Studies often highlight how standardisation and consent are manufactured through the European Bologna Process (Brøgger 2019; Gibbs et al. 2014; Lawn and Grek 2012). This article shows how students’ conduct is still governed by multiple logics and dilemmas. The context for the article is the Bologna Process and the way it has been applied by the Danish government in the 2014 reforms that sought to fast-track the completion of student degrees. It analyses the impact of changes on students’ conduct through a series of focus group interviews with students who were confronted with the new demands to speed up their progress through their degrees. To illustrate the complexity of this standardisation, the analyses are framed within theoretical ideas of ‘risk’ (Beck 2006) and ‘translation’ (Latour and Callon 1986).
Abundant research has pointed to the importance of non-cognitive skills for success in life. This paper describes the development and validation of the "UiL", designed to measure 19 noncognitive skills that have been identified as being important for school children in Denmark. First, we describe the development of the scales, and then report a preliminary validation with 1560 students from Grades 4 to 9. Second, we present a validation of the final UiL, which was revised and re-administered to the same sample of students. The final validation sample consisted of 1373 students (48.6% boys, ages 9 to 16 years). Results from the Confirmatory Factor Analysis indicated that the UiL had acceptable discriminant and convergent validity. The results from a RASCH partial credit analysis indicated that four of the 19 had excellent fit, with other scales needing nuanced interpretation because of some item misfit, local dependence, multidimensionality, and DIF by grade.
In Greek mythology, the hero Odysseus receives a gift of the world’s wind in a carefully tied sack. Only one favorable tailwind was free to blow his ship safely home. But in the course of the night, the other winds are released with catastrophic consequences for Odysseus’ fleet, resulting in multiple wrecks. In the article we take the myth about Odysseus and the winds as a picture of students’ educational navigation after the Danish Study progress reform (2013). We show how the reform was initially characterized by an unambiguous belief that it is possible to tether and align the various motives and reasons for studying (winds), all while in practice the students translate the reform’s demand for quick completion in a number of unforeseeable ways. With the concept of “risk translation” we show how the students’ navigations is not just a question of fast completion, but also of protecting a number of often enjoyable, study activities, constituting a good study life. The analysis in this article is built upon a country-wide questionnaire among approximately 4500 university students (2015), along with a series of focus group interviews with students at the University of Copenhagen (2013-2016).
Laura Louise sarauw og simon ryberg madsen
Studerende i en fremdriftStidPrioriteter, valg og dilemmaer Set i lySet af fremdriftSreformen au AARHUS UNIVERSITET a n a ly S e r o g t a l f r a l a n d S d ae kk e n d e S P ø r g e S k e m au n d e r S ø g e l S e b l a n d t 4 .3 5 4 u n iv e r S it e t S -S t u d e r e n d e
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.