The Transition of a French Distance Learning Institution to a Fee-Based Model: An Ethnographic Study

Autor/inn/en	Marty, Olivier; Amirault, Ray J.
Titel	The Transition of a French Distance Learning Institution to a Fee-Based Model: An Ethnographic Study
Quelle	In: Quarterly Review of Distance Education, 22 (2021) 1, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Educational Change; Distance Education; Fees; Higher Education; Middle Management; Curriculum Design; Ethnography; Prior Learning; Educational Researchers; Foreign Countries; Commercialization; Educational History; Professional Identity; Human Resources; Teaching Methods; Educational Experience; Marketing; Lifelong Learning; Vocational Education; Strategic Planning; Economic Factors; Costs; Language Usage; Universities; France + Suchen Sie Ihr Suchwort? Bildungsreform; Distance study; Distance learning; Fernunterricht; Gebühren; Studiengebühren; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittlere Führungskraft; Lehrplangestaltung; Ethnografie; Vorkenntnisse; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Ausland; History of education; Bildungsgeschichte; Humankapital; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungserfahrung; Life-long learning; Lebenslanges Lernen; Ausbildung; Berufsbildung; Strategy; Planning; Strategie; Planung; Ökonomischer Faktor; Cost; Kosten; Sprachgebrauch; University; Universität; Frankreich
Abstract	The results of a 3-year fieldwork study within France's National Centre for Distance Education are presented, specifically detailing the impacts on higher education middle management overseeing curricula design for a series of French 3-year degree programs undergoing revision in how students are financially charged for the programs. Following the ethnographic research process model, an amalgam of the researcher's prior knowledge of middle management and the sharing of that knowledge with educational workers are reported. Findings were as follows: (1) an ethnographic researcher's preconceptions and knowledge should be carefully employed when conducting ethnographic studies; (2) possessing a strong base of prior knowledge of the field under study is an important aspect of the ethnographic research process; (3) emerging observed controversies and debates should not be extinguished with the researcher's knowledge base so that these may be documented and examined (knowledge, even when academically stabilized, undergoes constant adaptation. It is of utmost importance for the education ethnographer to be precise when previous knowledge is relevant to the setting, including the fundamental limits they present.). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01