Resistances to Scientific Knowledge Production of Comparative Measurements of Dropout and Completion in European Higher Education

Autor/in	Carlhed, Carina
Titel	Resistances to Scientific Knowledge Production of Comparative Measurements of Dropout and Completion in European Higher Education
Quelle	In: European Educational Research Journal, 16 (2017) 4, S.386-406 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116667363
Schlagwörter	Dropouts; Graduation Rate; Foreign Countries; Higher Education; Epistemology; Statistical Analysis; Educational Policy; Policy Analysis; Comparative Education; Educational Research; Measurement Techniques; Research Problems; Educational Attainment; Scientific Research; Guides; Comparative Analysis; European Union; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; Statistische Analyse; Politics of education; Bildungspolitik; Politikfeldanalyse; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Messtechnik; Forschungskritik; Bildungsabschluss; Bildungsgut; Handbuch; Leitfaden; Schweden; Großbritannien
Abstract	The article is a critical sociological analysis of current transnational practices on creating comparable measurements of dropout and completion in higher education and the consequences for the conditions of scientific knowledge production on the topic. The analysis revolves around questions of epistemological, methodological and symbolic types and, in particular, how the social processes in the creation and use of different measures offer researchers different positions in the knowledge production. Descriptions of statistics and measurements from statistics agencies in Sweden and the UK and from the OECD, EUROSTAT and Eurydice, as well as policy texts and data collection manuals from European Union bodies, have been compared and analysed. Particular interest is directed towards examples of measures used in Sweden and the UK. The results suggest that available data on student completion offers only a very limited basis for research-driven comparative analysis. It offers also a problematisation of the notions of researchers seen as users or producers of data and different position takings in statistical reasoning in using statistics as for example different types of evidence for policymaking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01