Representations of a high-quality system of undergraduate education in English higher education policy documents
Datos Bibliográficos
| ID | 4098804 |
|---|---|
| Autores | Paul Ashwin (0000-0001-7630-1748, Lancaster University, autor de correspondencia), A Abbas (0000-0002-3528-7393, University of Lincoln), Monica Mclean (University of Nottingham) |
| Año | 2015 |
| Volumen | 40 |
| Número | 4 |
| Páginas | 610-623 |
| Fecha de publicación | 2015-04-21 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2013.842211 |
| OpenAlex | W2009937718 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 36 |
This article examines the ways in which a high-quality system of undergraduate education is represented in recent policy documents from a range of actors interested in higher education. Drawing on Basil Bernstein's ideas, the authors conceptualise the policy documents as reflecting a struggle over competing views of quality that are expressed through pedagogic discourses. They identify two pedagogic discourses: a dominant market-oriented generic discourse and an alternative discourse that focuses on transformation. They argue that the market-oriented generic discourse is dominant because it is more coherent and more consistently presented than the alternative discourse, which is much more fractured. In conclusion, they argue that refocusing the alternative discourse of quality around students' relations to academic knowledge may offer a way in which to bring the different actors from the higher education field together in order to form a stronger, more cohesive voice
Discourse analysis · Economics · Epistemology · Higher education · Linguistics · Pedagogy · Political science · Public relations · Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Higher Education Governance and Development · Law
Promising Spaces
Promising Spaces’
Constructing assessment practices for knowledge building in science
Visualising tensions in undergraduate education
Quality as Illusion? Considering Hidden Trade‐Offs and Risks in Undergraduate Education Conceptualised as ‘Regulated Play’
The definition of educational quality in a quasi-marketised higher education system
Transformational accounts of students’ undergraduate education are evoked by their engagement with knowledge
Unwarranted
The construction of higher education students within national policy
Lecture content or analytical view? Perceptions of disciplinary knowledge and its use at work
Student Choice in Higher Education-Reducing or Reproducing Social Inequalities
A Manifesto for the Public University
The Higher Education System
The Structuring of Pedagogic Discourse
Beyond national states, markets, and systems of higher education
Pedagogy, Symbolic Control, and Identity
New literacies and old pedagogies
Higher education markets and public policy
The market as a new steering strategy for Australian higher education
The market route to mass higher education
Defining Quality
After the crash
Binaries and beyond
Global–national–local dynamics in policy processes
Pedagogising Knowledge
Analysing teaching–learning interactions in higher education
The Sacred and the Profane in Recent Struggles to Promote Official Pedagogic Identities
The assault on the professions and the restructuring of academic and professional identities
Appropriating professionalism
Employing discourse
Dominant and emerging approaches in the study of higher education policy change
Zen and the Art of Higher Education Maintenance
Universities in the Marketplace
Position of text and discourse analysis in higher education policy research
How often are theories developed through empirical research into higher education
The student as co-producer
Academic pedagogies, quality logics and performative universities
| Obras citantes distintas | 11 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2015 - 2025 (11) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |