Postmodern Educational Capitalism, Global Information Systems and New Media Networks

Peters, Michael A.

doi:10.2304/pfie.2012.10.1.23

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…In 2013 the European Commission Communication ‘European Higher Education in the World’ called specifically for the development of more comprehensive internationalisation strategies to promote mobility and cooperation between universities, EU member states and non-EU countries, and to enhance the overall quality of European education. Experiencing internationalisation as a dynamic movement, in line with authors such as Marginson (2010), Marginson et al (2010), Peters and Britez (2010), Peters (2012, 2014), Knight (2014), De Wit et al (2015), Barnett (2016) and Zhou (2016), we agree that a more comprehensive process is required. However, the results from the Fifth Global Survey of the International Association of Universities suggest that while some HE institutions regard internationalisation as important and aspire to comprehensively increase activity across research, teaching and civic engagement endeavours, other institutions do not prioritise internationalisation (Marinoni and De Wit, 2019).…”

Section: Introductionsupporting

confidence: 80%

Internationalisation of higher education: Impacts, challenges and future possibilities

Robson

Wihlborg²

2019

European Educational Research Journal

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This article introduces the special edition entitled ‘Critical reflections on contemporary higher education and developments of and in internationalization’. The articles presented here have resulted from the growing interest in internationalisation among members of the European Educational Research Association Network 22, Research in Higher Education. The authors responded to a special call for papers at the ECER 2016 Conference held at University College, Dublin, taking a critical stance on the phenomenon of internationalisation in relation to higher education. In this special edition, we explore a range of contemporary issues impacting upon European and European-influenced higher education policies, dialogues and practices. Internationalisation is conceptualised as a process where cross-cultural challenges are addressed, deliberative pedagogies are developed, and curriculum and the broader higher education experience is enriched to encourage individual and collective agency and engagement with the complex challenges facing society (Shaffer et al., 2017). The papers explore and critique the conceptual and methodological challenges and possibilities of researching internationalisation. They transcend institutional, disciplinary and national boundaries, and aim to offer new research approaches, analytical tools and frameworks, and a robust critique of ideas around internationalising higher education in Europe and beyond.

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Section: Introductionsupporting

confidence: 80%

Internationalisation of higher education: Impacts, challenges and future possibilities

Robson

Wihlborg²

2019

European Educational Research Journal

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“…The BP’s involvement in developments in and of HE has also been analysed against the background of wider societal trends, primarily through a postmodern lens with a focus on neoliberal influences (Peters, 2012; Peters and Britez, 2010). Discussions on education have also arisen in light of the neoliberal trend of globalization (Morley et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?

Wihlborg

2019

European Educational Research Journal

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The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.

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“…Epistemology of this praxis starts with Michael Peters' numerous writings about various aspects of knowledge development and dissemination (Peters & Besley, 2006;Peters, 2012aPeters, , 2012bPeters & Roberts, 2012;Peters, 2013;Peters & Heraud, 2015;Peters & Jandri c, 2018a;Peters & Besley, 2019;. The community has applied Peters' ideas is messy and unpredictable directions characteristic for our postdigital times (Jandri c et al, 2018); over the years, these practices have fed back to epistemologies developed by Peters and others.…”

Section: Petar Jandri Cmentioning

confidence: 99%