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Why Would Going to University Change Anyone?: The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Why Would Going to University Change Anyone? The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality. / Ashwin, Paul William Hamilton.
In: Educational Studies Moscow, Vol. 2016, No. 1, 23.03.2016, p. 21-34.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, PWH 2016, 'Why Would Going to University Change Anyone? The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality', Educational Studies Moscow, vol. 2016, no. 1, pp. 21-34. https://doi.org/10.17323/1814-9545-2016-1-21-34

APA

Ashwin, P. W. H. (2016). Why Would Going to University Change Anyone? The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality. Educational Studies Moscow, 2016(1), 21-34. https://doi.org/10.17323/1814-9545-2016-1-21-34

Vancouver

Ashwin PWH. Why Would Going to University Change Anyone? The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality. Educational Studies Moscow. 2016 Mar 23;2016(1):21-34. doi: 10.17323/1814-9545-2016-1-21-34

Author

Ashwin, Paul William Hamilton. / Why Would Going to University Change Anyone? The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality. In: Educational Studies Moscow. 2016 ; Vol. 2016, No. 1. pp. 21-34.

Bibtex

@article{f72df6f332464e789908eb288ec5120b,
title = "Why Would Going to University Change Anyone?: The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality",
abstract = "In this paper, I examine the tensions between the transformational potential undergraduate degrees and ways we have of measuring and comparing the quality of those degrees nationally and internationally. I argue that what makes higher education a higher form of education is the relations that students develop to knowledge through the study of particular bodies of disciplinary and professional knowledge. Given, this I argue that this needs to be central to the ways in which we understand and measure the quality of an undergraduate education. I review current ways of measuring quality and argue that they do not capture these aspects of an undergraduate education and so are not fit for purpose. In conclusion I argue that higher education researchers have a responsibility to develop more valid ways of comparing the quality of undergraduate degrees.",
keywords = "Knowledge, Higher Education Research, Personal Transformation, Measuring Quality, Teaching and Learning, University Rankings",
author = "Ashwin, {Paul William Hamilton}",
year = "2016",
month = mar,
day = "23",
doi = "10.17323/1814-9545-2016-1-21-34",
language = "English",
volume = "2016",
pages = "21--34",
journal = "Educational Studies Moscow",
issn = "1814-9545",
publisher = "National Research University Higher School of Economics",
number = "1",

}

RIS

TY - JOUR

T1 - Why Would Going to University Change Anyone?

T2 - The Challenges of Capturing the Transformative Power of Higher Education in Comparisons of Quality

AU - Ashwin, Paul William Hamilton

PY - 2016/3/23

Y1 - 2016/3/23

N2 - In this paper, I examine the tensions between the transformational potential undergraduate degrees and ways we have of measuring and comparing the quality of those degrees nationally and internationally. I argue that what makes higher education a higher form of education is the relations that students develop to knowledge through the study of particular bodies of disciplinary and professional knowledge. Given, this I argue that this needs to be central to the ways in which we understand and measure the quality of an undergraduate education. I review current ways of measuring quality and argue that they do not capture these aspects of an undergraduate education and so are not fit for purpose. In conclusion I argue that higher education researchers have a responsibility to develop more valid ways of comparing the quality of undergraduate degrees.

AB - In this paper, I examine the tensions between the transformational potential undergraduate degrees and ways we have of measuring and comparing the quality of those degrees nationally and internationally. I argue that what makes higher education a higher form of education is the relations that students develop to knowledge through the study of particular bodies of disciplinary and professional knowledge. Given, this I argue that this needs to be central to the ways in which we understand and measure the quality of an undergraduate education. I review current ways of measuring quality and argue that they do not capture these aspects of an undergraduate education and so are not fit for purpose. In conclusion I argue that higher education researchers have a responsibility to develop more valid ways of comparing the quality of undergraduate degrees.

KW - Knowledge

KW - Higher Education Research

KW - Personal Transformation

KW - Measuring Quality

KW - Teaching and Learning

KW - University Rankings

U2 - 10.17323/1814-9545-2016-1-21-34

DO - 10.17323/1814-9545-2016-1-21-34

M3 - Journal article

VL - 2016

SP - 21

EP - 34

JO - Educational Studies Moscow

JF - Educational Studies Moscow

SN - 1814-9545

IS - 1

ER -