Do global norms matter? The new logics of engineering accreditation in Canadian universities.

Autor/inn/en	Klassen, Mike; Sa, Creso
Titel	Do global norms matter? The new logics of engineering accreditation in Canadian universities.
Quelle	In: Higher education, 79 (2020) 1, S. 159-174Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-019-00403-6
Schlagwörter	Lehre; Akkreditierung; Studium; Hochschule; Student; Ausland; Kanada
Abstract	New institutionalism predicts a global convergence in how higher education is organized. This convergence might be expected to intensify in professional education given accreditation requirements of professional bodies. Engineering presents an opportunity to study how international mobility agreements facilitate the development and normative diffusion of global norms in accreditation. This paper investigates how changing logics of accreditation influence the academic organization of engineering schools in Canada. Using three case studies of Canadian universities, we show how regulative and normative institutional pressures influence decisions by engineering schools to take visible action to demonstrate their conformity to global norms, while still pursuing local missions. Our findings contribute to understanding the complex mediation processes between professions and universities, and they represent a critique to dominant rationalist perspectives on quality assurance mechanisms in higher education. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2020/3