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Autor/inn/enNaidoo, Rajani; Jamieson, Ian
TitelEmpowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education.
QuelleIn: Journal of education policy, 20 (2005) 3, S. 267-281    Verfügbarkeit 
BeigabenLiteraturangaben
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0268-0939
SchlagwörterEmpirische Forschung; Evaluation; Einstellung (Psy); Vertrauen; Bildungspolitik; Interaktion; Lernprozess; Modellbildung; Lehre; Konsumverhalten; Arbeitsmarkt; Professionalisierung; Hochschulbildung; Studienerfolg; Akademiker; Einflussfaktor; Risiko; Theorie; Wissensmanagement; Bourdieu, Pierre; Großbritannien
AbstractThe paper seeks to link the structural and the institutional to learning outcomes in order to articulate a research agenda capable of evaluating the impact of consumerism on learning and teaching in higher education. Consumerist mechanisms are situated in the context of quasi-market and new managerial regulatory frameworks and concepts developed by Pierre Bourdieu are drown on to establish a theoretical model of the uneven impact of consumerism across different types of universities. Empirical studies, conducted in a variety of national settings, are outlined to confirm the plausibility of the mode. The possible interactions between first, changes in academic identity, teaching and the curriculum; and secondly, on student identities and their impact on teaching and assessment and their consequent learning outcomes, are outlined. Some important questions about the consequences for the labour market are also raised. The paper hypothesizes that attempts to restructure pedagogical cultures and identities to comply with consumerist frameworks may unintentionally deter innovation, promote passive and instrumental attitudes to learning, threaten academic standards and further entrench academic privilege. The paper concludes by outlining key areas that require investigation in order to address some of the problems posed by consumerism in a mass higher education system. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2005/3
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