Nullifying Quality: The Marketisation of Higher Education

Autor/inn/en	Bendixen, Carsten; Jacobsen, Jens Christian
Titel	Nullifying Quality: The Marketisation of Higher Education
Quelle	In: Quality in Higher Education, 23 (2017) 1, S.20-34 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2017.1294406
Schlagwörter	Educational Quality; Higher Education; Benchmarking; Outcomes of Education; Commercialization; Labor Market; Standards; Education Work Relationship; Political Influences; Citizen Participation; Institutional Evaluation; Governance; Discourse Analysis; Quality Assurance; Educational Legislation; Foreign Countries; Educational Philosophy; Advisory Committees; Reports; Marketing; Denmark + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Labour market; Arbeitsmarkt; Standard; Political influence; Politischer Einfluss; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Diskursanalyse; Qualitätssicherung; Bildungsrecht; Schulgesetz; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Beratungsstelle; Abschlussbericht; Berichten; Dänemark
Abstract	The increasing dominance of educational markets means that quality of higher education has the character of open signifiers of periodic occurrence, embedded institutionally as ways of consensual communication on how to go on as smoothly as possible. This promotes the growth of context dependent and local interpretations of how to meet in agreement regarding quality in everyday practices. All interpretations are contextualised and as a result are nullified outside the context in which they occur. Discourses on quality promote flexibility and create periodic legitimacy through discursive nullification processes. On the other hand, institutions have to adopt standards in education as a measure of outcome indicators for benchmarking. When quality is replaced by standards and if standards are equivalent to labour market relevance this might signal the beginning of overall external control over higher education. In the long run it will hardly benefit educational programmes if institutions of higher educations fail to "stand for" quality that, in the very least, can supplement the fulfilment of politically determined targets and standards. In this way the market will have not only graduates who are going into employment but also engaged citizens who can transform and challenge the market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01