Dualisms in higher education: a critique of their influence and effect

Research output: Contribution to journalArticle (Academic Journal)peer-review

11 Citations (Scopus)

Abstract

Dualisms pervade the language of higher education research providing an over-simplified roadmap to the field. However, the lazy logic of their popular appeal supports the perpetuation of erroneous and often outdated assumptions about the nature of modern higher education. This paper explores nine commonly occurring dualisms: collegiality/managerialism, student-centred/teacher-centred, deep learning/surface learning, academics/non-academics; research/teaching, old universities/new universities, liberal/vocational, public universities/private universities and higher education/further education. Illustrated by reference to a range of international contexts, it is argued that over-reliance on dualisms among higher education scholars has adverse effects including narrowing the possibilities of research design and inhibiting intellectual advancement within the field
Original languageEnglish
Pages (from-to)101-118
Number of pages18
JournalHigher Education Quarterly
Volume69
Issue number1
DOIs
Publication statusPublished - Jan 2015

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