Shifting fundaments of European higher education governance: competition, ranking, autonomy and accountability

Erkkilä, Tero; Piironen, Ossi

doi:10.1080/03050068.2013.807643

Cited by 47 publications

(24 citation statements)

References 23 publications

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“…Subsequent inquiries have taken different approaches: Britton, Burgess, Martin, McLeod, and Rosen (1975) compiled a taxonomy of student development in secondary students; Spack (1997) investigated gains in ESL students' abilities through case study; Haas (1999) conducted case studies of workplace writing; Curtis and Herrington (2003) conducted case studies of four students over time; Sommers and Saltz (2004) surveyed Harvard students regarding their development as writers; Beaufort (2004) conducted case studies of history majors; and Pagano, Bernhardt, Reynolds, Williams, and McCurrie (2008) examined outcomes across institutions looking at rubrics. In other parts of the world, countries and continents have worked to articulate outcomes for programs in higher education as well (Borg & Deane, 2011;Erkkilä & Piironen, 2013;European Higher Education Area, 2005). All of these projects use different models to consider students' growth in writing, but do so without directly measuring students' work.…”

Section: A Curricular Approach To Validational Inquirymentioning

confidence: 99%

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

Kelly-Riley

2015

Assessing Writing

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Section: A Curricular Approach To Validational Inquirymentioning

confidence: 99%

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

Kelly-Riley

2015

Assessing Writing

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“…Increasingly, however, the standardisation and harmonisation of higher education across Europe has been driven by the imperative to 'serve the needs of the economy' (Harris 2102, 29;Haigh 2008). For example, in response to globalisation, the European Council's (2000, 2) strategic goal 'to become the most competitive and dynamic knowledge-based economy in the world' was translated into European education policy as reliance on competition, university rankings and diminution of academic autonomy (Erkkilä and Piironen 2013). In this context, outputs are the key measure of HE quality and this, in turn, reduces learning to competencies that can be easily measured and compared (Harris 2012).…”

Section: Polish He 'Market' and The Bologna Process Post 1989mentioning

confidence: 99%

Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland

Bates

Godoń

2016

Compare: A Journal of Comparative and International Education

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The year 1989 marked the official end of communist rule in Poland and the replacement of 'Gosplan' by new instruments for liberal democratic governance. In terms of the economy this heralded a departure from Gosplan’s five-year planning cycles, performance targets and the ‘propaganda of success’. Paradoxically, however, twenty-seven years later, the marketisation of higher education in Poland has been accompanied by a continuation of Gosplan thinking. This is manifested in a neoliberal vision of the modern, ‘corporate’ university as a largely utilitarian enterprise, but subject to a style of performance management strongly resonant of the Soviet era. This article analyses the thinking, ideas and ideologies that have shaped contemporary higher education in Poland. It is contended that the rise of the ‘corporate university’ signals the twilight of the Humboldtian tradition and raises questions about what the corporate ideal of ‘excellence’ may mean for the future of the university

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“…In short, EU policies on the 'modernisation' of higher education are shifting towards an increasing use of rankings. The competition between academic institutions is now closely linked to economic competitiveness and universities' 'accountability' towards 'society' for their performance in research 'output' (Erkkilä & Piironen, 2013b). The European Commission has highlighted rankings in the problem identification and refers to them in justifying its further intervention in the field of higher education.…”

Section: European Higher Education Policy and Rankingmentioning

confidence: 99%

Global University Rankings, Transnational Policy Discourse and Higher Education in Europe

Erkkilä¹

2013

Euro J of Education

Self Cite

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Global university rankings have portrayed European higher education institutions in varying lights, leading to intense reflection on the figures on the EU and national levels alike. The rankings have helped to construct a policy problem of ‘European higher education’, framing higher education as an element of competitiveness in a global economy. This has also allowed the European Commission to become a key policy actor in higher education that was not traditionally within its mandate. The global university rankings can be seen as a transnational policy discourse that has different variants at a national level, owing to the historical narratives and public values of each state. But the policy prescriptions of the rankings are taking surprisingly similar forms in different countries and have informed reform agendas throughout Europe. At a general level, the rankings are contributing to a convergence in higher education policies in Europe. This also has negative effects and unintended consequences as the rankings are driving for stratification, homogenisation and commodification of European higher education. But the actual effects of the rankings are mostly indirect and contextual. Hence, the European countries are unequally affected by the rankings, owing to their institutional traditions, size and position in a centre‐periphery axis.

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Shifting fundaments of European higher education governance: competition, ranking, autonomy and accountability

Cited by 47 publications

References 23 publications

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland

Global University Rankings, Transnational Policy Discourse and Higher Education in Europe

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