Das Potenzial der Soziologie der Konventionen für die Bildungsforschung

Leemann, Regula Julia; Imdorf, Christian

doi:10.1007/978-3-658-23301-3_1

Cited by 14 publications

(7 citation statements)

References 57 publications

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“…These conventions are historically established, legitimated logics of action and orders of justification and worth [52] employed to pursue common goods, such as efficiency, equality, and community. Several conventions have been reconstructed that have proven to be empirically significant for the coordination of education [55][56][57][58]. Table 1 lists those that are relevant for the analysis in this article.…”

Section: Doing Governance With Plural Logics Of Action: Economics Of Conventionsmentioning

confidence: 99%

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Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

2022

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In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects.

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Section: Doing Governance With Plural Logics Of Action: Economics Of Conventionsmentioning

confidence: 99%

“…DomesticCommunity, interpersonal relationships, individual well-being and development, tradition, pedagogic values, closeness and trust, focus on whole person and personality, school-family contact Sources:[52,55,57].…”

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confidence: 99%

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

2022

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“…To a deeper extent, the sociology of conventions allows the identification of central frames of reference for actors' actions and, thus, illuminates which normative processes respectively conventions impact and direct the coordination mechanism of actors within regional provision of CHE. Actors draw on these conventions (civic, market, industrial, fame, domestic, and project/network [39][40][41]) as evolved orders of justification, worth and logics of action in a socio-cultural environment. We assume that although CHE governance implied by national and regional frameworks influences provision by universities, it might be justified by different conventions.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain

Treviño-Eberhard

Kaufmann-Kuchta

2022

Education Sciences

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In this research, we compare interrelations between institutional settings and regional provision structures of continuing higher education (CHE) in England and Spain. The aim of the qualitative analysis is to identify and to compare country-specific linkages between national and regional policies, legal and financial regulations and their impact on providers, types of provision and target groups of CHE at the regional level. Theoretical assumptions of educational governance, environmental neo-institutionalism, and the sociology of conventions guide the analysis, based on expert interviews in England and Spain. Our research questions are: What modes of coordination of action to provide CHE are caused by national and regional regulations in England and Spain? How are these actions justified, and how do they influence regional CHE provision types and target groups in both countries? Interview-based findings show that national and regional regulations embrace hybrid modes of coordination of action regarding CHE provision in both countries. Specifically, centralised national policies in England and a mixture of centralised and decentralised legal frameworks in Spain impact regional CHE provision by universities, as does the scope of university autonomy in both countries. However, national frameworks only explain regional disparities in CHE provision to a limited extent. Less formal normative dimensions and social orders of university orientations and labour market demands also influence regional types of provision, concepts, provider cooperation, and adult CHE learners.

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“…A historically evolving set of competing orders of worth has been identified within the Economics of Conventions [36,39]. Some of them seem to apply more than others to the governance of school infrastructure by numbers [38]. While civic norms require the education infrastructure to be allocated in a spatially equitable way, industrial norms of efficiency expect schools to produce a reliable regional or national workforce and capable leaders for the future.…”

Section: Using Indicators To Construct and Constitute Spatial Dispari...mentioning

confidence: 99%

“…Decision making-in organizations in general and in the public sector in particularhas to deal with competing orders of worth [35,36]. Similarly, the organization of education infrastructure is often confronted with contradictory normative claims [37,38] (Ref 37 p. 122). A historically evolving set of competing orders of worth has been identified within the Economics of Conventions [36,39].…”

Section: Distinguishing Between Different Forms Of Governing By Indic...mentioning

confidence: 99%

Governing Spatial Disparities in School Infrastructure by Numbers: Investments in Form, Tensions, New Compromises?

Bartl

2022

Education Sciences

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Given that education infrastructure has been a crucial element of the infrastructural power of the welfare state, surprisingly little is known about how spatial disparities in school infrastructure have been governed. While emphasis has recently been placed on the role of numbers in governing the education system, there have been contradictory results on the use of numbers for measuring spatial disparities in schooling on the one hand and on allocating school infrastructure by numbers on the other. What role have indicators played in the governance of regional disparities in education and how can we explain changes to this role? Assuming that indicators typically fulfil two functions in decision making processes (information gathering and allocation of resources), this article develops an ideal–typical distinction between four ways of (not) using numbers for governance purposes. This typology is applied to a historical case study of indicators as a device for governing spatial disparities in education in Germany. Cognitive investments in indicators for observing spatial disparities in education and for administering schools have been made in Germany since the early 19th century. However, conceptual flaws and conservative education policies have kept them from being put to effective practice in school infrastructure policies. It was not until the 1970s that demographic and administrative indicators became institutionalized as part of decentralized but fairly standardized school planning practices. While the use of indicators in the spatial allocation of education resources seemed to work well during periods of educational expansion, this calculative practice produced tension with the civic idea of spatial justice when enrolments declined.

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Das Potenzial der Soziologie der Konventionen für die Bildungsforschung

Cited by 14 publications

References 57 publications

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain

Governing Spatial Disparities in School Infrastructure by Numbers: Investments in Form, Tensions, New Compromises?

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