How Post-Bologna Policies Construct the Purposes of Higher Education and Students' Transitions into Masters Programmes

Autor/inn/en	Mendick, Heather; Peters, Anne-Kathrin
Titel	How Post-Bologna Policies Construct the Purposes of Higher Education and Students' Transitions into Masters Programmes
Quelle	In: European Educational Research Journal, 22 (2023) 2, S.236-253 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendick, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041221076633
Schlagwörter	Study Abroad; Student Mobility; Higher Education; Educational Policy; Policy Analysis; Cross Cultural Studies; Bachelors Degrees; Masters Degrees; Educational Attainment; Global Approach; Discourse Analysis; Neoliberalism; Educational History; Educational Benefits; Employment Potential; Knowledge Economy; Academic Freedom; Educational Attitudes; Foreign Countries; Educational Cooperation; International Cooperation; Sweden; United Kingdom (England); European Union + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Politikfeldanalyse; Cultural comparison; Kulturvergleich; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Globales Denken; Diskursanalyse; Neo-liberalism; Neoliberalismus; History of education; Bildungsgeschichte; Bildungsertrag; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Akademische Freiheit; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Schweden
Abstract	In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of 'global policyspeak' are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01