Discursive battles about the meaning of university. The case of Danish university reform and its academics.

Autor/in	Krejsler, John
Titel	Discursive battles about the meaning of university. The case of Danish university reform and its academics.
Quelle	In: European educational research journal, 5 (2006) 3/4, S. 210-220Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2006.5.3.210
Schlagwörter	Vergleich; Autonomie; Leistungsfähigkeit; Neue Technologien; Autonomie; Dänemark; Demokratie; Europa; Freiheit; Hochschulreform; Leistungsfähigkeit; Lernen; Wissenschaftler; Hochschule; Bildungsmanagement; Harmonisierung; Vergleich; Lernen; Freiheit; Demokratie; Marktorientierung; Hochschulreform; Hochschule; Fallbeispiel; Harmonisierung; Wissenschaftler; Dänemark; Europa
Abstract	The meaning of university and, subsequently, academics' working conditions are rapidly changing as knowledge economy and globalisation discourses continue to deepen across the Western world. Higher education and research agendas are increasingly staged in the discursive universe of knowledge economy language: common strategies and harmonisation within Europe (the Bologna process), integration of universities into national knowledge economy strategies that adapt to signals from the World Trade Organisation, the Organisation for Economic Cooperation and Development and the International Association for the Evaluation of Educational Achievement, etc. Illustrated by the case of Danish university reform, this article traces the transition from a vanishing 'democratic and 'Humboldtian'' university discourse' toward an emerging 'market and efficiency oriented university discourse'. Universities are being turned into organisations with self-ownership, which allegedly increases their freedom of operation on the research and education 'market'. On the other hand, universities are under increased pressure to satisfy government demands, often at hitherto unknown levels of detail. Seen from the point of view of the academic worker, these processes become visible through a host of new social technologies that individualise and totalise researchers simultaneously through complex processes. The article highlights the point that constructive critique and fruitful counter-strategies must incorporate an in-depth understanding of the radicality of changes that are taking place in order to make a difference. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4