Neoliberalism, massification and teaching transformative politics and international relations

Dados Bibliográficos

ID6234741
AutoresSusan Engel (0000-0002-4184-6139, University of Wollongong, autor correspondente), Dan Halvorson (0000-0003-2521-3742, Griffith University)
Ano2016
Volume51
Fascículo3
Páginas546-554
Data de publicação2016-07-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoAustralian Journal of Political Science (JOURNAL)
Identificadores do periódicoISSN: 1036-1146 • E-ISSN: 1363-030X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10361146.2016.1200706
OpenAlexW2470569179
IdiomaEN
Citações recebidas4
Referências citadas15

Massification’ describes the significant increase in the proportion of the global population seeking tertiary qualifications. It is a defining feature of the global international education sphere and is often seen as linked to negative outcomes such as declining academic standards and increasing managerialism in universities. Massification, however, is not wholly or even mostly a negative for the generations of new students who now have access to tertiary education. Education can still be a transformative experience for students exposed to a rich learning environment. The question this symposium raises is how the disciplines of politics and international relations can ensure they maintain quality teaching and learning for students from subject design to program design. The collection aims to initiate a disciplinary debate in Australia, which has hitherto been missing

Discipline · Higher education · Managerialism · Neoliberalism (international relations · Pedagogy · Political science · Politics · Public relations · Social science · Sociology · Subject (documents · Transformative learning · Global Educational Policies and Reforms · Higher Education Governance and Development · Law · Management and Organizational Studies · Public Administration