":\"236 - 253\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2022-02-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14749041221076633\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14749041221076633","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6

摘要

在本文中,我们将探讨以下问题:欧洲高等教育区(EHEA)、英国和瑞典的政策文本如何构建高等教育的目标?这对学生从学士到硕士的过渡有什么帮助?我们通过分析来自EHEA(英国和瑞典)的两份最新政策文件来做到这一点,确定关键话语,包括构成文本的意义、对立、矛盾和逻辑。我们来看看这些国家在“全球政策话语”中有哪些共同之处,它们的特点是什么,以及这些特点是如何被不同的历史所塑造的。我们认为,所有文本都代表了新自由主义政策,分享了高等教育的经济原理,并使大学教育的利益个性化。学生在从学士到硕士的过渡阶段,期望最大限度地提高他们的就业能力和为国家和全球知识经济做出贡献的能力。然而,政策文件之间也存在差异,它们内部的紧张局势和其他话语,例如关注对话和学术自由,挑战高等教育对经济的减少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes
In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of ‘global policyspeak’ are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信