Higher Education in Societies

Goastellec, Gaële

doi:10.1007/978-94-6209-746-9

2014

DOI: 10.1007/978-94-6209-746-9

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Higher Education in Societies

Gaële Goastellec¹

Abstract: This new series provides overviews about state of the art research in the field of higher education studies. It documents a selection of papers from the annual conferences of the Consortium of Higher Education Researchers (CHER), the world organisation of researchers in the field of higher education. This object and problem related field of studies is by nature interdisciplinary and theoretically as well as methodologically informed by disciplines such as sociology, political science, economics, history, philo… Show more

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Cited by 3 publications

References 130 publications

(172 reference statements)

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Why is quality in higher education not achieved? The view of academics

Cardoso¹,

Rosa

Stensaker

2015

Assessment & Evaluation in Higher Education

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Quality assurance is currently an established activity in Europe, driven either by national quality assurance agencies or by institutions themselves. However, whether quality assurance is perceived as actually being capable of promoting quality is still a question open to discussion. Based on three different views on quality derived from the literature -quality as culture, as compliance and as consistency -the current article sheds light on this issue by identifying the main obstacles to quality as perceived by Portuguese academics. The analysis reveals that academics tend to see those obstacles as essentially related to the view of quality as culture and especially with its structural component, including the design and functioning of institutional governance and management. Although this may indeed correspond to the Portuguese higher education institutions' reality, one must not forget that academics tend to have a poor knowledge about the structural frames that are embedded in governance and management. By highlighting obstacles related to different views on quality, this study may serve as a base to the development of more effective quality assurance mechanisms.

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Why is quality in higher education not achieved? The view of academics

Cardoso¹,

Rosa

Stensaker

2015

Assessment & Evaluation in Higher Education

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What’s to Eat and Drink on Campus? Public and Planetary Health, Public Higher Education, and the Public Good

Cleveland

2022

Nutrients

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Public higher education institutions (PHEIs) have a unique and important role in responding to the public and planetary health crisis—they are centers of research on public and planetary health and of learning for young people, and have a public good mission. Yet, PHEI campus food environments are predominantly unhealthy and environmentally unsustainable, and associated with unhealthy food choices and unhealthy students. PHEIs are addressing high levels of student food insecurity (FI) that disproportionately affect the most vulnerable groups. Yet, because student FI is measured as individual access to adequate quantities of food, campus responses to FI often overlook unhealthy food environments. These environments result from neoliberal PHEI business policies that prioritize short-term revenue and encourage superfluous consumption, and unhealthy, environmentally harmful diets. PHEIs need to move beyond neoliberalism to honor their public good mission, including prioritizing health, the environment, and equity, in decisions about food on campus. My goal in this perspective is to encourage inclusive campus discussion about why this change is required to adequately respond to the crisis of student, public, and planetary health, and about how to begin.

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Introduction : L’éducation entre sociologie et science politique, des convergences contemporaines à leurs limites

Barrault-Stella¹,

Goastellec²

2015

Éducation Et Sociétés

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Historiquement, la science politique s’est désintéressée de l’éducation et de l’école. Ce dossier ouvre un espace de débats autour de ses convergences avec la sociologie pour nourrir une nouvelle démarche réflexive et critique. Conçu après l’organisation par les coordinateurs d’un atelier du Colloque “Les sciences sociales européennes face à la globalisation de l’éducation et de la formation” (Amiens, novembre 2014), il s’inscrit dans le prolongement de dossiers antérieurs de la revue –Qualité et pilotage de l’éducation (Grek, Ozga & Lawn 2011), L’Europe : une mise en ordre cognitive ? (Dale & Derouet 2012), La raison éducative comme question sociale (Popkewitz 2013)– qui ont amorcé une distanciation par rapport aux nationalismes méthodologiques et analysé la construction de l’espace européen de l’éducation en objet politique. Il montre en quoi le dialogue entre les deux approches fait progresser la compréhension des enjeux de l’éducation et de la formation ; il souligne, à partir d’enquêtes empiriques, l’intérêt du recours conjoint aux outils de la sociologie et de la science politique et l’apport d’une analyse en termes de logiques sociales du politique et des politiques. Si la science politique s’intéresse d’abord aux modes de construction des décisions et aux relations entre acteurs politiques et institutionnels, la sociologie inscrit ces processus dans les problèmes et enjeux sociétaux en étudiant la constitution d’un problème public, sa mise en œuvre et ses résultats du point de vue des groupes sociaux qui y sont confrontés. Les textes réunis sont structurés en trois axes de réflexion complémentaires : la construction sociale des problèmes publics en éducation, l’élaboration et la mise en œuvre des politiques éducatives, les chantiers de recherche relevant de la sociologie de l’engagement et des institutions en éducation.

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Higher Education in Societies

Cited by 3 publications

References 130 publications

Why is quality in higher education not achieved? The view of academics

Why is quality in higher education not achieved? The view of academics

What’s to Eat and Drink on Campus? Public and Planetary Health, Public Higher Education, and the Public Good

Introduction : L’éducation entre sociologie et science politique, des convergences contemporaines à leurs limites

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