Welcome to Philosophy of Education in Denmark. With Some Critical Remarks on Higher Education Policy

Reviewed by: Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives Kelly Ward and Meghan Levi Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives, edited by Elizabeth Allan, Susan Van Deventer Iverson, & Rebecca Ropers-Huilman. Routledge, 2009. 272 pp. $145.00 (cloth). ISBN 978-0-415-99776-8. What is feminist poststructuralism? Why is it important? How can it be useful to advance policy conversations related to higher education? Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives, a volume edited by Elizabeth Allan, Susan Van Deventer Iverson, and Rebecca Ropers-Huilman, addresses these and other questions related to advancing the creation, implementation, and use of policy conversations. The book is a valuable resource for administrators, policy makers, researchers, and students wanting to think in new and different ways about policy affecting colleges and universities. For readers not familiar with feminist poststructuralism (FPS) and policy analysis, the book is foundational and informative. In Chapters 1 and 2, the editors provide a reminder about some of the core concepts related to policy and they address how feminist poststructuralism can be used to problematize "what has come to be taken-for granted as 'normal' everyday practice" (p. 2). Chapter 2 authored by Elizabeth Allan is particularly helpful for readers to understand FPS and all the other "posts" bantered about in higher education circles. Because the tenets of FPS are so clearly laid out as a tool of analysis, readers can use this knowledge to examine situations common to higher education that are threaded throughout the remaining chapters. The approach to policy analysis put forth by the editors widens the audience and is a guide for those new to the study of FPS and higher education policy. The book is particularly useful to analyze gender in contemporary policy discourses yet it is not limited to people interested in gender. FPS as a tool of analysis is far reaching. Part 1 of the book entitled Productions of Power through Presence with Absence includes three chapters that critically analyze the dominant, neoliberal narrative prominent in higher education. This part of the book presents historical and macroscopic perspectives of policy, discourse, and FPS in higher education. In Chapter 3 Jana Nidiffer offers FPS as a "corrective" agent to view the history of higher education by asking, "Who benefits from the story being told in this particular way and what are the consequences of having knowledge framed in this manner?" (p. 44). Her work brings forth the silent narrative of the female student suffragist movement all but missing from higher education history texts. In Chapter 4 Tatiana Suspitsyna questions the contemporary articulations of the purpose of higher education by using Foucault's (1972) view [End Page 460] of discourse and power as productive not repressive. Through an analysis of documents from the Department of Education, almost entirely authored by Secretary Margaret Spelling, Suspitsyna deconstructs the purpose of higher education. The results strongly suggest that a neoliberal market discourse reinforces the hegemonic masculine status quo in contemporary higher education. The same notion of man as ideal consumer of higher education is also present in the discourse surrounding leadership in higher education. In Chapter 5 Gordon, Iverson, and Allan use The Chronicle of Higher Education to examine the how dominant notions of femininity and masculinity were used to "produce gendered images of leaders" (p. 82). Not surprisingly, female leaders were portrayed as "caretaker" and "vulnerable" leaders among other labels. The authors provide several examples used in their analysis that provide further context for "the double bind" conflict female professionals at all levels experience (p. 90). Part 2, Subjects and Objects of Policy, is focused on students and is likely to be of particular interest to those who work with students. The chapters help readers see how policy works discursively for students on paper, but against students in action. In Chapter 6, Susan Talburt used the idea of "becoming" to show how the university rhetoric of "involvement" actually creates what Foucault (1977) described as, "normalizing judgment" (p. 183). In the case of LGBT students, Talburt explores the tensions between a discourse of victimization and the roles of student as both active subject and passive object of university policy created for and by...

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsTimothy C. CaboniTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.John M. BraxtonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Molly Black DeusterhausTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Meaghan E. MundyTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Shederick A. McClendonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Stephanie D. LeeTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.

Applied Anthropology provides a new perspective on today’s higher education environment. Volatile and unpredictable forces affect research and instruction across many sectors and levels, and global dynamics are among the strongest drivers of change. Further, within American higher education, daunting complexity and multiple layers of activity weave a rich tapestry of environment, structure, and culture.This book provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education — the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education — research, health care, athletics, economic development, fiscal management, planning, and faculty roles/challenges — another way of framing the complexity of the situation we are addressing. Book chapters also provide a set of implications for higher education policy. The book concludes with a vision of next steps in research and practice to further anthropology’s contribution to higher education policy and practice.The intended audience includes both academic and professionals–e.g., faculty and students in departments of higher education, anthropology, and education policy. Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into today’s challenges. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for careers in public service.

The literature on higher education policy points to changes in the dominant discourse over the years. In particular, the ascendance of a discourse marked by concepts of new public management, using language inspired by neoclassical economic theory which characterizes education as a marketplace where students are customers, has led scholars to critically question the foundations of modern higher education policy. This paper uses critical discourse analysis to trace the development of higher education policy discourse in Denmark from the late 1970s until today. The authors find that the discourse has moved from a pluralistic one embracing not only the economic benefits of education, but also emphasizing on democracy, citizenship, and equality, towards a predominantly economic one, focused squarely on notions of globalization and competitiveness in a knowledge society.

Public policy in higher education is crucial in guiding the direction of learning in educational institutions. Recognition of Prior Learning (RPL) enables students to receive recognition for knowledge and skills acquired through non-formal experiences, accelerating learning, and providing fairness to those with relevant prior experiences. This research aims to analyze public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The study utilizes a qualitative method, prioritizing literature analysis as the source of data. Data is collected from scholarly works and relevant bibliographic references. Analysis is conducted inductively to gain a deep understanding, explore unique aspects, and generate hypotheses related to public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The findings indicate that public policy in higher education plays a crucial role in directing learning policies, including RPL implementation. However, the implementation of RPL still faces several challenges, including the need for clear frameworks, adequate resources, and ethical aspects in recognizing past learning. The importance of harmonizing RPL practices at the international level also remains a focus in achieving inclusive and relevant higher education goals. Thus, this research provides a better understanding of the complexity of RPL implementation and lays the groundwork for policy and practice improvements in higher education.

The matter of language policy in South African higher education remains contentious. Intense debate followed the promulgation of the Language Policy in Higher Education (LPHE) in 2002 which directed that all higher education institutions needed to develop language policies that presented firm commitments to developing multilingual environments in which African languages are developed as academic or scientific languages. After a period of seeming quiescence, issues around African languages have again surfaced in public debate, primarily as a result of Minister Nzimande’s call that in future it would be a requirement that every university student in South Africa learns one African language as a condition for graduation. Whether the language policy succeeds or fails is a complex matter, but one of the important factors, we suggest, relates to language attitudes and practices in particular contexts. This article revisits research into language attitudes and practices undertaken at the University of the Witwatersrand (Wits) with a view to drawing further insights into the matter of language policy in higher education, and in particular, the place of African languages. The results of the study reveal strong support for English as LOLT as well as continued strong support for Zulu as the `preferred’ African language - where an African language is supported. However, the results of the study also suggest that while the ability to understand or use an African language is considered valuable, the idea that a university should legislate in favour of an African language is not supported.

Higher education governance and policy. Higher education governance and policy. Higher education governance and policy.

This paper moves beyond a conceptualization of globalization as a top‐down imposition of policy directions ‘from above’ to focus on the active two‐way dynamics between global, national and local levels of policy processes. Arguably, the particular ‘case’ examined here of ‘quality’ policy is especially appropriate as quality policy and golbalization rose to prominence in educational discourses at roughly the same time during the 1990s, suggesting that the two may be intimately interconnected. An analysis of new quality policy in Australian higher education for the 2000s is used as a vehicle to explore the dynamic reciprocity of global–national–local interactions in policy processes as revealed through empirical evidence collected during interviews with members of the national Australian Universities' Quality Agency. The concluding discussion highlights a key meta‐level theme of education policy transfer between countries and the potential for global policy convergence.

This article studies the development of higher education (HE) policies in Argentina and Finland and examines what are the principles behind HE laws and policies, and whether the policies promote or prevent social equality. We apply genealogical document analysis and interpretive policy analysis to look for differences and similarities, and to place them in societal and historical context in order to make plausible interpretations. We contrast properties of social systems and patterns of policy practices that describe the character of HE institutions in Argentina and Finland. By creating country cases, we, analyze the HE policies of the democratic era in Argentina and Finland to find out whether and how the policies aim at reducing social inequalities in HE. We conclude that along with market logic in education policies, inequalities in HE tend to increase even in a Nordic welfare state like Finland.

Higher education and training policy and practice in South Africa: impacts of global privatisation, quasi-marketisation and new managerialism

Reviewed by: Transforming Scholarship: Why Women's and Gender Studies Students Are Changing Themselves and the World by Michele Tracy Berger and Cheryl Radeloff, and: Feminist Activism in Academia: Essays on Personal, Political and Professional Change ed. by Ellen C. Mayock and Domnica Radulescu, and: Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives ed. by Elizabeth J. Allan, Susan Iverson, and Rebecca Ropers-Huilman Casandra E. Harper (bio) Transforming Scholarship: Why Women's and Gender Studies Students Are Changing Themselves and the World by Michele Tracy Berger and Cheryl Radeloff. New York: Routledge, 2011, 278 pp., $149.00 hardcover, $29.87 paper. Feminist Activism in Academia: Essays on Personal, Political and Professional Change edited by Ellen C. Mayock and Domnica Radulescu. Jefferson, NC: McFarland, 2010, 206 pp., $55.00 paper. Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives edited by Elizabeth J. Allan, Susan Iverson, and Rebecca Ropers-Huilman. New York: Routledge, 2009, 206 pp., $150.00 hardcover, $51.95 paper. Higher education can be a setting where individuals can develop and see the world and themselves in a new light. When assumptions are challenged and new knowledge is created, opportunities for transformation and more equitable outcomes are possible. Each book contained in this review speaks to these opportunities and calls for its readers to engage differently with individuals, scholarship, coursework, the academy, discourse, or policy. The books pose thoughtful, sometimes difficult questions, while also appropriately avoiding offering readers easy, simplistic answers. I found the content of each book to be compelling on both the personal and professional levels and recommend them, particularly Transforming Scholarship and Reconstructing Policy in Higher Education, for use in relevant courses. Feminist Activism in Academia and Reconstructing Policy in Higher Education are useful for those interested in reflective reading and a call to action for scholars and activists interested in challenging the status quo and learning new strategies for responding to or dismantling those norms. Written with the intended audience of prospective and current undergraduates interested in learning more about the intricacies of being a women's and gender studies (WGS) major, Transforming Scholarship: Why Women's and Gender Studies Students Are Changing Themselves and the World by Michele Tracy Berger and Cheryl Radeloff offers a response to those who ask what one can do with a WGS degree. Drawing from survey and interview data with WGS graduates, the authors offer readers an overview of what students might expect as a WGS student. Transforming Scholarship is organized into three sections—with two chapters contained in each—representing three time-points relevant to a student: the pre-college or early college career year(s) prior to declaring a major, the college years as a declared WGS major, and the post-college career. In the first section, the authors provide an overview of the history of the WGS major, a description of how its structure might vary by institution, an overview of key theories and sample courses that might be offered, and a list of the professional associations and organizations that might be relevant. Much of the information presented [End Page 205] in this section has applicability for non-WGS students as well, such as the difference between a major, minor, and concentration, making it a worthwhile read for students unsure of their choice of major. The second section, concerning those who have committed to WGS, has a chapter dedicated to justifying this choice of major to others, particularly family, friends, and coworkers. As the authors note in the introduction to the book, students pursuing WGS degrees are often questioned about their choice, and are asked to respond to stereotypes and misconceptions about this major. The authors address some of these questions and offer both strategies for responding and arguments to use when doing so. The chapter also includes stories and strategies from WGS graduates, which contribute to a greater understanding of the range and depth of questions that students might face and the variety of possible responses. Concepts like gender, intersectionality, inequality, equity, and empowerment are defined and introduced in the second chapter in this section as lenses that can frame coursework. Students are also encouraged to consider their inner strengths and conditions for success. The...

The purpose of the work is to characterize the organization of adult education in Hungary and Denmark. It has been found that in Hungary adult education is being conducted to ensure literacy in accordance with market requirements and economic development of the country. The Hungarian Association for Adult Learning has been set up in Hungary, which plays an important role in professional supervision and job satisfaction, as well as in the development of vocational training legislation. The country is characterized by decentralization of education management of unoccupied citizens. On the basis of the concept: the state system of vocational training, retraining and retraining of the unemployed population; the concept of adult education in the EU countries programs for the adult population. Higher education in Hungary is represented by more than 20 educational institutions: universities and institutes (colleges). Denmark's adult education system is an extensive network of private, community, municipal and state organizations and institutions offering a wide range of informal and formal, professional and non-professional education programs that are governed by relevant legislation. The Danish adult education task is to support world trends that promote the nation's prosperity: the development of innovative processes and the improvement of the quality of education; increasing the flexibility and responsibility of schools to adult students. The adult education in Denmark, funded by the state, can be divided into three components: liberal (Free) adult education (popular higher schools, home economics schools, evening schools, day schools); general education of adults (adult education centers, language centers, evening high schools of secondary education); professionally oriented education and adult education (labor training center, production schools, vocational schools, social and medical schools, etc.). A system of grants (scholarships) was created to support gifted students. Some universities and other institutions of higher education provide their own scholarships. Much attention in the country is paid to the education of adults, which is carried out in the form of general secondary schools courses, vocational training courses. The state's care of providing all kinds of services in the education system of the adult population contributes to Denmark's high achievements in economic development. Higher education establishments of this country give an opportunity to get not only education but also knowledge that will be useful not only for the graduate but also for the whole country. Key words: adult education, Hungary, Denmark, Association of adult education enterprises, non-formal education, formal education, vocational education, non-vocational education.

PurposeThe purpose of this paper is to examine the dominant conceptualisation of quality in Afghanistan’s higher education strategic planning and policies, and consider the implications a broader conceptualisation of quality might have within Afghanistan’s conflict-affected context.Design/methodology/approachDrawing on data from document analysis and semi-structured interviews, the author identifies the dominant policy conceptualisation of quality.FindingsThe dominant conceptualisation of quality in Afghanistan’s higher education policy documents aligns with the sector’s primary policy purpose of promoting economic growth. However, quality assurance processes were developed with significant input from international actors, and replicate global norms for quality assurance. Whilst this is important for validity and legitimacy, at the same time it can be delegitimising for local stakeholders, and can limit opportunities for conceptualisations of quality which genuinely engage with the particularities of Afghanistan’s broader conflict-affected social context.Research limitations/implicationsIntroducing conceptualisations of quality in Afghanistan’s higher education policy which de-centre economic growth, and rather re-position social goals of cohesion and political sustainability as a central understanding of quality higher education, opens possibilities for the sector’s contribution towards national development.Originality/valueThere is limited published research into conceptualisations of quality within low-income and conflict-affected higher education contexts in general, and Afghanistan in particular. This paper intends to extend a critical conversation about the non-economic dividends a quality higher education sector can offer in such contexts.

This article presents an analysis of the recent development of secondary education in Denmark. The author relates this topic to educational policy on the one hand and to processes and problems of social inclusion on the other. It is argued that different types of upper secondary education play important roles in the social inclusion of young people in society. Three main sectors in Danish secondary education are identified, and for each sector the author discusses the forms of inclusion, the problems encountered and the policies pursued. In this discussion, the author draws on the theories of Habermas and his distinction between communicative and strategic rationality. In Danish education, the problem of social inclusion has been most often discussed as a question of ‘social inheritance’. The author traces the development of this discourse through changing socio-political contexts during the last three decades, and discusses its impact on educational policy.

This article, focusing on establishing and expanding autonomous university campuses as a policy tool, evaluates the privatization policies of public higher education in Iran. This study, using a qualitative, process-based research method, analyzes the design and implementation of this policy based on the policy cycle model and policy feedback theory. The findings reveal that the policy of establishing autonomous campuses has not been as successful as expected in achieving its primary objectives, including the internationalization of higher education, expanding access, and increasing student enrollment to meet social and scientific needs. This research examines the resource, interpretive, and institutional impacts of this policy and its socio-political, financial, and executive feedback mechanisms. The resource, interpretive, and institutional impacts include promoting market logic in public universities, encouraging universities to find new financial resources, and creating contradictions in the policy-making and implementation of higher education privatization. The socio-political feedback mechanism focuses on the deviation of campuses from their primary mission, the financial feedback mechanism highlights universities' need for diverse financial resources, and the administrative feedback mechanism points to the lack of adequate oversight of these campuses. The article concludes that while the privatization of public higher education through autonomous campuses has had some positive effects, such as diversifying university financial resources, it has also led to concerns about equity and quality of education. This research suggests that future privatization policies in higher education should be carefully designed and implemented, with adequate oversight, to balance financial sustainability and the maintenance of educational standards. Furthermore, in developing privatization policies in public higher education, all social classes should be guaranteed equal access to higher education. Based on the findings, three scenarios are proposed for the future of autonomous campuses: maintaining the status quo, merging with parent universities, or shifting towards specific missions.