Hide metadata

dc.date.accessioned2019-11-14T19:02:15Z
dc.date.available2019-11-14T19:02:15Z
dc.date.created2018-03-16T11:52:48Z
dc.date.issued2018
dc.identifier.citationJensen, Karen . The Role of Shadow Organizing in Dealing with Overflows of Knowledge and Ambition in Higher Education. Reconfiguring Knowledge in Higher Education. 2018, 97-111 Springer Nature
dc.identifier.urihttp://hdl.handle.net/10852/70826
dc.description.abstractOver recent decades we have witnessed a considerable debate which questions the capacity of higher education institutions to address the challenges posed by complex developments. These include the increasing pace of knowledge production; real or imagined pressures with respect to global competition; and the ambition to combine world-class excellence with the need to provide a diverse labor market with knowledge and skills. In this context, the need to rethink the structures and practices of universities and colleges is high on policy and research agendas. However, what has received less attention is how ‘concerned groups’ take a forward-looking responsibility for knowledge and learning and develop parallel arrangements that take on some critical functions. These may be understood as shadow arrangements that typically emerge alongside formal institutions’ arrangements and have properties other than those of higher education institutions. Using examples from a study of legal education in Norway, this chapter shows how an entire shadow education system initiated by employers in both the private and public sectors has evolved. Moreover, it discusses how, owing to its greater flexibility, shadow organizing represents an efficient way of handling tensions and demands in the field related to professional socialization, recruitment practices, and the reproduction of elites.
dc.languageEN
dc.publisherSpringer Nature
dc.titleThe Role of Shadow Organizing in Dealing with Overflows of Knowledge and Ambition in Higher Education
dc.title.alternativeENEngelskEnglishThe Role of Shadow Organizing in Dealing with Overflows of Knowledge and Ambition in Higher Education
dc.typeChapter
dc.creator.authorJensen, Karen
cristin.unitcode185,18,1,0
cristin.unitnameInstitutt for pedagogikk
cristin.ispublishedtrue
cristin.fulltextpostprint
dc.identifier.cristin1573475
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.btitle=Reconfiguring Knowledge in Higher Education&rft.spage=97&rft.date=2018
dc.identifier.startpage97
dc.identifier.endpage111
dc.identifier.pagecount208
dc.identifier.doihttps://doi.org/10.1007/978-3-319-72832-2_6
dc.identifier.urnURN:NBN:no-73947
dc.type.documentBokkapittel
dc.type.peerreviewedPeer reviewed
dc.source.isbn978-3-319-72831-5
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/70826/4/corrected-Ch7_Jensen_final.pdf
dc.type.versionAcceptedVersion
cristin.btitleReconfiguring Knowledge in Higher Education


Files in this item

Appears in the following Collection

Hide metadata