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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

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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.

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@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 -