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The impact of marketisation on undergraduate curriculum in an English university: A Bernsteinian analysis

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Brady N., Bates A.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

2014

vol. 24

issue 6

903-918

The context for this paper is the marketisation of higher education in England since the 1990s which has established the core mission of the university as primarily economic. Successive government policies have framed this mission as the generation of ‘useful’ knowledge and the supply of skilled graduates required by companies to compete in the ‘global economic race’. Higher education in the UK is now driven by a dynamic in which universities are required to compete for students in a quasimarket characterised by growing stratification and reduced state funding. This paper examines the impact of these changes in a case study of undergraduate curriculum in a university Business School. The data were collected through semi-structured interviews with academics who taught on undergraduate programmes together with a documentary analysis of texts such as module specifications, programme review documents and Business School strategy. Bernstein’s pedagogic theory and in particular his concept of recontextualisation was utilised to interpret the findings. It was found that market imperatives relating to the maximisation of income generation dominate the discourse in the Business School. As a result, pedagogical relations have become recontextualised as a form of product management accompanied by a range of unintended consequences.

Knowledge building as theory development in education: What forms of progression and in-depth learning are possible in the subject of social sciences?

81%

Bratland E.

Edukacja Humanistyczna

2020

issue 2

163-178

The new Norwegian curricular reform (LK 20) implies a return to comprehension-oriented teaching and in-depth learning with focus on the theories and concepts of the subjects. However, it is not clear how in-depth learning can be achieved in education, and in which way a deeper understanding and progression can be realized in the social sciences. This problem, described as a lack of progression or knowledge growth in the social sciences, can, according to Bereiter and Scardamalia, be overcome, by an approach that emphasizes knowledge building as theory development in education. Based on social realism, this paper discusses which forms of knowledge building and progression that are possible in the subject of social sciences.

Nowa norweska reforma programów nauczania (LK 20) zakłada powrót do nauczania zorientowanego na zrozumienie i pogłębione uczenie się z naciskiem na teorie i koncepcje przedmiotów. Nie jest jednak jasne, w jaki sposób można osiągnąć pogłębione uczenie się w edukacji i w jaki sposób można osiągnąć głębsze zrozumienie i postęp w naukach społecznych. Problem ten, opisany jako brak postępu lub wzrostu wiedzy w naukach społecznych, może być, według Bereitera i Scardamalii, przezwyciężony przez podejście, które kładzie nacisk na budowanie wiedzy jako rozwój teorii w edukacji. Bazując na realizmie społecznym, w niniejszym artykule omówiono, które formy budowania wiedzy i postępu są możliwe do osiągnięcia w dziedzinie nauk społecznych.

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1 Edukacja Humanistyczna

1 Pedagogická orientace (Journal of the Czech Pedagogical Society)

1 Bates A.

1 Brady N.

1 Bratland E.

1 2020

1 2014

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The impact of marketisation on undergraduate curriculum in an English university: A Bernsteinian analysis

Knowledge building as theory development in education: What forms of progression and in-depth learning are possible in the subject of social sciences?