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Representations of a high-quality system of undergraduate education in English higher education policy documents

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Representations of a high-quality system of undergraduate education in English higher education policy documents. / Ashwin, Paul; Abbas, Andrea; McLean, Monica.

In: Studies in Higher Education, Vol. 40, No. 4, 2015, p. 610-623.

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Ashwin P, Abbas A, McLean M. Representations of a high-quality system of undergraduate education in English higher education policy documents. Studies in Higher Education. 2015;40(4):610-623. Epub 2013 Oct 21. doi: 10.1080/03075079.2013.842211

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Ashwin, Paul ; Abbas, Andrea ; McLean, Monica. / Representations of a high-quality system of undergraduate education in English higher education policy documents. In: Studies in Higher Education. 2015 ; Vol. 40, No. 4. pp. 610-623.

Bibtex

@article{e7b64382b2fd4810be30998c7f9c23d5,
title = "Representations of a high-quality system of undergraduate education in English higher education policy documents",
abstract = "This article examines the ways in which a high-quality system of undergraduate education is represented in recent policy documents from a range of actors interested in higher education. Drawing on Basil Bernstein{\textquoteright}s ideas, the authors conceptualise the policy documents as reflecting a struggle over competing views of quality that are expressed through pedagogic discourses. They identify two pedagogic discourses: a dominant market-oriented generic discourse and an alternative discourse that focuses on transformation. They argue that the market oriented generic discourse is dominant because it is more coherent and moreconsistently presented than the alternative discourse, which is much more fractured. In conclusion, they argue that refocusing the alternative discourse of quality around students{\textquoteright} relations to academic knowledge may offer a way in which to bring the different actors from the higher education field together inorder to form a stronger, more cohesive voice.",
keywords = "higher education policy, pedagogic discourse , Quality , Basil Bernstein",
author = "Paul Ashwin and Andrea Abbas and Monica McLean",
note = "The final, definitive version of this article has been published in the Journal, Studies in Higher Education, 40 (4), 2015, {\textcopyright} Informa Plc",
year = "2015",
doi = "10.1080/03075079.2013.842211",
language = "English",
volume = "40",
pages = "610--623",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Representations of a high-quality system of undergraduate education in English higher education policy documents

AU - Ashwin, Paul

AU - Abbas, Andrea

AU - McLean, Monica

N1 - The final, definitive version of this article has been published in the Journal, Studies in Higher Education, 40 (4), 2015, © Informa Plc

PY - 2015

Y1 - 2015

N2 - This article examines the ways in which a high-quality system of undergraduate education is represented in recent policy documents from a range of actors interested in higher education. Drawing on Basil Bernstein’s ideas, the authors conceptualise the policy documents as reflecting a struggle over competing views of quality that are expressed through pedagogic discourses. They identify two pedagogic discourses: a dominant market-oriented generic discourse and an alternative discourse that focuses on transformation. They argue that the market oriented generic discourse is dominant because it is more coherent and moreconsistently presented than the alternative discourse, which is much more fractured. In conclusion, they argue that refocusing the alternative discourse of quality around students’ relations to academic knowledge may offer a way in which to bring the different actors from the higher education field together inorder to form a stronger, more cohesive voice.

AB - This article examines the ways in which a high-quality system of undergraduate education is represented in recent policy documents from a range of actors interested in higher education. Drawing on Basil Bernstein’s ideas, the authors conceptualise the policy documents as reflecting a struggle over competing views of quality that are expressed through pedagogic discourses. They identify two pedagogic discourses: a dominant market-oriented generic discourse and an alternative discourse that focuses on transformation. They argue that the market oriented generic discourse is dominant because it is more coherent and moreconsistently presented than the alternative discourse, which is much more fractured. In conclusion, they argue that refocusing the alternative discourse of quality around students’ relations to academic knowledge may offer a way in which to bring the different actors from the higher education field together inorder to form a stronger, more cohesive voice.

KW - higher education policy

KW - pedagogic discourse

KW - Quality

KW - Basil Bernstein

U2 - 10.1080/03075079.2013.842211

DO - 10.1080/03075079.2013.842211

M3 - Journal article

VL - 40

SP - 610

EP - 623

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 4

ER -