Are British Higher Educational Concerns Different from European Higher Educational Concerns?

Autor/in	Mangset, Marte
Titel	Are British Higher Educational Concerns Different from European Higher Educational Concerns?
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 1 (2008) 2, S.50-76 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2008.010204
Schlagwörter	Higher Education; Educational Change; Foreign Countries; Bachelors Degrees; Doctoral Degrees; Masters Degrees; Undergraduate Students; Graduate Study; Employment Potential; Educational Policy; Public Policy; Models; History Instruction; National Standards; Alignment (Education); International Cooperation; France; Norway; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Ausland; 'Bachelor''s degrees'; Bachelor-Studiengang; Doctoral degree; Doktorgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Politics of education; Bildungspolitik; Öffentliche Ordnung; Analogiemodell; History lessons; Geschichtsunterricht; Internationale Kooperation; Internationale Zusammenarbeit; Frankreich; Norwegen; Großbritannien
Abstract	British universities are known among the other Bologna countries not to have adjusted fully to the new common three-tier degree structure. Is it the case that British higher educational concerns are different from Continental concerns? A study of recent developments in two British graduate schools of history shows that a three-tier study structure was generalised in British universities 15 years ahead of Bologna as the one-year taught master's degree gained ground. This article argues that there were similar concerns related to massification and to an increasing demand for efficiency and employability in British, French and Norwegian higher education policy. These common concerns have been met by common reform measures in the three countries: a transition from individual and unstructured postgraduate degrees to structured and skill-oriented taught degrees. In contrast to the situation in other European countries, the Bologna Process has not represented a legitimate framework for higher education policy in Britain. However, British universities have proved susceptible both to national policy measures and to foreign university models. If the Bologna Process gradually appears as a strong and unified model, the British universities might not be immune to change. (Contains 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10