Re-shaping the EHEA After the Demise of Neoliberalism: A UK-Informed Perspective

Evans, Linda

doi:10.1007/978-3-319-77407-7_3

Cited by 4 publications

(7 citation statements)

References 24 publications

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“…The scholar maintains that the all-devouring focus on benchmarks, tests and audits in higher education is undermining the professionalism of education practitioners at all levels of education; and the author calls for the need to reignite the focus on ‘real educational work’ which is about ethics and morals (Ball, 2015: 1046). In response, Evans (2018) recognises that some changes have already taken place, predominantly in the reshaping of European academic professionalism. The author argues that ‘the neoliberal model is moribund.…”

Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning

confidence: 99%

“…The author argues that ‘the neoliberal model is moribund. How imminent is its demise remains to be seen, but its days are certainly numbered’ (Evans, 2018: 23). This statement is important for the analysis of the transformation of neoliberalism discourse in the EHEA later in the article.…”

Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning

confidence: 99%

“…This statement is important for the analysis of the transformation of neoliberalism discourse in the EHEA later in the article. That analysis suggests that Evans (2018) quite rightly noticed the change but neoliberalism may, in fact, not be declining but rather undergoing transformations, whereby a more dialogical and accepting relationship between neoliberalism and inclusion discourses has started developing in the EHEA.…”

Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning

confidence: 99%

“…It meant its transformation. Thus, Evans (2018: 23) expected the ‘demise of neoliberalism’ in the near future; however, this may well not be the death of neoliberalism but rather its transformation, whereby it has developed in such a way that it can integrate with the social justice agenda. The social justice agenda has transformed itself to have a more reconciled relationship with the neoliberalist discourse.…”

Section: The Meaning Of ‘Inclusion’ In the Bp Documentsmentioning

confidence: 99%

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The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

Kushnir

2020

European Educational Research Journal

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This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

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Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning

confidence: 99%

Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning

confidence: 99%

Section: Neoliberalism and Inclusion: Conflicting Or Mutually Constitmentioning

confidence: 99%

Section: The Meaning Of ‘Inclusion’ In the Bp Documentsmentioning

confidence: 99%

See 2 more Smart Citations

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

Kushnir

2020

European Educational Research Journal

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“…Prolonged technological changes provide opportunities, but also require new types of training both in the early stages of development and throughout life. Now, more than ever, people of all ages need to be able to constantly update their skills of interacting with the environment and the rest of the world (Evans, 2018).…”

Section: Introductionmentioning

confidence: 99%

Transformación del enfoque centrado en el estudiante en el contexto de la digitalización de la educación

et al. 2021

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El objetivo del presente artículo es estudiar el impacto de la digitalización de la educación en la transformación del enfoque centrado en el estudiante. El estudio se realizó a través de una encuesta que se basó en el cuestionario desarrollado con la participación del proyecto internacional Erasmus + MoPED. El autor identificó la principal gama de cuestiones que preocupan mucho a los estudiantes en relación con la introducción de elementos de digitalización en el proceso educativo. Se estableció que: la mayoría de los estudiantes no confían en el sistema automatizado de control del conocimiento; la mayoría de los estudiantes expresaron su preocupación por la calidad de los materiales didácticos digitales; la mayoría de los encuestados expresaron su voluntad de participar activamente en el autodesarrollo y trabajar en tareas en formato digital. Así, se constató que el enfoque centrado en el alumno se está transformando junto con la digitalización del proceso educativo. La investigación adicional en esta dirección puede tener como objetivo identificar formas y métodos de interacción más aceptables entre estudiantes y profesores sobre la base de plataformas educativas digitales para mejorar la calidad de la educación y aumentar la motivación para aprender. El desarrollo de métodos para transformar el enfoque centrado en el estudiante en el uso de plataformas digitales de aprendizaje también es prometedor para futuras investigaciones.

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The development of higher education in Japan and the United Kingdom: The impact of neoliberalism

Brazzill

2020

Higher Education Quarterly

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Re-shaping the EHEA After the Demise of Neoliberalism: A UK-Informed Perspective

Cited by 4 publications

References 24 publications

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

Transformación del enfoque centrado en el estudiante en el contexto de la digitalización de la educación

The development of higher education in Japan and the United Kingdom: The impact of neoliberalism

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