Identifying Configurations of Higher Education: Reflections on Concepts That Compare Complex Cultural Settings

Autor/in	Alheit, Peter
Titel	Identifying Configurations of Higher Education: Reflections on Concepts That Compare Complex Cultural Settings
Quelle	In: Studies in the Education of Adults, 45 (2013) 2, S.194-209 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Foreign Countries; Higher Education; Comparative Analysis; Heuristics; Social Environment; Sociology; Theories; Classification; Efficiency; Social Responsibility; School Culture; Universities; Identification; Cross Cultural Studies; Europe + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Heuristik; Soziales Umfeld; Soziologie; Theory; Theorie; Classification system; Klassifikation; Klassifikationssystem; Effectiveness; Effektivität; Wirkungsgrad; Soziale Verantwortung; Schulkultur; Schulleben; University; Universität; Identifikation; Identifizierung; Cultural comparison; Kulturvergleich; Europa
Abstract	This paper examines the idea of qualitative comparing in order to create a "heuristic concept" that will enable relational structures to be examined, drawing on the sociological tradition founded by Norbert Elias. Subsequently, an empirical research example -- the comparison of three "mentality spaces" in post-socialist societies in Central Europe drawing on intergenerational biographical data -- is used to demonstrate how the theory of figuration can show the way in which underlying historical structures consolidate into a social "climate" that permits certain structures and blocks others. Next, the comparative concept is applied to the core results of the RANLHE project using a typology of the intercultural constellations of HE systems in terms of their efficiency, economy, social responsibility and culture. The national systems of universities in the different countries are then delineated to illustrate the dominant styles of education in terms of their specific figurations. It is concluded that figurations form a complex relational framework between structure and action that possess a certain "inner constitutional logic," such as a certain habitus, an aesthetic design principle, mentality spaces or national styles of education. (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10