Studying Quality beyond Technical Rationality: Political and Symbolic Perspectives

Autor/in	Blanco Ramírez, Gerardo
Titel	Studying Quality beyond Technical Rationality: Political and Symbolic Perspectives
Quelle	In: Quality in Higher Education, 19 (2013) 2, S.126-141 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2013.774804
Schlagwörter	Educational Quality; Higher Education; Educational Research; Epistemology; Accreditation (Institutions); Quality Assurance; Political Influences; Accountability; Educational Administration + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitätssicherung; Political influence; Politischer Einfluss; Verantwortung; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The underlying paradigms that influence research on quality have remained alarmingly under-researched; this article analyses the constraints that a technical-rational approach for the study of quality in higher education imposes. Technical rationality has been the dominant paradigm that shapes research on quality in higher education. Alternatively, political and symbolic perspectives are discussed in order to conceptualise and frame future research in the study of higher education quality. This article concludes with a discussion of the implications of different approaches. It is argued that the study of quality in higher education needs to be revitalised by new conceptual perspectives that go beyond technical-rational assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10