Vocationalism in Higher Education: The Triumph of the Education Gospel

Grubb, W. Norton; Lazerson, Marvin

doi:10.1353/jhe.2005.0007

Cited by 119 publications

(80 citation statements)

References 43 publications

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“…This challenges education to make better use of the connection described and to increase cooperation between educational institutions and working life (Freestone et al 2007). Goals for the future include achieving a better integration between internships or other forms of work-based learning and university studies and arriving at pedagogical solutions founded on work and on experiences of work (Grubb and Lazerson 2005;Tynjälä 2008).…”

Section: The Contexts Of a Pedagogical Working Life Horizonmentioning

confidence: 99%

Supporting students' pedagogical working life horizon in higher education

Penttinen

Skaniakos

Lairio

2013

Teaching in Higher Education

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In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education.

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Section: The Contexts Of a Pedagogical Working Life Horizonmentioning

confidence: 99%

Supporting students' pedagogical working life horizon in higher education

Penttinen

Skaniakos

Lairio

2013

Teaching in Higher Education

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“…In addition to these 'supply-side' problems of philosophy and pedagogy, the 'demand-side' rhetoric of 'vocationalism' needs to be examined critically in spite of the government enthusiasm in the UK (H. M. Treasury, 2008) and the USA (Grubb & Lazerson, 2005).…”

Section: The Vocationalism Of Gismentioning

confidence: 99%

Teaching Geographical Information Systems in Geography Degrees: A Critical Reassessment of Vocationalism

Whyatt

Clark

Davies

2011

Journal of Geography in Higher Education

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Geographical information systems (GIS) are in tune with the current ethos of higher education because of their perceived vocational value. However, it is particularly difficult to teach GIS vocationally. This paper critiques the claim of vocationalism. The authors use an innovative method of evaluating a module that enlists its alumni to reflect on the career value of their GIS teaching. The survey was analysed to show how, to what extent and for which graduates GIS had been vocationally useful. The paper concludes that GIS is vocational but in variable and complex ways for different students.

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“…Increasingly education and High Educ (2008) 56:533-544 537 certification, not prior social status, began to supply the knowledge authority for the new professions from the beginning of the 20th Century. This led to professions increasingly turning to universities for certification for their members, and to supplying faculty members for the universities (Geisler 1994;Grub and Lazerson 2005;Tobias 2003). The roles of academic and professional within the university became increasingly blurred.…”

Section: Profession and Academe: An Uneasy Partnershipmentioning

confidence: 99%

“…One thing about which there does appear to be consensus, is that higher education (and academe) is undergoing substantial change (Barnett 2000a-d;Beck and Young 2005;Enders 2000;Harris 2005;Henkel 2004;Nixon 2001;Makoni 2000). While the way in which this change is regarded differs, fundamental drivers appear to relate to the 'marketization' of knowledge, vocationalism, managerialism and state intervention (Barnett 2000d;Grub and Lazerson 2005;Olssen and Peters 2005).…”

Section: Academic By Profession?mentioning

confidence: 99%

Troubling the concept of the ‘academic profession’ in 21st Century higher education

Williams

2008

High Educ

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Concern has been expressed about the vulnerability of the 'academic profession' as a consequence of threats from productivism, managerialism and the like (Beck and Young, Br J Sociol Educ 26 (2): [183][184][185][186][187][188][189][190][191][192][193][194][195][196][197] 2005). I question the apparent self-understanding of academe as a profession. Referring to thinking from higher education (Barnett, High that significant shifts in self-understanding and practice are needed for academe to claim a social role as a 'profession'.

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Vocationalism in Higher Education: The Triumph of the Education Gospel

Cited by 119 publications

References 43 publications

Supporting students' pedagogical working life horizon in higher education

Supporting students' pedagogical working life horizon in higher education

Teaching Geographical Information Systems in Geography Degrees: A Critical Reassessment of Vocationalism

Troubling the concept of the ‘academic profession’ in 21st Century higher education

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