Effectiveness and Equity: New Challenges for Social Recognition in Higher Education
Today, Higher Education in a global scope is subordinated to the greater institutional controls through the policies of the Quality of Education. These include processes of over evaluation of all the academic activities: students- and professors- performance, educational logistics, managerial standards for the administration of institutions of higher education, as well as the establishment of the imaginaries of excellence and prestige as the foundations on which universities of the XXI century will focus their present and future goals and interests. But at the same time higher education systems worldwide are facing the most profound crisis of sense and meaning and attending enormous mutations in their identity. Based in a qualitative research approach, this paper shows the social configurations that the scholars at the Universities in Mexico build around the discourse of the Quality of Education, and how these policies put in risk the social recognition of these individuals.
[1] M. Hopenhayn, El gran eslab├│n. Buenos Aires: Fondo de Cultura
Econ├│mica, 1999.
[2] The UNESCO Courier. World Conference on Higher Education, Paris:
UNESCO, 1998.
[3] A. Touraine, ┬┐Podremos vivir juntos? Iguales y diferentes. Buenos
Aires: Fondo de Cultura Econ├│mica, 1997.
[4] N. Bobbio, Autobiografía. Madrid: Taurus, 1998.
[5] P. Ricoeur, Temps et Récit. T.1 L-intrigue et le récit historique. Paris:
Éditions du Seuil. 1983.
[6] Seiman I., Interviewing as qualitative research. New York: Teachers
College, Columbia University. 1991
[7] Correa Arias, C. La entrevista a profundidad de base fenomenol├│gica.
Una herramienta para la recuperaci├│n de trayectorias socio-profesionales
y ocupacionales al interior de las organizaciones productivas. Revista
Gesti├│n P├║blica y empresarial. Vol. 10, no.6, p.p. 44-62, Sept. 2007.
[8] A. Marchesi, y E. Martín, Calidad de la enseñanza en tiempos de
cambio. Madrid: Alianza Editorial, 1998.
[9] P. Sacks, Standardized Minds. New York: Perseus Publishing, 2000.
[10] S. Slaughter and G. Rhoades, Academic Capitalism and the New
Economy. Baltimore: The John Hopkins University Press, 2004.
[11] V. Gaulejac, El coste de la excelencia. Barcelona: Paid├│s, 1991.
[12] E., Enriquez, "El trabajo de la muerte en las instituciones". En La
institución y las instituciones, estudios psicoanalíticos. R. Käes, Buenos
Aires: Ed. Paid├│s, 1989. pp. 45-62.
[13] C. Ibarra, "Origen de la empresarializaci├│n de la universidad. En
Políticas globales y educación, R. Romo, Coord. Guadalajara: Ed.
Universidad de Guadalajara, 2005, pp. 81-124.
[14] C. Correa Arias y G. Bernache, "La necesidad de un análisis social de la
calidad educativa". Educaci├│n Global, vol. 10, no.1, pp. 157-175, Oct.
2006.
[15] P. Bourdieu, El sentido práctico. Madrid: Taurus, 1991.
[16] F. Dubet, Le declaim de l-instituion. Paris: Seuil, 2002
[17] F. Dubet, Fait d-école. Paris: ├ëditions de l-├ëcole des Hautes études en
Sciences Sociales, 2008
[18] D. Meuret, Gouverner l-école. Une comparaison France/ ├ëtats-Unis.
Paris: PUF, 2007.
[19] C. Musselin, Les universitaires. Paris: La Découverte, 2008.
[20] C. Correa. The social, professional and disciplinary trajectories of
scholars inside of official discourses: The Case of the University of
Guadalajara, Mexico. The International Journal of Social Science.
Volume 3, no 3. Pp 11-20, Melbourne: Common Ground, September,
2008.
[21] P. Ricoeur, Caminos del reconocimiento. Madrid: Editorial Trotta, 2004.
[22] J. Derrida, L-Université sans conditions, Paris: Galilée, 2001.
[1] M. Hopenhayn, El gran eslab├│n. Buenos Aires: Fondo de Cultura
Econ├│mica, 1999.
[2] The UNESCO Courier. World Conference on Higher Education, Paris:
UNESCO, 1998.
[3] A. Touraine, ┬┐Podremos vivir juntos? Iguales y diferentes. Buenos
Aires: Fondo de Cultura Econ├│mica, 1997.
[4] N. Bobbio, Autobiografía. Madrid: Taurus, 1998.
[5] P. Ricoeur, Temps et Récit. T.1 L-intrigue et le récit historique. Paris:
Éditions du Seuil. 1983.
[6] Seiman I., Interviewing as qualitative research. New York: Teachers
College, Columbia University. 1991
[7] Correa Arias, C. La entrevista a profundidad de base fenomenol├│gica.
Una herramienta para la recuperaci├│n de trayectorias socio-profesionales
y ocupacionales al interior de las organizaciones productivas. Revista
Gesti├│n P├║blica y empresarial. Vol. 10, no.6, p.p. 44-62, Sept. 2007.
[8] A. Marchesi, y E. Martín, Calidad de la enseñanza en tiempos de
cambio. Madrid: Alianza Editorial, 1998.
[9] P. Sacks, Standardized Minds. New York: Perseus Publishing, 2000.
[10] S. Slaughter and G. Rhoades, Academic Capitalism and the New
Economy. Baltimore: The John Hopkins University Press, 2004.
[11] V. Gaulejac, El coste de la excelencia. Barcelona: Paid├│s, 1991.
[12] E., Enriquez, "El trabajo de la muerte en las instituciones". En La
institución y las instituciones, estudios psicoanalíticos. R. Käes, Buenos
Aires: Ed. Paid├│s, 1989. pp. 45-62.
[13] C. Ibarra, "Origen de la empresarializaci├│n de la universidad. En
Políticas globales y educación, R. Romo, Coord. Guadalajara: Ed.
Universidad de Guadalajara, 2005, pp. 81-124.
[14] C. Correa Arias y G. Bernache, "La necesidad de un análisis social de la
calidad educativa". Educaci├│n Global, vol. 10, no.1, pp. 157-175, Oct.
2006.
[15] P. Bourdieu, El sentido práctico. Madrid: Taurus, 1991.
[16] F. Dubet, Le declaim de l-instituion. Paris: Seuil, 2002
[17] F. Dubet, Fait d-école. Paris: ├ëditions de l-├ëcole des Hautes études en
Sciences Sociales, 2008
[18] D. Meuret, Gouverner l-école. Une comparaison France/ ├ëtats-Unis.
Paris: PUF, 2007.
[19] C. Musselin, Les universitaires. Paris: La Découverte, 2008.
[20] C. Correa. The social, professional and disciplinary trajectories of
scholars inside of official discourses: The Case of the University of
Guadalajara, Mexico. The International Journal of Social Science.
Volume 3, no 3. Pp 11-20, Melbourne: Common Ground, September,
2008.
[21] P. Ricoeur, Caminos del reconocimiento. Madrid: Editorial Trotta, 2004.
[22] J. Derrida, L-Université sans conditions, Paris: Galilée, 2001.
@article{"International Journal of Business, Human and Social Sciences:57096", author = "Correa Arias and César", title = "Effectiveness and Equity: New Challenges for Social Recognition in Higher Education", abstract = "Today, Higher Education in a global scope is subordinated to the greater institutional controls through the policies of the Quality of Education. These include processes of over evaluation of all the academic activities: students- and professors- performance, educational logistics, managerial standards for the administration of institutions of higher education, as well as the establishment of the imaginaries of excellence and prestige as the foundations on which universities of the XXI century will focus their present and future goals and interests. But at the same time higher education systems worldwide are facing the most profound crisis of sense and meaning and attending enormous mutations in their identity. Based in a qualitative research approach, this paper shows the social configurations that the scholars at the Universities in Mexico build around the discourse of the Quality of Education, and how these policies put in risk the social recognition of these individuals.
", keywords = "Higher education, quality of education, social
recognition, social configurations.", volume = "3", number = "7", pages = "1544-8", }
