Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein
TL;DR: In this paper, a framework for conceptualizing transitions from Vocational Education and Training (VET) programs to Higher Education (HE), by bringing together Bourdieu and Bernstein, is presented.
Abstract: In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’...
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TL;DR: The role of elite universities in higher education has been discussed by Tapper and Palfreyman as discussed by the authors, who argue that academic proles see themselves as just another bit of the labour force due for Fordist management improvements, and this will be increasingly true in the context of some HEIs now marching from the road of proudly being "employer-engaged, even 'employer led' in their academic activity.
Abstract: academic proles as just another bit of the labour force due for Fordist management improvements, and this will be increasingly true in the context of some HEIs now marching from the road of proudly being ‘employer’-engaged, even ‘employer-led’, in their academic activity. (Paper 34 at the Papers Page of the OxCHEPS web-site (http://oxcheps.new.ox.ac.uk/) provides ‘a comparative historical perspective on ‘leadership in higher education’; while Paper 33 discusses ‘what is an elite or a “top”, “global” university?’. The 2009 book edited by Tapper & Palfreyman, Structuring Mass Higher Education: the Role of Elite Institutions, discusses the role of elite universities within national HE systems.)
30 citations
TL;DR: This paper used semi-structured interviews with emerging engineering education researchers to develop a conceptual model of the EER transition process through the lens of Bourdieu's Theory of Practice, and made recommendations for supporting successful transitions to EER.
Abstract: As the engineering education research (EER) field is yet to fully mature, there are few formally established pathways to EER. Consequently, most researchers transition to EER after completing technical engineering qualifications. Reconciling this training with the distinctly different expectations of educational research creates unique challenges for these researchers, who must also navigate colleagues’ perceptions of EER as a “soft” discipline with reduced reward and recognition prospects. To understand why and how individuals make the transition, this study used semi-structured interviews with emerging engineering education researchers to develop a conceptual model of the EER transition process through the lens of Bourdieu’s Theory of Practice. Those engaging in EER are intrinsically interested in education and recognise research output is highly valued within universities. Transitioning requires researchers to develop capital in the form of networks, opportunities, and skills. This leads to researchers evolving their epistemological beliefs to align with educational research. Recommendations are made for supporting successful transitions to EER.
11 citations
TL;DR: In this article, the authors analyse what happens to career counseling when it is intertwined with the asylum process, and present a Swedish example of an amendment to the education legislation, regarding residence per...
Abstract: In this article we analyse what happens to career counselling when it is intertwined with the asylum process. A Swedish example is an amendment to the education legislation, regarding residence per...
6 citations
Cites background from "Conceptualising transitions from vo..."
...…Refugees; migration; career counselling; citizenship; upper secondary education strategies of individuals or groups with varying assets (Katartzi and Hayward 2020; Larsson and Hultqvist 2018; Vincent et al. 2012) and important elements of the field of reproduction (sensu Bernstein, see…...
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TL;DR: In this paper, the authors assess the higher education curriculum based on a survey of 280 students, employers, alumni, and lecturers in both social sciences and natural sciences in Ho Chi Minh City, Vietnam.
Abstract: Education policy is a dynamic process featuring social development trends. The world countries have focused their education program on empowering the learners for future life and work. This paper aims to assess the higher education curriculum based on a survey of 280 students, employers, alumni, and lecturers in both social sciences and natural sciences in Ho Chi Minh City, Vietnam. The fuzzy decision-making method, namely the Fuzzy Extent Analysis Method (F-EAM), was applied to measure the relative weight of each parameter. Seven factors under the curriculum development have been put in the ranking. Input with emphasis on foreign language was the highest priority in curriculum development, given the expected demand of the labor market. Objective and learning outcome and teaching activities ranked second and third, respectively. The traditional triangle of teaching content, methodology, and evaluation and assessment are still proven their roles, but certain modifications have been defined in the advanced curriculum. Teaching facilities had the least weight among the seven dimensions of curriculum development. The findings are helpful for education managers to efficiently allocate scarce resources to reform the curriculum to bridge the undergraduate quality gap between labor supply and demand, meeting the dynamic trends of social development.
5 citations
References
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01 Jan 1980
TL;DR: Bourdieu as mentioned in this paper develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood.
Abstract: Outline of a Theory of Practice is recognized as a major theoretical text on the foundations of anthropology and sociology. Pierre Bourdieu, a distinguished French anthropologist, develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood. With his central concept of the habitus, the principle which negotiates between objective structures and practices, Bourdieu is able to transcend the dichotomies which have shaped theoretical thinking about the social world. The author draws on his fieldwork in Kabylia (Algeria) to illustrate his theoretical propositions. With detailed study of matrimonial strategies and the role of rite and myth, he analyses the dialectical process of the 'incorporation of structures' and the objectification of habitus, whereby social formations tend to reproduce themselves. A rigorous consistent materialist approach lays the foundations for a theory of symbolic capital and, through analysis of the different modes of domination, a theory of symbolic power.
21,227 citations
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01 Jan 2011
TL;DR: The notion of capital is a force inscribed in objective or subjective structures, but it is also a lex insita, the principle underlying the immanent regularities of the social world as mentioned in this paper, which is what makes the games of society, not least the economic game, something other than simple simple games of chance offering at every moment the possibility of a miracle.
Abstract: The social world is accumulated history, and if it is not to be reduced to a discontinuous series of instantaneous mechanical equilibria between agents who are treated as interchangeable particles, one must reintroduce into it the notion of capital and with it, accumulation and all its effects. Capital is accumulated labor (in its materialized form or its ‘incorporated,’ embodied form) which, when appropriated on a private, i.e., exclusive, basis by agents or groups of agents, enables them to appropriate social energy in the form of reified or living labor. It is a vis insita, a force inscribed in objective or subjective structures, but it is also a lex insita, the principle underlying the immanent regularities of the social world. It is what makes the games of society – not least, the economic game – something other than simple games of chance offering at every moment the possibility of a miracle. Roulette, which holds out the opportunity of winning a lot of money in a short space of time, and therefore of changing one’s social status quasi-instantaneously, and in which the winning of the previous spin of the wheel can be staked and lost at every new spin, gives a fairly accurate image of this imaginary universe of perfect competition or perfect equality of opportunity, a world without inertia, without accumulation, without heredity or acquired properties, in which every moment is perfectly independent of the previous one, every soldier has a marshal’s baton in his knapsack, and every prize can be attained, instantaneously, by everyone, so that at each moment anyone can become anything. Capital, which, in its objectified or embodied forms, takes time to accumulate and which, as a potential capacity to produce profits and to reproduce itself in identical or expanded form, contains a tendency to persist in its being, is a force inscribed in the objectivity of things so that everything is not equally possible or impossible. And the structure of the distribution of the different types and subtypes of capital at a given moment in time represents the immanent structure of the social world, i.e. , the set of constraints, inscribed in the very reality of that world, which govern its functioning in a durable way, determining the chances of success for practices.
21,046 citations
"Conceptualising transitions from vo..." refers background in this paper
...Further, students enter the higher education field with a differential volume of capitals (Bourdieu 1986) - economic, social and cultural capital- available at their disposal....
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...This framework draws eclectically upon two prominent theorists, (Bernstein 2000, Bernstein and Solomon 1999) and Bourdieu (1986, 1996), whose seminal work has unarguably informed much scholarship in sociology of education but has been under-utilised in the area of VET to HE transitions....
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14,683 citations
Book•
01 Jan 1992
TL;DR: In this article, Scott Lash and Brian Wynne describe living on the VOLCANO of CIVILIZATION -the Contours of the RISK SOCIETY and the Politics of Knowledge in the Risk Society.
Abstract: Introduction - Scott Lash and Brian Wynne PART ONE: LIVING ON THE VOLCANO OF CIVILIZATION - THE CONTOURS OF THE RISK SOCIETY On the Logic of Wealth Distribution and Risk Distribution The Politics of Knowledge in the Risk Society PART TWO: THE INDIVIDUALIZATION OF SOCIAL INEQUALITY - LIFE-FORMS AND THE DEMISE OF TRADITION Beyond Status and Class? 'I am I' Gendered Space and the Conflict Inside and Outside the Family Individualization, Institutionalization and Standardization Life Situations and Biographical Patterns De-Standardization of Labour PART THREE: REFLEXIVE MODERNIZATION: ON THE GENERALIZATION OF SCIENCE AND POLITICS Science Beyond Truth and Enlightenment? Opening up the Political
12,946 citations
Book•
01 Jan 1987TL;DR: In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce student attrition as mentioned in this paper, showing that effective retention is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus.
Abstract: As enrollments continue to decline, student retention is increasingly vital to the survival of most colleges and universities. In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. This revised and expanded edition incorporates the explosion of recent research and policy reports on why students leave higher education. Incorporating current data, Tinto applies his theory of student departure to the experiences of minority, adult and graduage students, and to the situation facing commuting institutions and two-year colleges. He has revised his theory, giving new emphasis to the central importance of the classroom experience and to the role of multiple college communities.
9,733 citations