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Neoliberalism, massification and teaching transformative politics and international relations

Bibliographic Data

ID6234741
AuthorsSusan Engel (0000-0002-4184-6139, University of Wollongong, corresponding author), Dan Halvorson (0000-0003-2521-3742, Griffith University)
Year2016
Volume51
Issue3
Pages546-554
Publication date2016-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAustralian Journal of Political Science (JOURNAL)
Journal identifiersISSN: 1036-1146 • E-ISSN: 1363-030X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10361146.2016.1200706
OpenAlexW2470569179
LanguageEN
Citations received4
References cited15

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

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Unique citing works4
Citations per year0,67
Citation span2020 - 2025 (6)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 4
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