Preparing Higher Education Students for the New Landscape of Governance

Autor/inn/en	Aili, Carola; Nilsson, Lars-Erik
Titel	Preparing Higher Education Students for the New Landscape of Governance
Quelle	In: Tertiary Education and Management, 22 (2016) 3, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2016.1196725
Schlagwörter	Foreign Countries; Higher Education; College Students; Neoliberalism; Governance; Student Attitudes; Education Work Relationship; Focus Groups; Knowledge Level; Job Placement; Work Attitudes; Case Studies; Sweden + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schülerverhalten; Wissensbasis; Employment service; Employment services; Arbeitsvermittlung; Work attitude; Arbeitshaltung; Case study; Fallstudie; Case Study; Schweden
Abstract	Studies have demonstrated that neoliberal governance dismantles professionals' will to critique, counteracting efforts to improve quality by preventing professionals in all sectors of the labour market from grounding work in their professional convictions. Managing attempts at governance has therefore become an important professional competence. This paper investigates how higher education prepares students for work under neoliberal forms of control. How are they trained to analyse and describe the effects of governance and prepared to work with the standards, manuals and documentation that influence quality in their lines of work? "Interruptive focus group conversations" were performed with students from various professional programmes at a Swedish university. Student reasoning about governance is explored using theories of governance and subjectification. The results demonstrate that students are aware of the ways in which their professions are governed, the need to conduct discretionary work, but do not have skills to deal with governance critically. This latitude for pedagogical intervention is underutilized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01