How Education Standards Gain Hegemonic Power and Become International: The Case of Higher Education and the Bologna Process

Autor/in	Brøgger, Katja
Titel	How Education Standards Gain Hegemonic Power and Become International: The Case of Higher Education and the Bologna Process
Quelle	In: European Educational Research Journal, 18 (2019) 2, S.158-180 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brøgger, Katja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118790303
Schlagwörter	Higher Education; Power Structure; Educational Cooperation; International Cooperation; Benchmarking; Ethnography; Outcomes of Education; Student Mobility; Study Abroad; Governance; Educational Policy; Policy Analysis; Educational Change; Political Attitudes; Case Studies; Curriculum Development; School Schedules; Block Scheduling; Standards; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Ethnografie; Lernleistung; Schulerfolg; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Politikfeldanalyse; Bildungsreform; Political attitude; Politische Einstellung; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulzeiteinteilung; Block teaching; Blockunterricht; Stundentafel; Standard; Ausland; Dänemark
Abstract	Through an ethnographic exploration of policy documents, this paper aims to expose how outcome-oriented education standards gained international hegemonic status in the Bologna Process. Taking inspiration in the concept of hegemony and by connecting the invisible power of hegemony to soft governance, the paper shows how the outcome-based modular curriculum gained hegemonic power by means of the infrastructure of the reform. Centring on the movement from political agendas within the Bologna Process to the implementation in a national context using Denmark as a case, the paper tracks the transformation from an input- and content-driven curriculum to an outcome- and objectives-driven curriculum and the transition from a semestrial timeframe structure to a modular block structure. The paper shows how consent and legitimisation is manufactured through the infrastructure of the Bologna Process consisting of communication paths, standardisation and follow-up mechanisms such as benchmarking through graphs and frameworks for reporting. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01