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Session Chair: Manuel Fernández-Esquinas, CSIC - Institute for Advanced Social Studies Session Chair: Ana Romão, Military Academy
Location:BS.4.04B Manchester Metropolitan University
Building: Business School, Fourth Floor, North Atrium
Neoliberal Policies and Education Models in Europe: Possibilities, Boundaries and Barriers of the “Competence Society”
University of Pisa, Italy
This paper aims to study how neoliberal policies have influenced education models, by analysing European Union recommendations concerning “key competences” and Italian school reform as a case of adaptation to the dominant leanings. From the documents selected, clear references to neoliberal ideology emerge. In particular, the competence related to the sense of initiative and entrepreneurship has assumed a strategic role within the “Lifelong Learning Programme” and the “Europe 2020 Programme”, fostering the spread of a new labour market model no longer based on the prevailing paid employment.
Italian legislation acknowledged the European Union guidelines regarding promotion of the key competences, and more specifically of alternating school-work pathways. Although it is too early to make an overall evaluation of the effects these laws have produced, the actions promoted so far do not seem to overcome the existing inequality in Italy’s educational and employment opportunities, as the objective of promoting competences that can be directly used on the labour market to the detriment of broader cultural preparation impoverishes the education of the most disadvantaged students, who have the fewest opportunities to acquire knowledge and critical thinking outside the school context.
The transformations taking place in the educational field appear to proclaim the advent of a “Competence Society”, the last metamorphosis of an epiphenomenon with its roots in the globalised capitalist system, which is leaving social reproduction mechanisms unchanged.
Management Of HEIs: A Holistic Approach In The Context Of Greece
Sofia Mastrokoukou1, Irene Fafaliou2
1University of Milano Bicocca, Italy; 2University of Piraeus
In the last few years, Higher Education Institutions (HEIs) are going through a major resurge in Europe and elsewhere in the world. The quest for this evolution is the enhancement of the operations of the Universities in order to cope with raising demands for better educational services and higher value added for all stakeholders. Despite the fact that quality management in HEIs has been a relatively old issue, there is no consensus regarding the definition of the term. Similarly, the research in the field is limited, in particular, in Southern European countries. This paper aims to fill this gap by exploring, initially, the status of quality management in the case of a Greek University, located in the prefecture of Attica. In doing so, we collected primary data using an ad-hoc questionnaire addressed to teaching and administrative staff and undergraduates. The preliminary outcomes of our research indicate that there is a need for an alternative approach to this institution quality management focusing more on good practices and excellence. This work in progress is going to be further elaborated via the examination of similar issues in the context of Italian HEIs and, finally, through the construction of a comparative analysis concerning the findings entailed by the two cases investigated.
Keywords: HEIs, quality management, Greece, good practices
Drama and Theatre in Education: Theoretical Considerations and Policies in Southern European countries Countries
Eleni Nina Pazarzi1, Iliana Pazarzi2
1University ofPiraeus Greece; 2OkypousTheater Company
Em. Professor, University of Piraeus
Okypus theatre company
MA, Dept of International and European Studies
Drama and Theatre is an essential tool for education because it develops significant life skills such as intuition, creativity, sensitivity, etc and it can be a mechanism for the socialization of the individual. The importance of art and especially theater as a tool and not solely as subject in the curriculum of educational systems is recognized in many countries around the world.
Our presentation will refer to the theories, mainly the sociological ones, which analyze the necessity of drama and theatre in educational systems, especially in primary educational level. Another issue of our presentation will be the policies for art in education in southern European societies with special focus in the Greek educational system.
Mapping the Institutional Quality of Innovation Systems: A methodological outline and its implications for southern European countries
Paula Espinosa Soriano
Consejo Superior de Investigaciones Científicas (CSIC), Spain
This article develops an alternative approach for analysing the role of institutional quality in higher education, research and innovation. Institutions are acknowledged as important elements that determine the functioning and outcomes of organizational fields. The mainstream frameworks that study innovation systems consider that ‘the specific features of institutions and organizations that form the innovation systems shape the innovation capacities of countries and regions’.
In this paper we use a cross fertilization strategy that combines the institutional quality perspectives with the innovation systems approach in order to provide a systematic account of the role of institutions. We define institutional quality as a set of practices that intervene in the real functioning of institutions. Namely, ‘meritocracy’, ‘inmunity to corruption’, ‘absence of islands of power’, ‘proactivity’ ‘openness to technologies and flexibility’ and ‘external alliances’. Our background hypothesis is that the dimensions of institutions determine the outcomes of innovation systems.
We outline a viable methodology for comparative purposes. Firstly, as units of analysis we consider a set of organizations/institutions that are strategic for an innovation system. Second, we design a fieldwork procedure that focus on direct observations of social dynamics based on documents, interviews, internal surveys and output indicators. Third, we propose an analytical approach that combines narratives with an explanatory account that tries to find the determinants of innovation systems by using Qualitative Comparative Analysis.
The study is in a phase of fieldwork in Spain. In this paper we provide a methodological framework, discuss the possibilities for comparative research in the region and raise implications for southern European countries.