Academic Reform in Fractured Disciplines -- On the Interaction of Bologna, New-Public-Management and the Dynamics of Disciplinary Development

Autor/inn/en	Grunert, Cathleen; Ludwig, Katja
Titel	Academic Reform in Fractured Disciplines -- On the Interaction of Bologna, New-Public-Management and the Dynamics of Disciplinary Development
Quelle	In: Minerva: A Review of Science, Learning and Policy, 60 (2022) 1, S.57-80 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grunert, Cathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-021-09452-7
Schlagwörter	Universities; Educational Change; Intellectual Disciplines; Foreign Countries; College Curriculum; Administrative Organization; Bachelors Degrees; Masters Degrees; Germany + Suchen Sie Ihr Suchwort? University; Universität; Bildungsreform; Geisteswissenschaften; Ausland; 'Bachelor''s degrees'; Bachelor-Studiengang; Deutschland
Abstract	At the intersection of science studies and higher education research, this contribution looks at the way in which the requirements of universities as organizations release development dynamics in academic disciplines and it analyses the interaction between discipline and organization. We will analyse German educational science, bearing in mind it is an example of disciplines that are fractured and consequently have little consensus in terms of fundamental theories and basic concepts. Firstly, we take on a quantitative approach and analyse the changes in degree courses at the structural level and the symbolic boundaries or conceptual distinctions following the transition to the Bachelor and Master system. Secondly, we take a close look at the negotiating processes and practices, as well as at the disciplinary orientations that determine these boundary shifts, using a qualitative approach that focuses on the actors. In group discussions with representatives of the German educational science at different universities it stood out that actors involved in course design are compelled to find an equilibrium between the demands of the discipline and those of the organization, and do so in very different ways. Finally, we discuss the extent to which close interaction between higher education reforms and academic disciplines can be figured out, particularly for disciplines seen as fractured and which do not have consensual common disciplinary standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01