Higher Education in the Paradigm of Speed: Student Perspectives on the Risks of Fast-Track Degree Completion

Autor/inn/en	Sarauw, Laura Louise; Madsen, Simon Ryberg
Titel	Higher Education in the Paradigm of Speed: Student Perspectives on the Risks of Fast-Track Degree Completion
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 13 (2020) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2020.130102
Schlagwörter	Foreign Countries; Higher Education; Educational Change; Acceleration (Education); Academic Degrees; National Standards; College Students; Transfer Policy; Student Mobility; Student Attitudes; College Credits; Denmark + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Acceleration; Beschleunigung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Collegestudent; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schülerverhalten; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Dänemark
Abstract	Studies often highlight how standardisation and consent are manufactured through the European Bologna Process (Brøgger 2019; Gibbs et al. 2014; Lawn and Grek 2012). This article shows how students' conduct is still governed by multiple logics and dilemmas. The context for the article is the Bologna Process and the way it has been applied by the Danish government in the 2014 reforms that sought to fast-track the completion of student degrees. It analyses the impact of changes on students' conduct through a series of focus group interviews with students who were confronted with the new demands to speed up their progress through their degrees. To illustrate the complexity of this standardisation, the analyses are framed within theoretical ideas of 'risk' (Beck 2006) and 'translation' (Latour and Callon 1986). (As Provided).
Anmerkungen	Berghahn Journals. 20 Jay Street Suite 512, Brooklyn, NY 11201. Tel: 212-233-6004; Fax: 212-233-6007; e-mail: journals@berghahnbooks.com; Web site: http://www.journals.berghahnbooks.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01