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  • 1.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Dual learning – a challenge for higher education in the new landscape of governance2015In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 21, no 4, p. 277-292Article in journal (Refereed)
    Abstract [en]

    In many countries, practice-oriented programmes have been recast as university programmes, fuelling debate on the purpose of higher education. We highlight two ways of talking about the challenges for higher education we think are already familiar to readers. We label them ?political-worry discourse? and ?academic-worry discourse?. We argue for a third position that gives due recognition to the turn in governance. Professional work today is performed in a new landscape where maintaining the conditions for autonomy and discretionary work is more important than ever. This has implications for the pedagogic focus of higher education institutions. The proposed ?dual learning? concept addresses this challenge through educating students about governance and allowing students to position themselves in relation to the governance of their professions. By discussing governance, we contribute to a previously neglected field and support the position that higher education may indeed be the best place to provide professional education.

  • 2.
    Aili, Carola
    et al.
    Lund University.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Preparing higher education students for the new landscape of governance2016In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 22, no 3, p. 249-265Article in journal (Refereed)
    Abstract [en]

    Studies have demonstrated that neoliberal governance dismantles professionals' will to critique, counteracting efforts to improve quality by preventing professionals in all sectors of the labour market from grounding work in their professional convictions. Managing attempts at governance has therefore become an important professional competence. This paper investigates how higher education prepares students for work under neoliberal forms of control. How are they trained to analyse and describe the effects of governance and prepared to work with the standards, manuals and documentation that influence quality in their lines of work? 'Interruptive focus group conversations' were performed with students from various professional programmes at a Swedish university. Student reasoning about governance is explored using theories of governance and subjectification. The results demonstrate that students are aware of the ways in which their professions are governed, the need to conduct discretionary work, but do not have skills to deal with governance critically. This latitude for pedagogical intervention is underutilized.

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  • Other style
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Language
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  • en-US
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  • Other locale
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