Session Information
23 SES 14 A, Europeanization of Higher Education
Symposium
Contribution
The European Commission has drawn on evidence-based policy for its reflection. It entails a new division of labour between decision-making, research and expertise. The analysis identifies the configurations at work as they influence higher education, especially the development of new functions of knowledge production and social networks that establish new standards and categorisation of knowledge deemed useful to decision-making. A socio-historic interpretation is identified since the late 19th century shows three periods that currently combines a revived positivism and scientism in restructuring the State and the government of education. It entails the design of tools for governing science, new methodologies of scientific assessment, and new forms of knowledge classification. The study is based on an international comparison between the USA, the United Kingdom and France. The method is an archaeology inspired by the sociology of science that investigates the international socio-scientific networks that have contributed to the design of measurement instruments in education (Latour, 2005). It also includes a four-year participation in an EU-endorsed network of experts.
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