Programme and lecturers

Monday 5 July

New modes of Governance for Research and Education

Jürgen Enders (CHEPS)

Traditional ways of governing society, politics and economy are changing, sometimes referred to as the shift from government to governance as well as shifts in governance. In my presentation I will make an attempt to contribute, from a certain perspective on governance studies, to the ongoing debate on the modern university and to look for the strengths and weaknesses of this approach for higher education studies. Following respective developments in our field reveals that higher education studies have build on and contributed to this debate. It has developed from early notions of planning, steering, and implementation in the narrow sense to a framework that conceptualises policy processes from a multi-level and multi-actor perspective. In a different genealogy, it is build as well on the discovery of principle modes of coordinating social actions, or basic forms of social order within the unholy trinity of ‘hierarchies, markets, and networks’.

Tuesday 6 July

European Research and Education Area, the Bologna declaration and the Lisbon strategy : developments (working title)

Marek Kwiek

The process of creating the European Higher Education Area and the European Research Area can be viewed as the process of the redefinition of roles and missions of the institution of the university in increasingly market-driven and knowledge-based European societies and economies. Both teaching and research are undergoing substantial transformations today and the institution of the university, on both global and European scale, may not be able to avoid the transformation of its functioning. What we are witnessing right now is far-reaching convergence between the emergent common European higher education and research space and the so-called Lisbon strategy of the EU with its clearly economic agenda. It is useful to view the processes from the perspective of global transformations of higher education (and of R&D policies) and from that of global redefinition of the role of the public sector in general in emergent slimmer welfare states.

Wednesday 7 July

Changes in research & knowledge production and in research performing institutions (especially higher education institutions)

Arie Rip

Changes in the organisation of research, in the interactions with old and new stakeholders, and in the modes of knowledge production (note that ‘knowledge’ is broader than ‘science’!) occur, and appear to be more striking in the last decade or so than before.

There are various attempts at diagnosis of ongoing changes. The empirical support for the various diagnoses has been suggestive rather than conclusive. What appears to be clear, however, is an opening up of an earlier, stabilized and often inward looking regime of knowledge production. Phrasing it in this way also implies that one could look for signs of “closure”, that is, stabilisation of elements of a new regime, and inquire whether this is the right direction. My own view is that we should avoid too rapid closure at the moment and continue entertaining heterogeneity and experimenting.

Thursday 8 July

Impertinent Questions: Intersections of Curriculum Theory and Practice

Lisa Lattuca (Penn State)

Lisa Lattuca will focus on innovation and education, discussing transformations in our educational systems, like the move from a front end to a life-span model and from curricula to learning pathways.

Learning, understood to include the activities not only of students in courses but also of professors engaged in research and teaching, is influenced by the contexts in which it occurs. Changes in educational structures, policies, and practices, because they can profoundly affect the contexts in which learning takes place therefore should be analyzed in terms of how well they promote effective learning. Recent perspectives that view learning as an inherently social activity, rather than primarily an act of individual cognition, provide a useful analytical lens for such an assessment, and may suggest necessary correctives for structures and practices that constrain more than they enable learning and innovation.