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What are the relations between creativity, curricula and paradigms? In this paper the historical development of major curriculum theories are interpreted in terms of their relation to creativity as a goal of organised learning. Further, the development is analysed by discussing the organising of learning for creativity from the viewpoints of different sociological paradigms. These represent mutually exclusive ways of understanding knowledge production and societal change. A synthesis of how schools try to reach creativity as a goal for organised learning, seen through the 'dark glasses' of curriculum traditions and paradigms, is presented. The paper ends with some concluding remarks regarding how creativity fits into a curriculum profile needed under the present level of economic globalisation. 相似文献
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Branding is a phenomenon that has become increasingly common in higher education over the last few years. It entails defining the essence of what a university “is”, what it “stands for”, and what it is going to be known for, requiring precision and consistency in the formulations as well as internal commitment to the brand. This article details what happened in the process of defining the essence of a regional university in Northern Norway. Addressing the challenges, the article reveals that the notions of consistency, precision, and commitment generated resistance from faculty members and made the process very difficult to fulfill. An important finding is that a university may be too complex to be encapsulated by one brand or identity definition. The article describes this process, explains the reasons for the difficulties, and discusses some implications for higher education branding. 相似文献
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Jelle Mampaey Vanja Schtemberg Jos Schijns Jeroen Huisman Arild Wæraas 《高等教育研究与发展》2020,39(2):230-243
ABSTRACTMost studies on branding in higher education focus on external branding or image-building towards external stakeholders such as students. Internal branding is an underexplored topic, even though it should be considered as important as external branding. Internal branding is about achieving the necessary internal support for the external brand. Drawing on the theoretical concept of discursive legitimation, we explore the strategies that contribute to an internally supported new brand with student diversity as brand value. We conducted a case study of a Flemish university college that has (largely) succeeded in achieving internal support for its new external brand of student diversity. Analyzing the case from the perspective of Critical Discourse Analysis, we specifically zoomed in on the dialectical tensions underlying the discursive legitimation of this new brand. We identified three specific tensions, which illustrate the inherent complexity of the internal branding process: authorization as (dis)empowerment, normalization as (dis)empowerment and moralization as (dis)empowerment. 相似文献
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This article aims at presenting the University of Oslo as a case of a Scandinavian university experiencing policy and structural changes as a consequence of changes in government's thinking on university finance. In this situation the active marketing of research based services might be a new source of revenue, and hence the following question comes up: How is the service function of the University perceived by the University and its clients in the Oslo region? The University of Oslo case is explored by reviewing available policy documents, statistics, regulations, charters and legal acts issued by the university itself and the Ministry of Education. In addition, information obtained through interviews with key actors at the university and key clients of the Oslo region, is presented. The study concludes that the University of Oslo is taking careful steps in the service direction. 相似文献
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